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Filmed as X«rox University M icrofilm s 3 0 0 N o rth 2 * * t > R o » d A n n A rb or. M ic h ig a n 4 S 1 0 6 I I 73-29,677 CATO, Amy Davison, 1941A STUDY OF ATTITUDES OF GRADUATE STUDENTS IN ADMINISTRATION AND HI CHER EDUCATION TOWARD A DOCTOR OF ARTS DEGREE AT MICHIGAN STATE UNIVERSITY. Michigan State University, Ph.D., 1973 Education, teacher-training U niversily M icrofilm s, A XEROX Com pany , A n n Arbor, M ichigan A STUDY OF ATTITUDES OF GR A DUATE STUD ENTS IN ADMINISTRATION AND HI G HE R EDUCATION TOWARD A DOCTOR OF ARTS DEGREE AT MICHIGAN STATE UNIVERSITY By Amy D. Cato A THESIS Submitted to Michigan State University in partial fulfillment of the re quirements for the degree of DOCTOR O F PHILOSOPHY Department of A d mi n is t ra t io n and Higher Education 1973 AB STRACT A STUDY OF AT T ITUDES OF GR A D U A T E S T UDENTS IN A DM I NISTRATION AND H I G H E R ED UCATION T OW A RD A DOCTOR OF ARTS DEGREE AT M I C H I G A N STATE UNIVER S IT Y By Amy D. Cato Purpose of the Study The specific purpose of this study w a s to investi­ gate the attitudes of graduate st udents p r e s e n t l y enrolled in Ad m inistration and Higher E d uc ation toward a Doctor of Arts degree at M ic h i g a n State University. In addition this study sought to determine the extent to w h i c h g r a d u ­ ate students' past exper ie n ce s and future c a re e r goals were related to their attitude tow ard the Doctor of Arts degree. Procedures The population consisted of a total of 397 g r a d u ­ ate students in A d m i n i st r at i on and Higher E d uc a t i o n who were enrol le d full-time at M i ch i g a n State Un i ve r si t y during the 1972 Fall term. Two h un d r e d and thirty-nine of the graduate students to w h o m the qu e st i on n ai r es were sent responded and we re the subjects of this study. A n y D. Cato An a na lysis of Contin g en c y T ables for this study. (ACT) w a s used The data w e r e a n alyzed with the A C T pr o­ gram from two different perspe ct i ve s : (1) area of study in regard to bac kground d a t a and attitudinal data# and (2) c a t e g o r iz a ti o n of g ra d u a t e students on the researchteaching continuum in regard to b ac k gr o un d data and at titudinal data. Nine res earch qu e stions w e r e formulated and examined to investigate attitudes toward the D.A. and to determine the extent degree# to which graduate students* past e x p e r i e n c e s and future career go a l s were related to their attitudes toward the D.A. degree. Conclu s io n s Anal ysis of the d a t a supports the following c on ­ clusions: 1. G r ad u at e students who v i e w themselves as pri m ar i ly teachers and anticipate careers as teachers tend to have a more favorable at t i­ tude toward the D.A. d e g r e e than the opinions of graduate students w h o anticipate careers as researchers. 2. G ra d u a t e students viewed the D.A. de g re e as a viable program# not o n l y for their o wn p ur poses but a l s o as b e i n g good for the e d u ­ cational profession# p a r t i c u l a r l y the two year colleges. Amy D. Cato 3. An o v e r w h el m in g ly significant number of gr aduate students indicated a desire for such a program to be of fered at Michigan State University, in a D.A. 4. and would consider further study degree program. A significant number of graduate students c a te g or i ze d themselves as being more of a teacher than a researcher, had more e x p e r i ­ ence as a teacher than as a researcher and a nt i ci p at e careers as teachers rather than as researchers. 5. Grad uate students vi ew the D.A. degree as being eq u a ll y as demanding as the Ph.D. degree. 6. A significant number of graduate students feel that an internship is an important e xperience The in doctoral programs. results of this study support the contention that the D octor of Arts degree should be established at Mi chigan State University. of It is essential in this period ferment and chan ge that M i ch i ga n State University support its professed interest in the improvement of teaching through the establi s hm en t of a doctor al pro gram sp ecifically designed to prepare one for effective college teaching. DEDICATION To m y husband, Alvin, ment, for his c ontinuous e n c o u r a g e ­ faith and confidence du r in g this investigation, this thesis is de dicated to you. To m y sons, Jimmy, patience, Kevin and Dennis, whose uncommon understanding add w i l l i n g n e s s to help in their own little w a y provided consta nt inspiration and in centive to complete the task. To m y family w h o have provided a lifetime of inspiration through their love, confidence. ii unending devotion and A C K N O WLE DGM ENT S Sincere appreciation of my doctoral committee, valuable time, patience, is expressed to the chairman Dr. W i l l i a m Sweetland, for his assistance and suggestions throughout the d evelopment and completion of the study. Special gr a titude is ex t ended to Dr. Larry Lozotto, guidan ce in the statistical procedures. Graditudc for is also extended to Dr. V a nd e l J oh n so n and D r + Dale Al am for their e n c o u r a ge m en t and concern as members of the w r i t e r ' s guidance committee. T ha n ks for helping me to "grow." A ck n ow l e d g m e n t s are a l s o extended to Dr. Clarence Minkel, Dr. Harris Beaman and Mrs. Virgi n ia Wi s e m a n for their interest and support. Special thanks are extended to the faculty and staff of G ardner Jr. H i gh School. tion, continued faith, T h e i r unending d e v o ­ constant reassurance and f r i e n d ­ ship were instrumental and helpful during man y times of extreme stress. iii TABLE OF CONTENTS Page D E D I C A T I O N .............................................. ACKNOWLEDGMENTS .......................................... ii iii LIST O F T A B L E S ............................................. vi Ch apter I. INTRODUCTION ................................... Statement of the Problem.... ................ Need for the S t u d y ......................... Importance of the S t u d y ..................... Statement of Research Questions . . . . Lim itations of the S t u d y ................. Definit ion of T e r m s ......................... O v e r v i e w ....................................... II. REVIEW OF RELATED LITERATURE ................ History of Doctoral Programs in Europe. . History of Doctoral Programs in the Unit ed States ............................ The Present Status of the P h .D ............. Changing Nature of Higher Education. . . Review of the L i t e r a t u r e .................. S u m m a r y ....................................... III. 2 5 10 11 12 13 13 15 15 18 29 32 35 47 M E T H O D O L O G Y ....................................... 50 P o p u l a t i o n ................................... The S a m p l e ................................... Dev elopment of Instrument... ................ Instrumentation ............................ B ackground D a t a ......................... Attitudinal Instrument... ................ P r o c e d u r e ................................... Des ign and A n a l y s i s ......................... Rese arch Questions ......................... S u m m a r y ....................................... 50 51 52 52 52 53 53 54 55 56 iv Chapter IV. Page AN ALYSIS OF BACKGROUND V A RI A BL E S AND GRADUATE STUDENTS' ATTITUDES TOWA RD A DOCTOR OF ARTS D E G R E E ......................... 57 Description of the S a m p l e .................. 57 S u m m a r y ................................... 81 Self Report of Past and Future Ca re er 81 G o a l s ....................................... S u m m a r y ................................... 96 Attitudes Toward the Do ct or of Arts Degree by Area of S t u d y .................. 96 S u m m a r y ....................................... 109 Attitudes Toward the Doctor of Arts Degree by R esearch-Teacher Continuum . 110 S u m m a r y ................................... 120 S u m m a r y ........................................... 121 V. S U M M A R Y , FINDIN GS AND CONCLUSIONS, R E CO M ­ MENDATIONS A N D I M P L I C A T I O N S ................. 122 S u m m a r y .......................................122 Findings and Co nc lusions .................. 125 R ecommendations ............................ 136 Implications........ .......................... 137 BIBLIOGRAPHY .............................................. A P P E N D I C E S ................................................. 14 4 v 138 LIST OF T ABLES Tabic 1. Page Doctor al programs o ffered by 254 gr aduate inst itutions ....................................... 27 2. N umber of the 254 gra duate institutions o f f e r ­ ing each doctoral d e g r e e ............................. 28 3. Year un d er g ra d ua t e degree was received 4. Year ma s te r ' s de g re e was r e c e i v e d ................... 60 5. Area of study in which u nd e rg r ad u at e degree was r e c e i v e d ........................................... 62 6. Area of study in which M a s t e r ' s degree was r e c e i v e d ...............................................66 7. Number of years wo rk ing o n M a st e r' s degree 8. Numb er of years wo rking on do ctorate degree. 9. Number of years teaching e xperience . . . . 72 10. Number of y e a r s — research experience . . . . 74 11. Type of teaching certi ficate they n o w h o l d 12. C la s si f ic a ti o n of grade levels gr aduate s t u ­ dents in administration and higher ed ucation have t a u g h t ........................................... 78 13. College and university em p lo y me n t ............... 14. Percent of time spent in teaching by area of s t u d y .................................................. 82 15. Percent of time spent in teaching r e po r t e d by the te a ch e r- r es e ar c h c o n t i n uu m .................. 16. . . . . 58 . . . . 68 70 76 80 84 Pe rcent of time spent in r e s e a r c h ................... 85 vi Table 17. 18. 19. 20. 21. 22. 23. 24. 25. Page Percent of time spent in resea r ch reported by the teacher-research conti nu u m .............. 86 Catego ri z at i on of graduate stu dents on the teacher-research continuum ..................... 88 The ideal distr ib u ti o n graduate students in Higher Education and A d m i n i s t r a t i o n a n t i c i ­ pate devoting to teaching after complet i ng their graduate w o r k ............................ 90 The ideal distri bu t io n graduate students a nticipate devoting to teaching after c o m ­ pleting their gr a duate work by researchteacher continuum ................................ 92 The ideal di stribution graduate students anticip ate devoting to research after c o m ­ pleting their g r aduate work by area of study 93 . The ideal distri bu t io n graduate students anticipate devoting to research aft er c o m ­ pleting their gradu at e work by resear chteacher continuum ................................ Do you feel that the D.A. d egree p rogram would be more relevant to m ee t in g your career goals than the Ph.D. p r o g r a m ? .............. If you were to consider getting a degree beyond the masters w o u l d you feel that the D.A. pr ogram w o u l d b e s t meet your needs?. . 97 . Do you feel the research requirement for your field will better enable you to read and understand research that is p er t inent to your t e a c h i n g ? ........................ 26. Do you feel that the e s t a b l i s h m e n t of a D.A. degree program would be good for the e d u c a ­ tional p r o f e s s i o n ? .............................. 100 27. With 2 year colleges de manding m o r e qu a lified teache rs do you feel the D.A. is the answer to the p r o b l e m ? .................................. 100 28. Do you feel a p rogram such as the D.A. should be o ff e r e d at M . S . U . ? ........................... 101 vii 95 98 99 Table* Page 29. If the D.A. w e r e of f er e d at M.S.U. how seriously would you consider changing to that p r o g r a m ? ........................................... 102 30. Do you think the D.A. degree p r ogram will attract less q u a l i f i e d students than the P h . D . ? .................................................. 103 31. Do you feel that the D.A. degree will r e pr e ­ sent a " w at e re d -d o wn ” P h . D . ? ........................ 103 32. How do yo u think people in general would view the D.A. degree as compa red to the Ph.D. d e g r e e ? ................................... 104 3 3. Do you think people in general would view the D.A. as being equally prestigious as the P h . D . ? .................................................. 105 34. How important to you is the prestige factor of an advanced d e g r e e ? .................................... 105 35. How would you y ou rself view the D.A. degree as compared to the P h . D . ? ................................ 106 36. Do you think persons ho lding the D.A. degree wi ll be better teachers than those holding the P h . D . ? .............................................. 107 37. Do you feel the internship in a D.A. pr ogram would be a valuable e x p e r i e n c e ? ...................... 107 38. Do you feel the internship in a D.A. p r ogram would m a k e for a better t e a c h e r ? .................. 108 39. If the Ph.D. included an intership as an option, d o you feel th is w o u l d be suffici ent for those interested in college teaching? . . 109 40. Do you feel that the D.A. degree program w o ul d be more relevant to meeting y ou r career goals than the Ph.D. p r o g r a m ? ............................. 110 41. If you were to consider getting a degree b eyond the masters w o u l d you feel that the D.A. p rogram w o u l d best meet your needs?. . . Ill 42. Do you feel the research requirement for your field will better enable you to read and underst a nd research that is perti n en t to your t e a c h i n g ? .............................................. 112 43. Do you feel that the e s t a b l i s h m e n t of a D.A. degree program wou ld be good for the e d u c a ­ tional p r o f e s s i o n ? .................................... 112 vi i i Table Page 44. With 2 year colleges demanding more qualified teachers do you feel the D.A. is the answer to the p r o b l e m ? ....................................... 113 45. Do you feel a p r ogram such as the D.A. should be offered at M.S.U. ? ................................ 113 46. If the D.A. were offered at M.S.U. how seriousl y would you consider changing to that p r o g r a m ? .............................................. 114 47. Do you think the D.A. degree program will attract less qualified students than the P h . D . ? .................................................. 115 48. Do you feel that the D.A. degree will r e p r e ­ sent a " w a t e r e d - d o w n ” P h . D . ? 115 49. How do you think people in general would view the D.A. degree as compared to the Ph.D. d e g r e e ? .................................................. 116 50. Do you think people in gen eral would v ie w the D.A. as being e qually prestigious as the P h . D . ? .................................................. 116 51. How important to you is the prestige factor of an advanced d e g r e e ? .................................... 117 52. How would you you rself view the D.A. degree as compared to the Ph.D.?. . . . . . . . . 53. Do you think persons holding the D.A. degree will be b etter teachers than those holding the P h . D . ? ............................................ 118 118 54. Do you feel the internship in a D.A. program would be a valuable e x p e r i e n c e ? ......................119 55. Do you feel the internship in a D.A. program wo uld make for a be t te r t e a c h e r ? .................. 119 56. If the Ph.D. included an i n te r ns h ip as an option, do you feel this would be sufficient for those interested in college teaching? . ix , 120 CH A P T E R I INTRODUCTION Of the m a n y concerns in the area of higher e d u c a ­ tion, one that has received greater attention in r e ce n t years is the need for improvement of un dergraduate tion. i ns t r u c ­ Evidence of this conc ern is furnished by such studies as those of the Carnegie Commission on Higher Education, 1 2 Ann Heiss, Goff and Wilson, 3 Dressel and D e l i s l e , 4 Kenneth E b e l , 5 the study done for the Ame rican Associa t io n for J un i or and Community Colleges,^ and others. The Ca r negie Commission on Higher Education, Less Time More O p t i o n s : Edu cation Beyond the High School (New Y o r k : McGraw-Hill, 1972) . 2 Ann M. Heiss, "The T r oubled Campus," in Preparing College T e a c h e r s , (Washington, D . C . : U.S. Department of H e a l t n , Education and Welfare, Offi ce of E d u c . , 1968). 3Jerry G. Goff and Robert C. Wilson, Faculty Values and Improving Te a ching (Berkeley: Center for Research and Develo p me n t in H igher Education, 1970). 4 Paul Dressel and Frances Delisle, Blueprint for Change; Doctoral P r ograms for C o llege Teachers (Iowa City: The Am e rican College T e sting Program, 19 72). Kenneth E. Eble, The Recogn it i on and Ev aluation of Teaching (Washington, D.C. : Americ a n Association of University Profess o rs and A ss o ci a ti o n of A me rican Colleges, 1970). 6The P r e p a ra t io n for J u ni o r and Community College T e a c h e r s , Co m mi t te e Report (Washington, D . C . : American Associa t io n for J un i or C o mm u ni t y Colleges, 1968). 1 2 Recent attempts have been made to develop or revise graduate programs to prepare doctoral candidates s p e c i f i ­ cally for prospective careers as college teachers. It is generally believ ed that the p r esent Ph.D. degree programs are heavily oriented toward those who wish research or scholarly writing; to engage in consequently# designed for college teachers is needed# a program and the Doctor of Arts degree has been d ev e loped to meet that need. Statement of the Pr oblem The specific purpose of this study is to i n v e s t i ­ gate the attitudes of graduate students presently enrolled in Higher Education and Ad m in istration toward a Doctor of Arts degree at M ic higan State University. In addition this study sought to determine the extent to which g r a d u ­ ate s t u d e n t s ' past experience and future career goals were related to their attitudes toward the D.A. degree. The Doctor of Philosophy degree has tradit ionally e mphasized research, and the ma j or it y of doctoral c a n d i ­ dates are trained exclusively along those lines. ever, the Ph.D. How­ degree is counterproductive in that the majori ty of its graduates actual l y follow careers as college teachers. Relevance in a doctoral degree is achieved only if its structure is appropriate to the career goals determined by the student. ^Carnegie Commission, op. 7 c i t ., p. 35. 3 There has been a gr ow ing feeling that professors should devote more time and energy to stimulating s t u ­ dents' interests, instead of being p ri m arily inv olved in the research aspect of their pro fessional r e s p o n s i b i l i ­ ties. Students are demanding more relevance and a c c o u n t ­ ability from instructors in higher education. With better preparation for college teaching, great strides in meeting the educational needs of students can be taken. training should emph asize the importance of those which shape interest, attitudes, This factors and beliefs of the s t u ­ dents . The establishment of a new degree p ro g ra m d es i gn e d to prepare college teachers is a possible solution to the problem. The Doctor of Arts degree is s tructured to better prepare teachers to qu a li f y for careers they anticipate or jobs they do in fact perform. It has b ecome quite obvious that the Doctor of Philosophy h ol d er has not had adequate training college teaching. for all the parameters of College teaching is the o n ly p r o f e s ­ sion that does not require any professional training. We now select and train a student to do research; employ him to teach; of his research. and then promote him on the basis This is bo th confusing and subverts g the teaching process. 8 I b i d . , p. then 17. 4 Junior and comm unity colleges are also concerned with the caliber of teachers. There has been a vast expansion of two -year colleges due to an increase in high school graduates, demands. open admission policies, and societal Due to this expa nsion the need for more teachers has been tremendous. Teaching at this level should be dynamic and di v e r s i f i e d wi th interactions b et ween teachers and students in both the affective and cognitive domain. Teacher awareness of the particular needs of these s t u ­ dents, and the ability to relate to these students and the ability to relate to their needs, m a y be developed through teacher training programs or an internship which is inclusive in the Doct or of Arts deg ree program, in contrast to the Doctor of Philo sophy degree holders, who are prepared m a in l y to be involved with research or writing and may not possess those qualities or want to deal with the special kinds of problems that exist when teaching in a junior or community college. 9 Whal ey states that: Graduate e d u c a t i o n should assure the advanced pr ofessional training of individuals w h o then can deal e f f e c t i v e l y with the requirements of a rapidly changing social order. Co mp rehensive high-level training is being in creasingly called for . . . somewhere w it h in the p e r s p e c ­ tive of this purpose, there ought to be a 9 Na tional Fa c u l t y Association of C om m unity and Junior Colleges, Guidelines for the Prepar a ti o n of C o m ­ munity Junior C o l l e g e Teachers (Washington, D . C . : American Association of Junior and Community Colleges, 1968). 5 separation between the Ph.D. program, with its emphasis on research, and the sort of doctoral program that would impart a broad spectrum of knowledge but attach to it a specific re q ui r e­ ment that w ou l d ensure competence in practice within a specific professional area. For m y ­ self, I see this purpose m e t by a group of quite different sorts of doctoral pr ogram . . . Doctor of Arts. . . .10 Need for the Study The Doctor of Philosophy degree made its first appearance in American colleges and universities through the m ed i um of granting honorary degrees. The practice was very popular during the nineteenth century. Bucknell Univers ity was the first to begin this practice in 1852 and was discontinued as late as 1 9 4 6 . ^ In 1860, the authorization of the Doctor of Philosophy degree was granted "to retain in this country many young man, and especially students of science who now resort to German universities for advantages of study no greater than we are able to afford." 12 In 1861, the first "earned" doctor's degree was conferred by Yale University. G ordan W. Whaley, "Time for Change," Journal of Proceedings and Addresses of the A.G.S. in the A A U — 2ist Annual Conference (October7 22, 23, 1969) . 11Walter Crosby Eells, "Honorary Ph.D.'s in the 21th Century," School and Society, LXXXV (March, 1957), 74. 12 riverett Walters, ed. , Graduate Education Today (Washington, D . C . : American Council on Education, 1965), p. 4. 6 Shortly afterwards, Michigan, Columbia, New York, Pe n nsylvania, Harvard, Syracuse, and Illinois Wesleyan Universities were also c o n f e r r i n g this degree. thirteen "earned doctor's" Only degrees had been conferred by these different institutions by 1876, when Johns Hopkins Univers ity was established. Johns Hopkins University was the first independent g r a d u a t e s c h o o l . ^ There the graduate school was o r g a n i z e d as part of its a d m i n i s ­ tration . The research o r i e n t a t i o n of the Ph.D. is a result of German influence on the J ohns Hopkins Univer si t y model. Yale had conferred the first Ph.D. slowly toward university status. in 1861, but was moving This was partially due to their concept of k e e p i n g undergraduate and graduate education separate. T h r o u g h extensive research, Johns Hopkins made a decision to d ev e lo p a new and diffe re n t concept which led to the e v o l u t i o n of a faculty-centered institution. From the b eginning, undergraduate department, their graduate school. Johns Hopkins had an b u t it was merely a feeder into 14 Diversity and f r e e d o m of action is a d i s t i n g u i s h ­ ing mark of the graduate p r o g r a m s in the colleges and 13 Byrne J. Horton, The Graduate School New York University Press, 1940), p. 18. 14 (New York: Frederick Rudolph, The Am e rican Co l le g e and University (New York: R a n d o m House, inc., 1962), pp.' 270-271. 7 universities of the United States. Typically, the d e p a r t ­ ments have m u c h freedom and responsibility for developing and administering their own p ro gram of graduate studies. Autonomy in gr a d u a t e ed ucation is probably more complete than in any other segment of higher education. Graduate education has never been d i re c te d or guid ed by a single philosophy of education. viewpoints, There have also been diverse d i ff e re n t schemes of organization and control, and various plans of support for the colleges and uni­ versities . As colleges and universities expanded, the Doctor of Phi losophy degree took predominance and still carries the greatest prestige. Carmichael suggests that there are two distinct avenues of the Doctor of Philosophy degree--teaching and research. It can be seen that from the doctorate's inception in this century it has tried to fill both of these avenues. The degree is often referred to as the b a dg e of the proven investigators, whether used in the classroom, or private enterprise. 15 laboratory, government Over 176 institutions offer the Doctor of Ph i lo s op h y degree in the United States today in one or more areas of study. Many o c cu p at i on s in our society require the Doctor of Philosophy degree, 15 the most common being the occupation Jane Graham, ed., A Guide to Graduate S t u d y t Programs Leading to the Ph.D. Degree (Washington, D . C . : The American Council on Education, T965) , p. 3. 8 of college teaching. The pertinent que stion is: Does the Doctor of Philosophy actually prepare one to teach? The answer to the question is that it p r ob a bl y does not. The degree itself does not insure adequate p reparation in this role even though there appears to be a w i d e s p r e a d o pi n io n that the Doctor of Philosophy degree for college teaching. is suitable This is evident in the low level of ability and/or interest in undergraduate teaching d e m o n ­ strated by some professors. There is ma rk e d indifference on the part of univers ity a d m i n i s t r a t o r s , and there is also the fact that the doctoral program stresses research. A related point of interest is: taught? 16 Can teaching be As far as higher education is concerned , the que s t i o n remains unanswered. The use of g r aduate a s s i s ­ tants has been he lpful in preparing the pr ospective college teacher for his eventual role, although this is not a requirement, and not all of the Doctor of Philos o ph y degree candidates desire or have the o p p o r t un i ty to serve as teaching assistants. For those who do have the e x p e r i ­ ence of working w i t h an established and capable teacher, c o m p l e me n te d by relevant experimental and th eo retical studies in education, ence. Ideally, 16 it appears to be a va l uable e x p e r i ­ such experiences should also increase the Walters, o p . c i t ., p. 39. 9 self-confidence that comes from an intern exercising his c o m p e t e n c e .^ Suggestions have been made to allow options, such as a teaching internship, to be in corporated in the Doctor of Philosophy degree program for those interested in college and university teaching. author, According to one the idea is attractive since it would presumably inform the prospective teacher of the general i ns t i t u ­ tional environment which he plans to enter, if not the particular one in which he will eventually find himself. 18 Some colleges have attempted to implement these s ug g es ­ tions, but the number remains small. In 1968, the Council of Graduate Schools endorsed in principle the following statement on the Doctor of Arts degree prepared by the Council's committee on the preparation of college teachers. The Executive Committee of the Council of Graduate Schools and the Council have in p ri n ci p le recommended the establishment of graduate programs leading to the degree Doctor of Arts to prepare graduate students for a lifetime of effective teaching at the college l e v e l .^-9 Interest in the Doctor of Arts degree has grown rapidly since 1969 when Carnegie-Mellon establi s he d the first Doctor of Arts degree program. Since that time, ^ I b i d . , p . 41. 1 8 I b i d ., p. 40. 19 Carnegi e Commission, o p . c i t ., p. 35. 10 76 universities are offering, planning to offer, o r studyM , 20 ing the degree. The rapid growth in the number of institutions offering this degree has b e en accompanied by studies of deans in regard to the number of institutions offering, having plans to offer or not intending to offer the D.A. degree. The most exhaustive of these studies was done by Robert H. Koenker. This study is desi gned to determine attitudes of graduate students at Michi ga n State University in A d m i n ­ istration and Higher Education toward the Doctor of Arts degree. In addition this study sought to determine the extent to wh ich the graduate students' past experiences and future career goals were related to their attitudes toward the D. A. degree. Importance of the Study T he impending crisis in e d uc ation in which e s t i ­ ma ted college and univers ity enrollment will be involved in a tremendous increase will ma ke the doctoral programs in the field of teacher-preparation e v e n more important. Harris reports that at the turn of the century enrollment of h igher education was 38% of the total enrollment, but by the late 7 0 1s it will be about 80%. 20 Dressel and Delisle, op. This would show c i t ., p. 4. 11 an increase from 91,000 to 8,000,000. 21 . Statistics reported by Ness as ear ly as 1960 e st i mated college and university e n r o l l me n t b e t w e e n 1966 and 1971 wo uld be approximately 7,000,000. strides 22 Yet, no t until 1968 were taken to s e t up a doctoral p r o g r a m to prepare c o l ­ lege teachers, or revise the present Ph.D. programs to emphasize c om p et e nc y in teaching skills and subject matter. Heiss states that: The em p ha s i s in m o s t Ph.D. p ro grams is heavily w e i g h t e d in favor of p r ep a ri n g students for d iscovering knowl ed g e and only incidentally, if at all, for imparting it to ot h er s . . . as more than inf ormation in terms of the nature, meaning, and value of that knowledge. As a result, the A m er i c a n College teacher is the only h igh-level pr ofessional person w h o enters his career w i t h no practice and w i t h no e x p e r ­ ience in using the tools of his e x p e r i e n c e . 23 St atement of Research Questions Nine research q u es t io n s were examined. T he q u e s t i o n s formulated and formulated for this study were as follows: 1. A r e the opinions of graduate students who a nticipate careers as teachers more favorable t oward the D o c t o r of Arts de g re e than the o pi n i o n s of graduate students who anticipate care ers as researchers? 21 Seymour E. Harris, A S ta t is t ic a l Portrait of Higher E d u c a t i o n , a Report for the C a r n e g i e Commission on Higher Education (New York: 1972), p. 3. 22 F r e d e r i c k W. Ness, e d . , A G u i d e to Graduate Study (Washington, D . C . : Americ a n C ou n ci l on Education, 1560), p. 8. 23 Heiss, op. c i t ., p. 174. 12 2. Do significant numbers of graduate students view the Doctor of Arts degree as a viable doctoral program? 3. Will a significant number of graduate students indicate a desire for the Doctor of Arts to be offered at Michigan State University? 4. Would a significant number of graduate students consider further study in a Doctor of Arts degree program? 5. Do significant numbers of graduate students categorize themselves as teachers rather than researchers? 6. Do significant numbers of graduate students anticipate careers as teachers rather than researchers? 7. Do signifi cant numbers of graduate students have more experience as teachers than as researchers? 8. Will significant numbers of graduate students vie w the D. A. degree as being e qually as demanding as the Ph.D.? 9. Will significant numbers of graduate students feel than an internship is an important e x p e r ­ ience in doctoral work? Limitations of the Study The investigation of this study limits itself to the opinions of only those students enrolled at Michigan State University. A further limitation of this study is that the data is limited to graduate students enrolled in Higher Education and A dm i nistration wit hin the College of Education. 13 Definition of Terms In order to clarify the concept of certain terms used in this study definitions are as follows: Gra duate Programs for the purpose of this study is defined as programs of studies leading to Masters or Doctor of Philosophy degrees. Institutions for the purpose of this study is defined as an institution of higher learning. Doctor of Arts for the purpose of this study is defined as a gradua te degree program desi gned primarily to prepare doctoral students for careers as college teachers. Doctor of Philo sophy for the purpose of this study is defined as a graduate degree program designed primarily to prepare doctoral students for careers as r e s e a r c h e r s . Graduate Students for the pu rp ose of this study is defined as those students cla ssified as Master's or Doctor of Phi losophy degree candidates. Career for the purpose of this study is defined as the profession one undertakes during his course of life. Overview A frame of reference for this study is developed in Chap ter I. of the problem, Included are the introduction, need for the study, statement importance of the 14 of the study, general stat ement of research questions, limitation In of the study, d e fi n it i on of terms and overview. Chapter II, a review of the related research literature is presented. This includes literature pertaining to a review of the the history of graduate deg ree programs in the United States, with par ticular reference to the development of and rationale for the Ph.D. degree, and the need for an alternative degree program for p r o s ­ pective college teachers. The design of the study and the procedures in the research arc reported in Chapter III. in this chapter includes instruments, sources of data, followed Information the research and the treatment of the data. The examination and analysis reviewed in Chapte r IV. of the data are Included in the chapter is an analysis of the data obtained from each research i n s t r u ­ ment as it applied to the testable questions. In Chapter V, a summary of the study, and implications conclusions, for further research are presented. C H A P T E R II REVIEW OF RE LATED LITERATURE History of Doctoral Programs in Europe The term "doctor" wh i c h means "to teach." is derived from the Latin d o c e r e , Its essential and ea r liest m e a n ­ ing was simply "one who teaches." The same Latin root is found in ot her English words such as "doctrine," (teachable), "docile" and "document," w or d s which no longer directly refer to the art of teaching.^ The usage of the title "doctor" is b el ieved to have begun in the twelfth century as Euro pe emerged from the Dark Ages. At about this time learning and education beca me highly valued, due to changes taking place in W es t er n Europe consisting of a revival of trade and a gro wth of the National State and church. demands, To me et the ce rtain educated individuals set themselves up to provide tutelage; any teacher w h o ga t he r e d a g ro u p of students around hi m was then called "doctor." From these humble beginnings, church schools gra d ua l ly g r e w in the larger Euro pean towns such as ^George K. Schweitzer, Th e Doctorate; A Handbook (Springfield, 111.: Charles C . T h o m a s , P u b l i s h e r , 1565) p. 3. 15 16 Rheims, Chartres, Salerno, Laon, Tours, and Oxford. These Orleans, The early curriculum was restricted to the Arts of language, me dicine, Bologna, institutions received students from all over the Western World. mathema tics, Paris, astronomy, music, 2 and law. oratory, philosophy, logic, theology, The m a st e rs of these sc hools o rg a n i z e d into guilds and set up rigid req uirements for those wi shing to join their ranks. They would award a teaching license only after these req uirements had been met. Some considered this to be the first prototype of the un i ve r si t y degree. By 1130 and 1160, 3 the institutions at Paris and Bologna had be c om e large en o ug h to be called "universi­ ties." It is said that when one graduate from either of these lie was granted jus ubicunque d o c e n t i , "the right to 4 teach a n y w h e r e ." Alt hough the early gu il ds had p r ev i ou s ly made doctors of students, it is b el ieved that the first actual grant in g of doctoral degrees in Canon Law and Civil Law o cc u r r e d at B ol ogna in the twel fth century. Fr om this begin ni n g Southern Europe continued to award degr ees at the doctoral level. 2 I b i d ., p. 5. 3 Ibid. 4 Ibid. In certain disciplines, the master's 17 degree became a prerequisite for doctoral s t u d y , and in the German universities, the Master of Arts was often 5 combined wi th the doctorate. As the fourteenth century began, the doctorate became a significant sign of intellectual prestige. The degree was taken by m a ny p eople who did not remain in the academic setting, b u t pr e ferred to practice in a specific discipline. Thus the degree took on a much br oader m e a n ­ ing than that of teacher, in medicine, referring also to prac titioners law, philosophy, music and other fields. Ne w universities followed the guidelines e s t a b ­ lished in France and Italy. There w a s a marked p r o l i f e r ­ ation of universities in the Scand i na v ia n countries as well as in Britain, settled Americas. China, and ultimately in the newly New programs evolved, and w i t h them came the awarding of new doctorates w i t h the performance of original research bec oming a requirement in almost all degree programs. By the twentieth century m an y in stitu­ tions had shortened the time required for the docto ra t e w hile others had r e duced the number of required intermediate degrees. 7 ^ I b i d ., p. 6. 6 I b i d ., p. 8. ^ I b i d ., p. 11. 18 History of Doctoral Programs in the United States Desires were e xp r essed for graduate United States as early as 1837. schools in the Duri ng this year P re s i d e n t Phi llip Lindsay of the University of Nashville said: There should be schools in the United States for all the sciences, arts, languages, and p r o f e s ­ sions, so that no youth n e ed to cross the ocean for study and to learn w h a t should be taught much more safely and advantageously at home.® Before this time Americans h a d to travel to European countries for study and completion of the Doctor of Philos ophy degree. The first American to earn the Doctor of Philoso phy degree w a s E d w a r d Everett in 1817 at a German university. The Doctor of Philosophy is an import from Europe. The Doctor of P hi l os o ph y degree made its first appearance in Ame rican colleges and univers ities of granting honorary degrees, through the medium a practice w h i c h was very popular during the nineteenth century. was 9 Bucknell U ni v er s i t y first to grant such a degree in 1 8 5 2 . ^ In August, 1846, the Yale C o r p o r a t i o n authorized a faculty committee to look into the possibility of offering studies b ey o nd the b a c h e l o r ' s degree for graduates Q Richard J. Storr, Th e Beginning o f Graduate E d u ­ cation in the U ni t ed States ( C h i c a g o : Univers ity of C hi c a g o Press, 1953), pT 5T 9 EelIs, op. c i t ., p. 74. 10Walters, op. c i t . , p. 4. 19 of Yale and other institutions. From 1846 until 1860, during w hich time a Dep artment of Philosophy and Arts was created, and authorization was given to offer the degree D oc t or of P hilosophy "to retain in this country ma ny young men, and es pecially students of Science who now resort to G er m an Un iversities for advantages of study no greater than we are able to afford. In 1861, the first "earned" doctor's degree was conferred by Yale University. Harvard, Syracuse, Michigan, Shortly afterward Columbia, New York, Pennsylvania, and Illinois W es l ey a n U ni versities were also conferring this degree. Only thirteen "earned doctor's degrees had been con f erred by these di f fe r en t institutions by 1876 wh en Johns Ho pkins U n i v e r s i t y was established. 12 Before 1876 gradua te w o r k being offered by colleg es and un iversities was on an individual basis. Graduate ed u cation w a s not organized into departments or divisions. The work was usually d ir ected by a single p r o ­ fessor or faculty committee, but, as e nrollment increased and the acti vities of the insti tution became more complex, a tendency d e ve l o p e d for the a pp o in t me n t of a professor or committee to hav e charge of the graduate wo rk in the different colleges and universities. 11Horton, op. c i t ., p. 18. 20 This practice was followed by Columbia Unive rsity in 1880, Clark Univer s it y and Catholic U niversity in 1889, H arvard Univ ersity and the Un iversity of C hi c ag o in 1890, and Yale University in 1892. Three state u ni versities joined this group of graduate schools befo re 1900: the U niversity of Wi s co n s i n in 1892, University of Nebraska in 1895 and U ni v er s it y of Kansas in 1 8 9 6 . ^ The ex panding industrial and e c onomic needs and d evelopments of the U nited States b rought new d emands upon colleges and univer si t ie s after 1900. The grad uate schools w e r e quick to respond and the modern graduate school, w i t h its emphasis upon the pursuit of truth as well as the dissemination of knowledge, evolved. Gradually, the graduate school in the colleges and univers i ti e s achieved status along with the longer established professional schools in law, medicine, and theology. Some ideas as to the tremendous growth of the graduate schools can be found in grow th statistics. In 1876, when the first gr a duate school was established, 25 institutions o f f e r e d some type of grad uate program. By 1920 the number had incr eased to 270; and in 1955, 615 institutions o f fe r e d graduate programs. The increase in graduate students attending these schools also indicated the rapid growth. For example, in 1871, there were 4 4 21 students e n rolled in graduate schools; 15,612, in 1920 there we r e and in 1954 the n um b er had in creased to 278,261. Between 1930 and 1950 the number of g r aduate students increased by 400 percent, w hi le the n u mb e r of un d ergraduate students increased by 131 percent. From 1861 through 1958, 14 157,650 doctoral degrees were conferred by different institutions. With the e x p a n ­ sion of the graduate schools and the inc reasing demand Doctor of P hi l os o ph y degrees in industry, teaching, government, for and the degree has now attained a place of d i s t i n c ­ tion as a symbol of academic excellence. Yet, up to W o rl d War I, the A m er i ca n doctorate was considered inferior to that ear ned at G e rm a n u n i v e r s i t i e s . 1 ^ The individual wh o ea rns a d oc toral d e gr e e in the major colleges and univer si t ie s in America, however, can hold his own w i t h the products of the univer s it i es of any nation in the world. The fact that o ve r 15,000 docto rates had been co n fe r re d up through 1958 does not mean that every college confe r re d doctorates; be tween 1861 and 1958, 37 institutions in the United States had b e e n responsible 78 percent of the doctorates awarded. for These institutions ^ N a t i o n a l Science Foundation, Graduate Students En rollment and S u p p o r t in Am e r i c a n Un i ve r si t ie s an ? Colleges (Washington, D . C . : Na tional Science F o u n d a t i o n , I 7 5 7 T 7 P . 28. 15Eells, op. c i t ., p. 93. 22 had developed strong p r o g r a m s . ^ made in Europe, In fact, attempts were England, France and other countries to adopt such c h ar a cteristics of the Ame rican schools as ext e nsion of ed u c a t i o n a l opportunity, comprehensive ex amina tions, less emphasis upon and g r eater emphasis upon occupational skills and technical knowledge. A me r icans soon recognized college teaching as a care er for w h i c h one sp ecifically prepared, and the college c ur r ic u lu m bec ame divided into disciplines, or subjects, similar to those in which the teachers had done their graduate work. Thus one w ho held the doct orate was looked upon as a sociologist, rather than one wh o came m in i s t r y or pu b li c service, from the as had previously be en the p r a c t i c e .17 Accor di n g to Oliver C. Carmichael, Graduate Education, writing in a C ri tique and P r o g r a m , the Doct or of P hilosophy degree in the U n i t e d States had a unique status. In the p r o f e s s i o n of co llege teaching it is the union card. Wi th rare e xceptions a teacher c a n ­ not rise to the top w it h ou t it. But government, business, and industry also hold it in high e st e em and em p lo y almost half of thoBe p r oduced by the u n i v e r s it i es ea ch year. They could use m or e if they w e r e available in ce rtain fields; 1 6 I b i d . , p. 17 95. llorton, o p . c i t . , p. 15. 23 indeed, much of the research they require is done by professors in the u n i v e r s i t i e s .^8 Ca rmichael suggests there are two poles of the doctoral d e g r e e — teaching and research. It can be seen that from the doctorate's inception in this country it has tried to fill both of these needs. The degree is often referred to as the badge of the proven investigators, in the classroom, laboratory, wh ether used government or private e n te r ­ prise . Diversity and freedom of action is a d i s t i ng u is h ­ ing mark of the graduate programs in the colleges and u n i ­ versit ies of the Un i te d States. Ty pically the departments have much freedom and resp onsibility for dev eloping and administering their own program of graduate studies. Auto nomy in gra duate education is probably m or e complete than in any other segment of higher education. Graduate educa ti o n has never been directed or guided by a single philosophy of education. viewpoints, There have also b e e n diverse different schemes of or ganization and control and various plans of support for the colleges and u n ivers­ ities . The scope of work in the doctoral programs is evi d e n t by a b r ea kdown of data regarding the fields in whi c h do ctorate d eg rees were granted in 1955-56. 8,903 degrees granted, Of the almost one-half, or 44 percent 18 Graham, op. c i t . , p. 3. 24 were conferred upon students who had m aj o r e d in six fields. T he s e fields and the percent of students were chemistry, 11 percent? 7 percent? physics, education, 5 percent? 10 percent? psychology, and English and literature, 4 percent. There appear to be three distinct patterns of admini strative organization of graduate s c h o o l s . ^ The first of these views the graduate p r ogram as the r es p o n s i ­ bility of few separate schools w h i c h w ould be the r e p o s i ­ tories of all human knowledge. D is t in g ui s he d professors in all b a s i c disciplines and the libraries and laboratories needed for study and experiment would be concent r at e d in a few institutions. Students w o u l d be recruited through offering stipends as incentives for advanced study. general, this plan has n o t been wi d el y used. Un iversity has students. In Johns Hopkins followed this plan and has no undergraduate Clark University, which was first o r ga nized on this plan in 1887, soon abando n ed the idea. 21 A second plan emphasizes the simultaneous d e v e l o p ­ ment of gra duate and un dergraduate studies in a single 19 M. C. Rice and Hazel E. Poole, e d s . , Earned Degrees C o n f e r r e d by Higher Educational Institutions (Washi n gt o n, D .C .: U.S. Office of Education, 1957), p. 49. ?n J. K e nneth Little, "Graduate Education," in Enc y cl o pe d ia of Educational Research (New Y o r k : The M ac M i l l a n C o m p a n y ^ i 9 6 0 )^ pT 95. 21 Rudolph, o p . c i t ., p. 332. 25 institution. Such an organi za t io n is c h ar acteristic of the University of Chicago. Under this type of o r g a n i z a ­ tion the faculty is organized into five different d i v i ­ sions: humanities, social sciences, biological sciences, physical sciences, and the college. The college devotes itself to the early and general education of the u n d e r ­ grad uate students but grant no degrees; degrees are gr anted only upon recommendations of one of the four upper divisions, each of which is devoted to advanced study and research in its field. The third plan, the pattern followed by m o s t uni­ versities in the United States, sets up the graduate school as a separate d iv ision from the underg r ad u at e college. The dean or administrator of the graduate school has supervision of all graduate work, but each department has autonomy in its own field. school coordinates departments, The dean of a gradua te the graduate work in the d if f e r e n t approves the research conducted, and in general acts as a d m i n is t ra t or of the gra duate program. 22 In 1873, w h e n Harvard co nferred its first degrees of P h . D . , it also granted an earned Doctor of Science (Sc.D.) the first such degree in the U n it e d States. In 1891, New York Un i ve r si t y awarded the Doctor of Pedagogy {Pd.D.), the degree requirements including advanced 22Little, op. c i t ., p. 96. 26 courses and a thesis. The first Ph.D. granted by Clark U niversity in 1892. Doctor of Education degree Harvard University, in education was In 1921, the first (Ed.D.) was conferred by the degree having requirements very similar to those introduced for New York University's Ph.D. w hi c h the Ed.D. gradually replaced. 23 The earned doctorate in the U ni t ed States r e p r e ­ sents the m o st advanced degree conferred by a university or college. The title indicates a person who has acquired the h ig h es t formal ing. training in his chosen field of learn­ E arned doctoral degrees are available today in a wide v a riety of subjects. Changes of the type proposed in this thesis are really a normal outgrowth of the c o n ­ tinuing diversification which has been go ing on for a century w it h a speed-up in intensity in the quarter c e n ­ tury since 1945. Almost 100 different doctoral degrees appeared on the list contained in the Am e rican Council on Education's edition of American Colleges and Universities by 196 8, Man y specialized professional developed doctoral programs. The Ph.D. fields have 24 programs were intended to help America catch up with and later to lead the scientific revolution with its implications for ma terial we a lt h and national 23 George K. Schweitzer, The Doctorate; (Springfield, 111.: Charles C. T h o m a s , P u b . , 24 Dressel and Delisle, o p . c i t ., p. 2. A Handboo k p"I 5T. 1965) , 27 TABLE 1.--Doctoral programs offered by 254 graduate i n s t i ­ tutions (excluding Law, Theology, Medicine, and Dentistry). DArch Doctor of Architecture DA Doctor of Arts DBA Doctor of Business Admini s tr a ti o n DCS Doctor of Computer Science DCrim Doctor of Crim inology DEd or EdD Doctor of Education DEngr Doctor of Engineering DEngrSc Doctor of Engineering Science DFA Doctor of Fine Arts DOF Doctor of Fore stry DHS Doctor of Health and Safety DHL Doctor of Hebrew Letters DHS Doctor of Hebrew Studies DLS Doctor of Library Science DML Doctor of Mo d er n Languages DMUS Doctor of Music DMusEd Doctor of Mus i c Education DMA Doctor of M us i ca l Arts DNSc Doctor of Nursing Science PhD Doctor of Ph ilosophy DPE Doctor of Physical Ed ucation DPA Doctor of Public Ad m in i st r at i on DPH Doctor of Public Health DRE Doctor of Recreation Education DSc Doctor of Science DSS Doctor of Social Science DSW Doctor of Social Work Source: Paul Dressel and Frances Delisle, B l ue p ri n t for Change: Doctoral Programs for College Teachers (Iowa City: The Am e rican College T e sting Program, 1972), p. 3. 28 TABLE 2.- - Number of the 254 graduate institutions offering each doct oral d egree (excluding Law, Theology, Me dicine, and D e n t i s t r y ) . N u m b e r of Institutions O ff e r i n g Each D oc toral Degree Doctor of A r c h i te c tu r e (DArch) Doctor of Arts (DA) D octor of Business A d m i n i s t r a ­ tion (DBA) Doctor of C o m p u t e r Scie nce (DCS) Doctor of C r i m i n o l o g y (DCrim) Doctor of Education (EdD) Doctor of En g in e er i ng (DEngr) Doctor of E ngineering Science (DEngrSc) Doctor of Fine Arts (DFA) Doctor of F o restry (DF) Doctor of H ealth and Safety (DHS) Doctor of He b re w Letters (DHL) D octor of H e b r e w Studies (DHS) Doctor of L i b r a r y Science (DLS) Doctor of Mo d er n Language (DML) Doctor of Mu s ic (DMus) Doctor of Mu s i c Ed u ca t i o n (DMusEd) Doctor of M u s i c a l Arts (DMA) Doctor of Nu r sing Science (DNSc) Doctor of Ph i lo s op h y (PhD) Doctor of Physical Education (DPE) Doctor of Public A d m i n i s t r a t i o n (DPA) Doctor of Public Health (DPH) Doctor of R ec r ea t io n Ed u ca t io n (DRE) Doctor of Sc ience (DSc) Doctor of Social Science (DSS) Doctor of Social Work (DSW) Source: 1 1 21 1 1 105 6 3 1 1 1 3 1 2 1 3 2 21 2 218 2 5 10 1 13 1 8 Paul Dressel and Frances Delisle, B lu e pr i nt for Change: Doct oral Prog rams for College Teach e rs (Iowa city: The Americ a n Col lege Te sting Program, 1972), p. 4. 29 power. well. The hi s toric degree structure has served America The Ph.D. as indicated in Table 2 is still leading the other degrees that are o ffered two to one, also the one possessing medicine, law, the grea test prestige. and is Degrees in and other professions have developed in more recent years to serve an ever more complex technology and economic structure of our society. The Present Status of the Ph.D. Of the various occu pations requiring the D octor of Philosophy degree in our society, of college teaching. probably not. that The perennial que stion isi Does Ph.D. prepare one to teach? is: the mo st common is The answ er to the qu estion There is a w id e sp r ea d belief that althou gh the Doctor of Philosophy degree is required for college teachers, the degree itself does not insure a d e ­ quate fulfillment of the teaching role. in the low This is evident e s t e e m in whi ch undergraduate teaching is on the part of some university professors. held There is mar k ed indifference on the part of university a d m i n i s t r a ­ tors, and there is also the fact that the doctoral pr ogram stresses research. There model. 25 is of course still reason for the research It is expe cted that college and university instructors be profou n dl y familiar with the subjects 25 Walters, o p . c i t ., p. 39. 30 they teach, and so generate intelligent inquiry and u nderstanding among their students. T o many people, such a pedagogical b a c k g r o u n d is g a in e d primar ily through research. There remains, however, a problem: "Docs a degree p ro g r a m based p r im arily on research m e e t its ob ligations if it fails to provide training in the art for w hi c h it purports to prepare its students, i n g .M 2fi namely college teach- Teaching itself is a di fficult and demanding profession. Proposals have been made, accordingly, for inclusion in the do ctoral program, of instruction in teaching per se. One such suggestion is for instruction in m o de r n learning theory; another is that all prospective college teachers be required to take a course in history of American h i gh e r education and in the present curricula and administrative structures of our colleg es and u n i ­ versities. Ac c ording to one author, the latter idea is attract ive since it w o u l d presumably inform the prospective teachers of the general institutional e n vi r on m en t which he plans to enter, if not the pa rticular one in whi ch he will eventually find himself. 27 The related po i nt of debate i s : taught? can teaching be As far as h i gh e r education is concerned, 26I b i d . , p. 40. the 31 q ue stion remains unanswered. some attempts to solve A l th o u g h there have been the dilemma, no signifi c an t data exists to substantiate either pros or cons. One suggested solution is implem entation of more imaginative and syste­ m atic types of teaching assistantships in order to prepare the prospective college teacher for his eventual role. Al though not all who obta in the Doctorate of Philo sophy have a chance to serve as a teaching assistant, m a n y do, and for them the experience g a in e d by wo r ki n g w i t h an est ablished and capable teacher, complemented by relevant experim ental and theoretical studies in e d uc a ti o n can p r o ­ vide guidance. Ideally such experience should als o increase the self confidence that comes from an intern exercising his competence. 2g These are some aspects of the arguments against the disse r ta t io n as a fixed r equirement of preparation for college teaching. Many critics call the di ssertation a w a st e of time because prospective college teache rs who are forced to write a d i ssertation often never again engage in publishable research. critics, 29 In spite of numerous the Doctorate of Philosophy and the di s se r ta t io n have become inseparable. However, the D.A. degree programs in most curricula hav e a dissertation c o m p o n en t sp ecifi­ cally d es igned for e a c h ^ I b i d . , p. 41. 29 I b i d ., p. 48. institution. 32 Dressel states that the D.A. degree mu s t provide for the develo pm e nt of research skills so that the t e a c h ­ ing scholar can m ai ntain the quality of his own s c holar­ ship and can utilize the results of research in the c l a s s ­ room. He further states that "the importance of the research experience in relation to teaching comprehends the field of teaching and curriculum d evelopment as well as the disciplinary field." The research aspect should be planned early in the program, in order to cover both the discipline and the pr ofessional component of the teachers* preparation, with the ma jor project be ing the culminating aspect of the degree p r o g r a m . ^ Chang in g Nature of Higher Ed ucation Societal demands have traditionally influenced Americ an higher education. Social and economic changes are responsible for bri nging about dynamic growth, and ferment in colleges and universities. flux Historically, the American institu tions of higher educ ation have been flexible in responding to those demands. C ontemp o ra r y A m erica is a credential minded society. Consequ e nt l y more people have to rely on degrees to certify them for job placement rather than to rely on their talents. Also, there tends to be a trend of e x p e r i ­ menting with several occupations in a lifetime. ^°Dressel and Delisle, o p . c i t ., pp. In order 89-90. 33 to learn these new skills wc find mo re o l d e r people returning to school. to the young. Formal education is n o longer limited All age gr ou ps w a n t continuing o p p o r t u n i ­ ties to acquire new skills and knowledge. O th e r changes that have an impa ct on higher e d u ­ cation is that m or e students are g r ad u at i ng school than ever before and are attending 1900, from high colleges. In 4 pe rcent of all hi gh school g r ad u at e s went to college; in 1970, 40 percent go to college. College students 31 tend to be more p h ys i ol o g i c a l l y and social ly mature than ever before, p o s s i b l y because more education takes place both before co ll ege and du ring their college careers. M a ny of them w o ul d like more options as they sele ct their c a r e e r s — such as having o pportunity for wo rk ex periences in their the field of interest and getting appropriate e d u c a t i o n a l credits. External degrees m a y close the gap between i n d i ­ vidual needs of students and degree requirements. Th e Level Examin at i o n P ro g r a m is an alterna t iv e way to m e e t degree requirements by the granting of c r edits by e x a m i ­ nations. This concept will cut down on time and m o n e y spent on formal education. 31 32 32 Ca rnegie Commission, o p . c i t ., p. 7. Jack N. Arbaline, "A Plan for Exter n al Degrees: New Teaching, N e w Learn ing," in Current Issues in H ig h er E du c at i on (Washington, D.C.: The A s s o c i a t i o n f:or Hi g h e r E du c at i on of the Na t io n al E d u c a t i o n Association, 1971), p. 67. 34 The role of women in our society has changed from the life style of that of a hou sewife to a diversity of life styles. Improvement in the role of women has become a major aspect of humanistic concerns of m o d e r n society. There has been a tremendous increase in e n r o l l ­ me nt of women in higher education. In the fall of 1969, w omen students comprised about 41 p e r c e n t of the total school p opulation in four year colleges and universities. Almost 2,400,000 women we re en r olled in d e gr ee-credit programs in 1 9 6 9 - 1 9 7 0 . Higher education is making great strides in m a ki n g relevant changes to respond to w o m e n ’s interest in all levels in academe. Dunham wa rn s us that the nation is moving into mass high er education and that universities must not turn their back on college teacher preparation. More and more people are concerned wi th the qua lity of teaching of un dergraduate students. Since most of the teachers are trained e x c l u s i v e l y in research and are rewarded for t h ei r research and scholarly writing, there should be a d o ctoral p ro g r a m d e si g ne d for those with a sincere inte rest in co llege t e a c h i n g . ^ 4 The g ro w in g interest in h i g h e r education as a universal right, coupled wi th the size and character of ■^Ruth M. Oltman, "Women in Higher Educat i on - -N e w Teachers, New Learning," in C ur r en t Issues in Higher E d u c a ­ tion (Washington, D . C . : The A s s o c i a t i o n for Higher E d u c a ­ tion of the N a t i o n a l Ed u ca t i o n A ssociation, 1971), p. 134. 34 D r essel and Delisle, op. c i t ., p. 11. 35 the pop ulation which currently seeks that right, has generated demands for changes in education which have definite overtones with respect to the future charac ter of higher education and for the type of faculty orientations colleges and universities need. 35 Review of the Literature The concern for graduate programs for preparing college teachers has been a continuing concern. In 1928, the association of Am erican Colleges set up a special commission for this purpose under President Ernest H. Wilkins of Oberlin College. Anna Reed was to m a k e a study of effective and ineffective college teachers, followed by Ernest Hallis' tional Ph.D. training. 3 fi to be critical analysis of convenYet, in 1939 studies showed that very few graduate schools had accepted any s u gg e s­ tions for curricu lum changes and were strongly opposed to planning a new degree p ro g r a m wi th emphasis on college teaching. Nor were they willing to cut down on their present research oriented program. 35 37 Heiss, op. c i t . , p. 166. 3A Ruth E. Eckert, The Preparation of Col lege Teachers, Current Issues of Higher Education (Washington, D .C . : The Ass ociation for Higher Educ ation of the National Education Association, 1956), pp. 148-149. 37 Edward J. Baxter, "The Teaching Ph.D. Again," The Ed ucational Record, XX (January, 1939), 116-117. 36 Howard Jones made his plea for a d rastic re-design of the graduate school programs in his Educ ation and World Tragedy. There were numerous discu ssions and debates after the Se co nd Wo r ld W a r on te acher preparation* Ruth Eckert, in a paper w ri t t e n in 1949, 38 on "Some Neglected Aspects in the Preparation of College Teachers," suggests an end to "trial and error" learning of college teaching. She made a proposal for adjustments to be made in a Ph.D. program. This would allow for a m i n i m u m of ten se mester hours in professional training. Inclusive in this type of program w o ul d be an internship, studies, case observ a ti o n and he lp with tests and m e a s u r e ­ ments . The first nationwide attempt to focus on the problem of college teaching was in 1949. The Am erican Council on E d uc ation and the United States O ffice of Education h e l d a c onference in C h icago to focus di rectly on "Recommended Appren ti c es h ip Experiences." T h e Mallon Report defines an apprentice in college training as "one who is learning through practical experience u nder the supervision of competent teachers how to pe r fo r m the 38 Howa rd M. Jones, Education and World T r a g e d y (Cambridge, M a s s . : Ha r va r d University Press, 1946) . 39 Ruth E. Eckert, "Some N eg l ec t ed A s pe c ts in the Preparation of C ollege Teachers," The J ou r na l of General Education, III (January, 1949)"]! 138-144. 37 function of a college teacher." 40 He further reports that apprent i ce s hi p s should be available to graduate s t u ­ dents who are prospective college teachers. ex ceptions model, W i t h few the graduate programs used the G er m an university developing research scholars rather than developing "good" college teachers. 41 In 1948 the U ni v er s it y of Chicago's committee on the Pr ep aration of College Teachers did an exten sive research study. Letters w er e sent to 850 colleges, uni­ versities and technical schools in the United States, and to 150 deans of liberal arts colleges and gradu a te schools in some of the larger universities. As a re s ul t of this study a proposal w a s d e v e l o p e d for a broad p r o g r a m of gr aduate study for the preparation of college teachers. 42 Kelly pu b li s he d a r eport of the results of the Chicago c ommittee's inquiry in 1950. Of significant interest was one of the major findings: The suggestions, mo u nting to a sort of chorus, indicate that the graduate departments sh ould see that such (professional) instruction is 40 Wilfred M. Mallon, "Apprenticeship: Report of Work Group V," in The Pr eparation of College T e a c h e r s , ed. by Th e o d o r e C. Bleger and Russell M. Cooper, Report of a Conference he ld at Chicago, Illinois, Decemb e r 8-10, 1949 (Washington, D . C . : Am e rican Council on Education Studies, 1954), p. 126. 42 Fred J. Kelly, T o wa r d Bett er College Teaching (Washington, D . C , : Federal Security Agency, Offi ce of Education, 1950). 38 made a part of the preparation of college teachers. Furthermore, in almost e qu a l l y certain terms, a pprentice teaching, w i t h honest, co m pe t en t supervision, is suggested as pro bably the most h e l p f u l single d e v i c e a v a i l a b l e .* 3 Fro m 1949 to 1956 v e r y little had b e e n done in terms of programs being desig n ed or mo d ified to prepare college teachers as reported by Eckert. However, a con­ certed effort was ma de to provide inter nship training for college teachers in a n um be r of institutions. But Eckert's 1956 report shows that out of 9,000 persons graduating wi th a Doctor's degree in 1955, benefiting 500. the total from internship programs did n o t exceed 44 In recent years considerable attention has been given to the Do ctor of Arts degree. This n e w degree designe d for the p reparation of college and university teachers has been e m p h a s i z e d and endorsed in official statements of the Council of Graduate Schools. example on December 6, 1968, For the Council of Gradua te Schools end orsed "in principle" the following statement on the Doctor of Arts de gr e e prepared by the council's Com mittee on the Pr e p ar a ti on of College T e a c h e r s : 4 3 I b i d . , pp. 44 12-19. Eckert, 12-19. P r e p a r a t i o n of College Teachers, pp. 39 The Exec utive Committee of the Council of Graduate Schools and the Co uncil have in principle recommended the e s t a b li s hm e nt of gradua te programs leading to the degree Doctor of Arts to prepare graduate students for a lifetime of effective teaching at the college l e v e l . 45 The Doctor of Arts degree program should take its place among oth er respected doc toral degrees. It should not be looked upon as a secondary degree, but should carry as much prestige as the Ph.D. or any other advance d degree. The Ph.D. degree has traditionally so e m p h a ­ sized research that the new title is proposed in the belief that the Ph.D. is counter p r o ­ ductive. Many graduate studen ts are trained along lines other than those w hi c h they will actually follow in their careers as college teachers. Th is is not to say that all Ph.D.'s become college teachers or that they are not successful college teachers. Rather that the Ph.D. is and should be recognized as the h i g h ­ est research degree, and careers should be guided along those lines. Relevance is achieved be st if the degr ee str ucture is a p pr o ­ priate to the career aims and po ssibilities of the students as well as to the p r imary role of most as teaching s c h o l a r s . ^ The title Doctor of Arts (D.A.) should connote greater emphasis on preparation of college teaching. many graduate students, For a pr o gr a m wh i ch emphasizes broad subject ma t te r competence and teaching skills and the development of synthesizing and dissem i na t io n abilities will be most appropriate. The Doctor of Arts degree has advantages beyond those for the teaching 45 Carnegie Commission, 46 I T,b i . d,. op. faculty who will c i t . , p. 35. 40 find a g re a te r c ontinuity b etween their training and their actual careers. The orienta t io n and preparation that is inherent to the Doctor of Arts degr ee will place colleges and universities under less pressure to create research facilities. We should recognize that the enrollments are great in our two and four year colleges and universities. Consequently, teachi ng positions in the future will be ve ry de m an d in g for two and four year colleges and u n i v e r s i t i e s . ^ The Committee recognizes that it is ne ither feasible nor desirable to separate sharply a u n i v e r s i t y professors teaching and research functions. Research activi t y is in m a ny cases an es s en t ia l e l em e nt of a professor's teach­ ing e f f e c t i ve n es s and all graduate study m u st include research components. But the im p o r t ­ ance of research as a component of college teaching is consid er a bl y less for those not teaching at the Ph.D. level, and this group constitutes the m a jo r i t y of teachers in higher education. The n e c e s s i t y for research c o mp e ­ tence and activities at these oth er levels, varies at least q u a n t i t a t i v e l y and in emphasis, de pending upon the subject being taught. For most college fa culty it seems clear that the res earch com petence re q uired for the great m aj o r i t y of co llege teachers can be obtained through the pr oposed Doct or of Arts p r o g r a m . ^ 8 Robe rt Kocnker has done extensive studies on the status of the Doc tor of Arts degree. done in March, 1970, His first study was in w hi c h he did a nationwide survey. This study revealed that three institutions were of fering ^ ^ I b i d ., p. 36. 41 the D.A. degree, D.A. and four were planning to offer the degree in 1970. D.A. degree in 1971, D.A. degree in 1972, Ten were planning six were planning to offer the seven were planning D.A., but no date was given, to offer the and 46 w er e considering the p ossibility of offering the D.A. degree. total of 76 institutions which offered, offer, to offer the This m a d e a were planning to or we r e considering the possibi l it y of offering the degree. In addition, they were offering Ed.D. 12 institutions reported that or Ph.D. degree programs for preparing college teachers which were similar to the D.A. degree. 49 In November, 1971, Koenker did a follow-up study. Q ue s ti o nn a ir e s were sent to 288 graduate deans at insti­ tutions of the Council of Graduate Schools in the United States. T h i s study was based on responses from 272 graduate deans. His study revealed that 16 institutions w e r e offering the D.A. the D.A. degree, offerin g the D.A. degree, 11 were planning to offer 60 w e r e considering the possibility of degree, and 52 were offering doc toral programs sim ilar to the D.A. degree. Th e number had increased to 87, in spite of the oversupply of Ph.D.'s, the financial restrictions, 49 and the fact that a number Robert H. Koenker, StatUB of the Doctor of Arts Degree, Programs for Preparing" Junior College' an'd College TeacheTs (M uncie: Ball State University, Nov. 22, 1971), p~. T~. 42 of stato coordinating b oa r ds have ru l ed against the e st ablishment of new d o ct o ra l programs. 50 Koenker further reports that gradua te student interest in the Doctor of Art s degree is much g r e a t e r in those institutions w h i c h currently offer, definitely plan to offer, or are cons idering the p o s s i bi l it y of offering the D.A. degree than in those institutions which are not o ff ering or conside r in g the po s si b il i ty of offer i ng D.A. degree. the 51 Faculty interest in the D.A. degree as reported by Koenker revealed that interest is mu c h greater in those institutions w hi c h cu r re n tl y offer the D.A. degree, or are considering the p ossibility of o f fering the D.A. degree than in those institutions not offering degree-- the D.A. 52 institutions offer d oc toral pr o grams similar to the D.A. degree or have m o d i f i e d existing doctoral programs. K o e n k e r 1s latest study was do ne in November, 197 2. He sent q u es t ionnaires to 301 graduate deans at i n s t i ­ tutions of the Council of Graduate Schools in the United States. He also sent qu e st i o n n a i r e s to 10 non-me mber institutions. The study was based on the respon ses of 29 3 graduate deans to the questionnaire. 5QIbid. 5 1 I b i d ., p. 4. 52 I b i d ., p. 5. 52 Based on the 43 returns 20 institutions we re offering the D.A. seven were planning to offer the D.A. considering degree, degree, 3 3 were the p o s s i b il i ti e s of offering the D.A. degree, and 48 we re offering d oc toral programs similar to the D.A. degree. However, of those 48 institutions which were of f ering similar programs, offer the D.A. degree, the D.A. degree, four of the institu tions one d e f i n i t e l y plans to offer and five are considering the possi bility of offering the D.A. degree. 53 Koenker further r ep orted the number of D.A. degrees granted at various institutions. C ar n cg i e- M el l on U n i ­ versity h ad granted 46; Univer s it y of Mississippi, University of North Dakota, Colorado, 4; U n i v e r s i t y of North e rn 25; U n i v e r s i t y of Oregon, Washington, 1. 3; 57; and U n iv e rs i ty of 54 Ralph N o rm a n co n ducted a study in September, 1971, concerning some at titudes toward the Doctor of Arts degree in the southwest. One hu n dr ed e i gh t y- o ne institutions were repres en t ed in this study. The m a j o r i t y of the responses we re favorable to q ue s tions conce rning approval of the D.A. degree; w i l l i n g n e s s to hire, pay, and promote D.A. d e gr e e ho lders on an equal ba s is w i t h Ph.D. degree holders; allowing D. A .' s to teach all di s c i p l i n e s at all 53 Degree p. 1. Robert H. Koenker, Status of the D octor of Arts (Muncie: Ball State U n i v e r s i t y , N o v . 30, 15^2), 44 four u n d e r g ra d ua t e- y ea r levels; for underg r ad u at e teaching; prestige. Ph.D. Four out of adequacy of pr ep aration and ad mi n is t ra t or s -p e rc e iv e d five respondents felt that the dissertation wa s not a sine quo non graduate teaching. did the D.A. for u n d e r ­ Only in f ac u lt y -perceived prestige fall considerably be l o w the Ph.D. levels of institutions, Among the the doct oral institu tions were least favorable and the 2-year colleges m o s t favorable in t h e i r attitudes toward the D. A . 55 Jerry Goff and Robert W il s on did a co operative study during the wi nt er of 1968-69. A p pr o xi m at e ly 1,500 qu estionnaires were distrib u te d to all faculty members in four small institutions and to random samples of 400 in two larger institutions, with a 70 pe rcent return. Their study was concerned with the charges students make against college professors in regard to faculty neglect teaching in favor of research; students; practices. avoiding contacts with and resisting change of traditional class r oo m Although it has been charged that faculty regard research as more desirable than teaching, study revealed that m o s t faculty members the considered t e a c h ­ ing a central act ivity and a m a j o r source of satisfaction. Most faculty members 55 thought their students viewed them as Ralph D. Norman, "A Study of Some A tt i tudes Towards the Doctor of Arts Deg ree in the Southwest" {unpublished Ph.D. dissertation. N e w M e x i c o University, 1970), abstract. 45 effective teachers. a desire to b e advanced primarily on their teaching effectiveness. high degree o f In addition, m o s t faculty expressed Their data, therefore, showed a generally interest in teaching on the part of college faculty me mbers. Indeed, researchers expected to interest is more than the find, even allowing for the fact 56 that the d a t a wore b a s e d on s e l f - j u d g m e n t s . John Johnson at Michigan State University c o n ­ ducted a study. Questionnaires were sent to faculty members and a dm i nistrators at the Indiana-Purdue Regional Campus at F o r t Wayne, Indiana. This study con cerned their feeling regarding such a d egree as the D.A. possibility and the for e mployment of a person with such a degree at their respec tive institutions. J o h n s o n reported that 80 percent of the IndianaPurdue administrators said that they would be interested in hiring p e o p l e with the D.A. degree. However, only 40 percent of t h e m would c on sider the deg ree to be equivalent to the Ph.D. and 40 p e rc e nt would not. The greatest po s i t i v e reaction came from the Indiana-Purdue T echnology group. Two-thirds of the group said that t h e y would b e interested in hiring a person with a D.A. 56 degree. A n impressive 84 percent said G o f f and Wilson, op. ext. 4G they would co nsider the D.A. degree e qu i va l e n t to the Interest in the D o c t o r of Arts degree is w i d e ­ spread, The pros and cons of teaching doctorates parallel to the Ph.D. are under di s cu s si o n at m a n y institutions. Some of the arguments in favor of the Doctor of Art s are: 1. There is a need for quality teaching at the undergr a du a te level. 2. A p r o g r a m de s i g n e d to meet the career aims of those to enter c ollege teaching should be provided. 3. A pr o gr a m for p r e p a ri n g college teachers w o u l d provide g r ea t er breadth of p r e p a r a ­ tion . Some arguments a g a i n s t the D.A. degree are: 1. Better structuring and broadening of the Ph.D. rather than creati ng a new degree. 2. The D.A. wo u ld be inferior to the Ph.D. 3. Financial r e so urces would pos e a problem. 4. Research and t ea cher prepar a ti o n should not be separated. Oyer, at M.S.U. College Teachers: Need, in his paper on P reparation of Obligation, and O p p o r t u n i t y , states that: 57 J o h n W. Johnson, "A F e as i bi l it y Study of the Doctor of Arts Degree at M i ch i g a n State University" (unpublished manuscript, Mi c hi g a n State University, 1972) . 58 Step hen Hopkins Spurr, A c a d e m i c Degree S t r u c t u r e : Innovative Approaches; P r in c ip l es of R ef o rm in Degree Structure in uYs^ (New York: M cG r aw - Hi l l Book Company, 1970), p. 147. 47 The p r ob l em of college teachers p reparation has been w it h us for a long time. F acing up to it and wo rking out solutions to it are long o v e r ­ due. Now is the time for creative and realistic responses to a very concrete and tre mendously important e d u c a t i o n a l pro blem that society is asking us to s o l v e . 59 One re c om mendation mi ssion as of February, fully agreed upon by the C o m ­ 1971, calls for a Committee on Graduate E du c ation to study 10 specific items, one of which is: "The need for new degree programs, such as the Doctor of Arts and the M aster of Philosophy degree, pare teachers for two and four year institutions, to p r e ­ in c o n ­ sultation with the U n iversity's academic departments" (M.S.U. Pr es idential Commission, 1971). 60 Summary Chap ter II has reviewed the d e v e l op m en t and present status of the Ph.D. and D.A. presented in five sections: in Europe; States; degrees. This ch apter was History of Doctoral Programs Hi story of Doctoral Programs in the United the Pr e se n t Status of the Ph.D.; of Higher Education; Changing Nature and the Review of the Literature Pertaining to the D.A. degree. The Ph.D. States, had its b eginnings in 1846 in the United and the first c o nf er r ed Ph.D. was awarded in 1861 59 H. J. Oyer, Prepar a ti o n of C ol l eg e T e a c h e r s : Need, Obligation, and O p p o r t u n i t y (East Lansing: The G raduate Co uncil C o mm ittee on Graduate Degrees, Michigan State University, 1970), p. 34. 48 by Yale University. Society has thr oughout the hist ory of Higher Education had its influences on academia. Social and e c on o m i c factors were the major influences from the early beginning, later with the m o v e m e n t for technological and sc ientific education. Doctoral degrees varied; yet, in the Un i te d States have been the Ph.D. has be en m o s t prestigious. It has traditionally emphasized research as a part of its doctoral program. Teaching of underg ra d ua t e students has also been one of the m a j o r r esponsibilities of Ph.D.'s. However, the Ph.D. involved w i t h consultations, is e x pe c t e d also to be p r ofessional advancement and governances, but m o st of their rewards are based on their research or scholarly writing. W i t h the increasing r esponsibilities of the Ph.D. holder, ignored. u n d e rg r ad u at e teaching has become p r actically Concern about the poor qu a li t y of undergraduate instruction has recently Th is c o ncern has become widespread. led to the r e vision of present Ph.D. programs and the d ev e lo pm e nt of new do c torate p r o ­ grams. T h e most frequently suggested and wi d el y accepted alternative do ctorate degree for the p r e p a ra t io n for college teachers is the D.A. degree. There is a powerful of the D.A. degree. thrust behind the develo p me n t It has been su p ported by the United 49 States Of fi ce of Education, Schools, the C o un c il of Gr a du a te the A m erican As s oc i at io n of State C o l l e g e s and Universities and others. Num e r o u s institutions have deve loped D.A. programs or plan to o f f e r the D.A. adapt to the problems of a changing degree degree in o r d e r to society and to meet the needs of two and four year colleges and universities. 61 D rossel and Delisle, op. c i t ., p. 6 C HA P TE R III METHOD O LO G Y This study w a s desi gned to investigate the atti­ tudes of gr aduate students presently enrol l ed in A d m i n i s ­ tration and Higher Education at Michigan State University toward a D.A. degree. The basic purpose underlying study was to de termine the ex t en t to which students' past e xp e ri e n c e and this the graduate future career goals were related to their attitudes toward the D.A. degree. description of the population, the sample, construction of the instrument, of data, a survey o f procedures A for collection and the design and analy sis of the data are reported in Chapter III. Population Only gradua t e students in Ad m in i st r at i on and Higher Education and e n r o l l e d full-time on the Michigan State Univer si t y campus during the 1972 Fall term were included. The p op u la t io n c on s isted of a total of 397 g r a d ­ uate students repres e nt i ng the following areas of study: General A d m i n i s t r a t i o n Student Personnel 50 51 Develop mental Officers Business Management C ommunity-Junior Co l l e g e C ontinuing Education College and University Teaching The Sample Two hu n d r e d and thirty-nine hundred ninety- s e ve n (397) (239) of the t hr e e gradua te students to w h o m the qu estionnaires we re sent re s po nd e d and are the su b jects of this study. The area of s t u d y represented and the number of subjects in ea ch were as follows: forty-two (142) Administration; sonnel; four one hundred a n d graduate st u dents e n r o l l e d in G en e ra l thirty-eight (38) e nr o ll e d in St u d e n t Per­ (4) enrolled in De velopmental Officers; (4) enrol l ed in Business Management; in Co m m u n i t y - J u n i o r College; Continuing Education; to this question, twenty-six and e l e v e n and U niversity Teaching. el e ve n four (11) e nr o l l e d (26) en r o l l e d in (11) enrolled in C ollege T h r e e subjects did not r e spond and were therefore unidentifiable in terms of their special area of study. T h e group c on s is t ed of one hu n d r e d and seventy -nine females. (179) males and s i x t y (60) The sample c o ns i st e d of two hundred and s i x (206) white respondents, e i g h t e e n (18) black, e l e v e n (11) M exican A m e r i c a n and foreign students, w i th five students not responding to this question. 52 D evelop m en t of Instrument It was d e t e r m i n e d that a q ue s ti o nn a ir e p r o v i d e d the only practical vehicle for se curing the desired data in usable form and w i t h i n acceptable time limits. a review of ins truments u s e d in re lated studies, questionnaire w a s constructed. After the The qu e stionnaire w as then submitted to Dr. Lawrence Lezotte, the A s s i s t an t Dire ctor for Re s earch for the C e nt e r for Urban Af fairs for examination. After ne cessary revi sions were m a d e and put into acceptable form a three page instrument was designed (see A p p e n d i x A ) . Instrumentation Background Data One of the basic purposes un d er l yi n g this st udy was to determine the e x te n t to w h i c h g ra d ua t e s t u d e n t s ' past experience and future career goals w e r e related to their attitudes toward the Doctor of Arts degree. Por­ tions of the q u e s t i o n n a i r e were co n st r uc t ed to c o ll e ct d at a concerning the following: the year in which the Bachelor's and M as ter's degrees w e r e received; ar ea of study; number of years sp ent w o r k i n g on the M as t er ' s degree or in do c to r al work; ing or research, years of experience in t e a c h ­ and a p e rc e nt a ge of time the subjects anticipate de v o t i n g to teaching, res earch and c a t e g o r i z a ­ tion on a r es e ar c h- t ea c hi n g c on t in uu m (see A p pendix A ) . 53 Attitudinal Instrument A second purpose of this study was to ga t he r data concerning attitudes of graduate students toward a D.A. degree. An attitudinal their atti tudes instrument was desi gned to measure toward the D.A. degree in regard to: such a program being offered at M i chigan State University; ing their career aspirations, ships, (17) the value of teaching i ntern­ the pres tige of an advanced degree, comparison of the Ph.D. meet­ and the D.A. and a genera] degree. A seventeen item instrument w a s developed using a Likert type scale measuring responses from strongly agree to strongly disagree. Procedure A cover sheet ou tlining the major distinc tions between the Ph.D. questionnaire, and D.A. degree was enclosed wi th the This was done in order to provide the subjects with a common basis upon which to make attitudinal judgments their (see A p pendix B ) . The qu e st i o n n a i r e s and cover sheets were then mailed to 397 graduate students e n rolled in Hi gher e d u ­ cation and A d m i n i s t r a t i o n at M i chigan State University. Six of the q u e s t i o n n a i r e s came back by return mail, i n di ­ cating that these students had w i t h d r aw n from school or had m o v e d w i t h o u t leaving a forwarding address. effective total po p ul a ti o n was 391. Thus the 54 Approximately seven days after mailing the q u e s ­ tionnaires, 50 percent had been returned, was no deadline date requested. to data collection, al though there Twenty-one days were given at the end of which 239 qu e st ionnaires had been returned. Once the qu e stionnaires w e r e received it was then necessary to code each response in order to have data processing cards key punched. Design and Analys is This was ba s ically a comparative descriptive study. Once the information was transferred answer sheets to the p unched cards, from the the M i chigan State University C om puter Institute for Social Science Research Center analyzed the data on the Control Data C orporation (CDC) 3600 computer. An analysis of Contingency Tables (ACT) was d etermined to be the m o s t effective pr ogram for this study, since two variables wo re used for this analysis. The data were an alyzed w i t h the ACT p rogram from two different perspectives: 1. Area of study in regard to background data and a ttitudinal data. 2. C a t e g o ri z at i on of graduate students on the r es e ar c h-teaching c on t in u um in regard to b a c k ­ g ro u nd data and attitudinal data. 55 Research Questions Nine resear ch questions were examined. The questions formulated and formulated for this study were as follows: 1. Are the opinions of graduate students who a nticipate careers as teachers more favorable t oward the D octor of Art s degree than the o pinions of graduate students who anticipate ca reers as researchers? 2. Do significant numbers of gradua te students v ie w the Doctor of Arts degree as a viable doctorate program? 3. Will a significant number of graduate students indica te a desire for such a pr ogram to be o ff e r e d at Michigan State University? 4. Would a significant number of graduate students c on sider further study in a Doctor of Arts d eg r ee program? 5. Do si gn ificant numbers of graduate students categorize themselves as being more of a teacher than a researcher? 6. Do signi ficant numbers of the graduate students anticipate careers as teachers rather than researchers ? 7. Do significant numbers of graduate students have more experience as teachers than as r es earchers? 8. Will significant numbers of gra duate students v i e w the D.A. degree as being equally as demanding as the Ph.D.? 9. Will significant numbers of graduate students feel that an interns hip is an important exper ie n ce in doctoral work? 56 Summary Two h un d re d thi rty-nine gr a duate students in Higher Education and A d m i n i s t r a t i o n at M i ch i g a n State Unive r si t y responded to a q u e s t i o nn a ir e sent during the 1972 Fall term. The questionnaire, study, was to investigate Doctor of Arts degree. designed e specially for this their att itudes toward the In addition this study sought to determine the e x te n t to which the graduate students' experience and future career goals were related to their attitudes toward the D.A. Answers past degree. from the 239 q u es t io n na i re s were punched on data pr o ce s si n g cards and analyzed through an analysis of cont ingency Tables to gather b a ck g ro u nd data and a t t i ­ tudinal data. The procedures used for this study were presented along with the research questions. C H A P T E R IV ANALYSIS OF BACKGROUND VA RIABLES AN D GRAD UATE STUDENTS' ATTITUDES TOWARD A DOCTOR OF ARTS DEGREE Data the r e s u l t s and findings reported in t h i s of the comparative descriptive the b a c k g r o u n d and attitudinal data. divided into sample; (2) five m a i n self sections; report of past The (1) and chapter show analysis of chapter is d e s c r i p t i o n of future the career goals; (3) attitudes toward the Doct or of Arts degree by area of study; (4) attitudes toward the doctor of arts d e g r e e by researc h -t e ac h er continuum; and (5) summary. Des cription of the Sample The sample in this study consisted of 239 gr a d u a t e students in A dm i ni s tr a ti o n and Higher E du c ation at M i c h i g a n State University. The data rev ealed that 142 of them were enroll e d in General Administration, in St udent Personnel, Officers, 38 were enrolled four we re e n ro l le d in D e v e l o p me n ta l four we re enrol le d in Business Management, were e n rolled in C o m m u n it y -J u ni o r College, enrolled in Contin ui n g Education, 11 26 were and 11 we re enrolled in 58 College and University Teaching. Mal es constituted 74.9 and females 25.1 percent of the respond ing sample. sample c o n s i s t e d of 87.4 pe rcent white, The 7.5 percent black and 4.6 perc ent classified as Me xi can American, American Indians or of foreign origin. Table 3 presents a summary of the responses to the year the undergraduate degree was r e c e i v e d . These are reported in terms of the area of study in which the graduate students are presently enrolled. TABLE 3.— Year undergraduate degree was received. Area 1961-1972 NR 1940-1950 1951-1960 General Ad m inistration 5 43 90 4 Student Personnel 1 7 29 1 Developmental Officers 1 2 1 0 Business Ma n ag e me n t 0 2 2 0 Comm.-Junior College 1 2 8 0 Continuing Education 3 9 10 2 College and Univ. Teaching 1 0 10 1 E x a m i n at i on of Table 3 reveals that within the area of G eneral Admin i st r at i on five of these students received their un d ergraduate degree b e tw e en 1940 and 1950, 4 3 b e tween 1951 and 1960, 90 be t w e e n 1961 and 59 1972, and four did not respond to this question. dent Personnel, In S t u ­ one r ec eived his un d ergraduate degree between 1940 and 1950, seven between 1951 and 1960, 29 between 1961 and 1972, and one did not respond t o this question. In Developmental Officers one received his undergraduate degree b e tween 1940 and 1950, two between 1951 and 1960 and one be tween 1961 and 1972. Management, In Business two received their undergraduate degree be tween 1950 and 1960, and two b e tw e en 1961 and 1972. In Co mmunity- Junior Coll ege one received his un dergraduate degree between 1940 and 1950, between 1961 and 1972. two between 1951 and 1960 and ei g ht In Continuing Education, three received their undergraduate degree be tween 1940 and 1950, nine between 1951 and 1960, 10 b et ween 1961 and 1972, and two did not respond to this question. In College and University Teaching one received his deg ree between 1940 and 1950, 10 between 1961 and 1972, and one d id not respond to this question. A si gn ificant nu m b e r of sub jects in e ac h area of study received their undergraduate deg rees b et w ee n 1960-1972. Table 4 presents the summary of the responses pertaining to the year w h e n the M a s t e r ' s degree was received. T h es e are reported in terms of the area of study in w h i c h the g r aduate students are presently enrolled. 60 TABLE 4.--Year maste r 's degree was received. Area 1945-1955 1956-1965 General A dm i ni s tr a ti o n 2 35 53 44 Student Personnel 0 5 14 19 Develo pmental Of ficers 1 1 2 0 Business Ma n a g e m e n t 0 2 2 0 Comm.-Junior College 1 3 6 1 Co ntinuing Education 1 9 4 11 College and Univ. Teaching 0 2 7 2 1966-1972 NR E xa m in a ti o n of T a b l e 4 revealed that w ithin the area of General A d m i n i st r at io n two students received their Master's degree bet ween 1945 and 1955, 1965, 35 betw een 1956 and 53 b etween 1966 and 1972, and 44 did not respond. In Student Personnel there were five who received the degree b et w ee n 1956 and 1965, and 19 did not respond. 14 b e t w e e n 1966 and 1972 In Developmental Offi cers one between 194 5 and 1955, one between 1956 and 1965, and two be t we e n 1966 and 1972. In Business Management, two be t we e n 1956 and 1965, and two be t w e e n 1966 and 1972. In C o m m u ni t y- J un i or College, 1955, three b e tw e en 1956 and 1965, 1972, and one did not respond. one b et w e e n 1945 and 1955, one b etween 1945 and six between 1966 and In C o nt in u in g Education, nine b e t w e e n 1956 and 1965, 61 four between 1966 and 1972, and 11 did not respond. College and U n iv e rs i ty Teaching, 1965, In two b et ween 19 56 and seven b e tween 1966 and 1972, and two did not re spond to this question. A high number of subje cts that did not respond to this question are probably en r o l l e d in a Maste r 's d egree program. Table 5 included a s um mary of the study area in w hi c h the undergr aduate degree was e a r n e d . undergraduate departments, The areas of study are g r ouped into various colleges or and are reported by the specific area of study in Ad m inistration and H ig h er Education. A total of 80 graduate students received their degree in the area of Social Science, wi th 47 Ge n er a l A d mi n is t ra t io n students coming from that area, 15 in Student Personnel, one in Developmental Officers, none in Business Management, in C o mmunity-Junior College, four nine in Continuing Education, and four in College U n iv e rs i ty Teaching. The Physical Sciences were represented by three gradua te students w i t h one Ge n e r a l A d mi n is t ra t io n g ra d u a t e student receiving his un dergraduate degree in that area, none in St udent Personnel, one in De velopmental Officers, none in Business Management, none in Commun it y -J u ni o r College, one in Conti nuing Education, and University Teaching. and none in C ol l e g e TABLE 5.— Area of study in which undergraduate degree was received. Area Gen. Adm. Stud. P ers. Devel. Officers Bus. Mang. Comm.-Jr. College Cont. Ed. College-’ Jniv. Teaching Tota! 47 15 1 0 4 9 4 80 1 0 1 0 0 1 0 3 18 2 0 2 1 3 3 29 8 3 0 1 3 3 0 18 Education 44 8 2 1 1 1 1 58 Arts and Letters 17 6 0 0 2 0 2 27 Communication Arts 2 1 0 0 0 3 0 6 Home Economics 0 1 0 0 0 4 1 6 Library Science 0 1 0 0 0 0 0 1 Agriculture 1 1 0 0 0 2 0 4 Engineering 2 0 0 0 0 0 0 2 No Response 1 2 0 0 0 1 0 4 Social Science Physical Science Natural Science Business 63 Eighteen General Admini st r at i on g ra duate students received their u nd e rgraduate degree in N a tural Science and there were two from Student Personnel, Developmental Officers, none from two from Business Management, from C o m m u ni t y- J un i or College, three one from Continuing E d u ­ cation and none from College and University Teaching. Eigh t General Administration, three Student P e r ­ sonnel, none in De v elopmental Officers, Management, one in Business three in Commun i ty - Ju n io r College, Continuing Education, three in and one in College and University Teaching receiv ed their u n de rgraduate degrees in Business. In the area of Education, 44 General Business graduate students received their u n de rgraduate degrees, eight in Business Management, College, one in Community-Junior one in Continuing Education and on e in College and Uni versity Teaching. In the area of Arts and Letters, 17 General Administration graduate students received their u nd e r­ graduate degrees, six in Student Personnel, Developmental Officers, none in none in Business Management, two in C o m m u n i ty - Ju n io r College, none in Continuing Education, and two in College and Un iv e rs i ty Teaching. In the area of C o m m u n i ca t io n Arts, two General A dm i nistration gr aduate studen ts received their u n d e r ­ graduate degrees, one in Student Personnel, none in 64 Developmental Officers, none in Business Management, in Continuing Education, none and none in College and Unive rsity Toaching. There were only six who received their u n d e r ­ graduate d egrees in Home Economics: four in Continuing Education, and one in College one in Student Personnel, and University Teaching. In the area of Library Science, no General A d m i n ­ istration gr a duate students had r ec eived their u n d e r ­ graduate degree, one in Student Personnel, mental Officers, none in D e v e l o p ­ none in Business Management, Co mm unity-Junior College, none in none in Continuing Education, and none in Coll ege and University Teaching. In the area of Agriculture, one G e neral A d m i n i s ­ tration graduate student received his undergraduate degree, one in Student Personnel, none in De v elopmental Officers, none in Business Management, none in C o m m u ni t y- J un i or College, two in C ontinuing Education and none in College and University Teaching. In the area of Engineering, two General A d m i n i s ­ tration graduate students received their un dergraduate degrees, none in Student Personnel, none in Developmental Officers, none in Business Management, non e in CommunityJunior College, none in Continuing Educa ti o n and none in College and Univer s it y Teaching. not respond to this question. T hr e e p a r t i c i pa n ts did 65 Social Science, Education, N a tural Science and the area of Arts and L e tters were the four m a i n areas of concentration in which the subjects earned their u n d e r ­ graduate degree. Table 6 included a summary of the study area in which the M a s t e r ' s degree was earned by those gra duate students in the sample. T he areas of study are g ro u pe d into various colleges or departments, and the specif ic area of study is reported by area in A d m i n i s tr a ti o n and Higher Education. Eighty-one respon d en t s did not answer this question. In the area of Education, 75 General A d m i n i s t r a ­ tion graduate students r e ceived their M a ster's degree, fifteen in S t u d e n t Personnel, Officers, three in Developmental two in Business Management, Juni or College, six in Communi t y- seven in Co n ti nu i ng Education, and five in College and University Teaching. One Ge n er a l A d m i n i s t r a t i o n gr a du a te student received his Maste r 's d e g r e e in Engin ee r in g and none of the remaining six areas h a d a gr a du a t e In the area of S oc i al Science, from that major. eight G en e ra l A dm i ni s tr a ti o n graduate students r e ce i v e d their M a ster's degree, three in Student Personnel, none in D ev e lo p me n ta l Officers, one in Business Management, Juni or College, one in C o m m u n i t y - three in C o nt i nu i ng E d uc a ti o n and one in C ollege and Un i ve r si t y Teaching. TABLE 6.— Area of study in which Master's degree was received. Gen. Ada. Stud. Pers. Devel. Officers Bus. Mang. Comm.-Jr. College Cont. Ed. College-Univ. Teaching Tota: 75 15 3 2 6 7 5 113 Engineering 1 0 0 0 0 0 0 1 Social Science e 3 0 1 1 3 1 17 Business 2 0 0 1 2 0 1 6 Communication Arts 1 0 1 0 0 0 0 3 Home Economics 0 0 0 0 0 2 0 2 Library Science 1 0 0 0 0 0 0 1 Arts and Letters 5 1 0 0 1 0 2 9 Agriculture 0 0 0 0 0 1 0 1 Natural Science 2 0 0 0 0 0 1 3 47 19 0 0 1 13 1 81 Education No Response 67 In the area of Business, tion graduate two General A d m i n i s t r a ­ students received their M as ter's degree, none in St udent Personnel, none in Dev elopmental Officers, one in Business Management, two in Comm unity-Junior C o l ­ lege, none in Contin uing Educ ation and one in College and University Teaching. In the area of Communication Arts, one Ge neral Ad ministration gr aduate student received his Master's degree, none in Student Personnel, one in Developmental Officers, and none in the remaining four areas. In the area of Home Economics, two Co ntinuing Education graduate students re c eived their Master's degree, and none in the remaining six areas. In the area of Library Science, one General A d m i n ­ istration graduate student received his Maste r 's degree and none in the remaining six areas. In the area of Arts and Letters, five General A dm i nistration gr aduate students receive d their M a st e r' s degree, one in Student Personnel, none in De v elopmental Officers, none in Business Management, one in CommunityJunior College, none in Continuing Education and two in College and U n i v e r s i t y Teaching. In the area of Agriculture, one Continuing E d u c a ­ tion graduate student received his Master ' s degree and none in the remaining six areas. 68 In the area of Na tural Science, two General A d m i n ­ istration graduate students received their Master's degree, one in C ol l eg e and University Teaching, in the remaining and none five areas. The subjects overwh e lm i ng l y r ec eived their Master's degree in Education. The large number of no responses is probably due to the fact that they are currently e nr o ll e d in a Master's program. Table 7 presents the su mmary data as to the number of years these graduate students had w o r k e d or have been working on their Master ' s d e g r e e . TABLE 7 . — Number of years working on M a s t e r ' s degree. Area NR 1 & 2 yrs. 3 & 4 yrs. 5 & Beyond General Ad m i n i s ­ tration 88 35 13 8 Student Personnel 18 19 1 0 Developmental •Officers 4 Business Management 3 1 0 Comm.-Junior College 10 1 0 Continuing Education 11 11 2 College and Univ. Teaching 10 1 0 0 0 69 This is re p orted by areas of study of the graduate student. One h u nd r e d and fourty-four partici p an t s did not respond to this question. Th is table revealed that the majority of the gradu at e st udents have been working on their Mas ter's degree one or two years. Thirty - fi v e Ge neral A d m i n is t ra t io n graduate s t u ­ dents have been e n ro l l e d in their M a ster's degree pr ogram one or two years, 13 for three or four years, for five years or more. and eight Ninete e n Student Personnel g r a d u ­ ate students have be en w o r k i n g on their M a ster's degree one or two years and one three or four years. None of the Dev elopmental Offic er s students re s ponded to thiB question. One in Business M a n a g e m e n t had been wo rking on his Ma s ter's de g r e e one or two years. One in Communi t y- Junior College had been w o r k i n g on his M as t e r ' s degree one or two years. Elev en C o nt i nu i ng E d uc a ti o n students have been w o rk i n g on their Maste r 's degree one or two years, two three or four years, and two five or mo re years. One in College and U n i v e r s i t y Te a ching has b e en work ing on a Ma s ter's d eg r ee one or two years. Wi th the e x c e p t i o n of General A d m i n s t r a t i o n s t u ­ dents, n ea r ly all other students have b e e n or had w o r k e d on their M as ter's for one to two years. General A d m i n ­ istration had 13 p eople who had w orked or ha ve b ee n w o r k ­ ing a total of three to four years. 70 Tabic 8 presents the summary d a t a concerning the number of years g r aduate students have b e e n working on doctoral degrees. TABLE 8.— Number of years w o r k i n g on doct orate degree. NR 1 yr. Area General A d m i n i s ­ tration 2 6 3 yrs . 4 £. 5 yrs. 6 & Beyond 60 32 32 9 9 Student Personnel 20 11 4 1 2 Developmental Of ficers 0 2 1 1 0 Business M anagement 1 0 1 1 1 C o m m .-Junior College 1 2 6 1 1 15 4 6 1 0 1 6 3 0 1 Continuing Education College and Univ. Teaching This is report e d by areas of study of the gr aduate students. This table revealed that the majority of the doctoral students have been w o rk i n g on their do c toral pro gram for three years. N i n e t y- e ig h t participants d i d not respond to this question. T h i r t y - t w o General A d m i n i s t r a ­ tion students had be en wo r ki ng on their doctorate fo r one year, 32 two or three years, nine four o r five years, and 71 nine for six or more years. In Student Personnel, been working on their doctorate one year, three years, one years. four or five years, 11 have four two or and two six or more In Developmental Off i c e r s two have been working on their doctorate one year, one two or three years and one for four or five years. In Business Management, one had been working on his doctorate for two or three years, one four or five years, and one six or more years. Community-Junior College, doctorate one year, In two have b e e n working on their six two or three years, one four or five years and one six or m o r e years. In Continuing E d u ­ cation four had b e e n working on their doctorate for one year, years. six for two or three years and one four or five In College and Univ ers ity Te ac h i n g six had been working on their doctorates for one year, three for two or three years and one for six or more years. A m a j o r i t y of the subjects have been working on their doctorates between one and three years. The large number of no responses are probably d ue to the number of subjects en ro l l e d in a M a s t e r ’s program. Table 9 presents the summary of those responses of graduate students enr o l l e d in A d m i n i s t r a t i o n and Higher Education in regard to the number of years experience in t e a c h i n g . This table is r epo r t e d by areas of study of ea ch graduate student. This table reveals that a ma jor ity TABLE 9.— Number of years teaching experience. No of Years General Administration Student Personnel Development Officers 1-5 70 14 4 2 3 0 5 6 - 10 37 1 0 1 4 7 4 11-15 12 1 0 0 1 1 0 4 0 0 0 1 2 0 19 22 0 1 2 8 2 16 - 20+ No Response Business Management Comm.-Jr. College Continuing College-Univ. Education Teaching 73 of these students have had from one to 10 years teaching experience. Fifty-one participants had no teaching e x p e r ­ ience and three did not respond to this question. In General Administ rat ion 70 graduate students had taught from 1-5 years, 11-15 years, four from 16-20 years, to this question. from 1-5 years, one years, 37 from 6-10 years, and 19 did not respond In Student Personnel, from 6-10 years, and 22 did not respond. 14 had taught one from 11-15 In Developmental Officers all four respondents had tau ght 1-5 years. Management two had taught from 1-5 years, years and one did not respond. three had taught from 1-5 years, one from 11-15 years, not respond. one from 6-10 In C omm uni ty- Jun ior College four from 6-10 years, one from 16-20 years and two did seven from 6-10 years, two from 16-20 years, one from 11-15 with e igh t not responding. In College and University Teaching, years, In Business In Continuing Education eight had taught from 1-5 years, years, 12 from five had taught 1-5 four 6-10 years, and there w e r e two no responses. In each area of study the m ajo r i t y of respondents reported that they ha d taught between one and 10 years. T a b l e 10 presents the summary of those responses of graduate students enrol led in Adm ini str ati on and Higher Education in regard to the num ber o f years research experience they have h a d . TABLE 10.— Number of years— research experience. No of Years 1-5 6-10 No Response General Administration student Personnel Development Officers Business Management Comm.-Jr. College Continuing Education College-Univ. Teaching 28 6 2 1 2 10 3 3 0 0 0 0 0 0 111 32 2 3 9 16 3 75 This tabic is reported by areas of study of each graduate student. This table reveals that a maj or i t y of these students have had very little e xpe ri e n c e as researchers. One hundred and seventy-nine research experience. (179) had no Three did not r espond to this question. In General A d m i n istr ati on 28 gr adu ate students had done research from 1-5 years, three from 6-10 years and 111 had no experience in research. sonnel, In St udent Per ­ six had from 1-5 years research and two had no experience in research. In Develo pme nta l Officers, had 1-5 years res earch experience, experience. two and two had no research In Business Management, one had from 1-5 years experience in research and three had no research experience. In C o m m u n i t y - J u n i o r College, two had from 1-5 years research e xperience and nine had no experience. In Continuing Education, ience, 10 h a d 1-5 yea rs resear ch e x p e r ­ and 16 had no research experience. University Teaching, In College and three ha d from 1-5 years research experience and e i g h t had no research experience. Each area of study reported that they had between one and five years of research experience; however, a considerable number of subjects from all areas did not respond to this question. Table 11 includes a summary of the type of t eac h­ ing certificate those students in A d m i n i s t r a t i o n and TABLE 11.— Type of teaching certificate they now hold. Response Pennanent Provisional Temporary Vocational General Administration 47 69 22 1 3 Student Personnel 22 11 4 1 0 Development Officers 3 0 0 0 1 Business Management 2 1 1 0 0 Comm.-Junior College 8 2 1 0 0 Continuing Education 18 6 2 0 0 4 6 1 0 0 College and Univ. Teaching 77 Higher Education no w h o l d . Examination of Table 11 reveals that the m a j o r i t y of graduate students have a permanent or provisional teaching certificate. Within the area of General Administration, students hold a per manent teaching certificate, Student Personnel, one in Business Management, Community-Junior College, 69 11 in two in six in Continuing Education, and six in College and University Teaching. Those holding p rovisional teaching certificates are 22 in General Administration, sonnel, four in Student P e r ­ one in B usiness Management, one in Commun ity - Junior College, two in Continuing Education, and one in College and University Teaching. Temporal teaching certificates are held in only two areas, one in Ge ner al Admini str ati on and one in Student Personnel. Vocational teaching certific ate s are held in only two areas, three in General Administration, and one in Student Personnel. Table 12 presents a summary of the c l a s s i f i c a ­ tion of grade level (s) graduate students in A d m i n i s t r a ­ tion and Higher E d u c a t i o n have t a u g h t . This table indi­ cates that a m ajority of these students have taught at the elementary and secondary level. Administration, Forty-one General five Student Personnel, three Continuing TABLE 12.— Classification of grade levels graduate students in administration and higher education have taught. Private Industry No Response Elementary Secondary General Administration 19 41 54 2 20 3 3 Student Personnel 20 5 11 0 2 0 0 Development Officers 1 0 0 1 2 0 0 Business Management 1 0 2 1 0 0 0 Comm.-Junior College 2 0 3 3 1 1 1 Continuing Education 10 3 5 1 3 0 4 2 3 3 2 1 0 0 Area College and Univ. Teaching 2 Year College 4 Year College Other 79 Education and three College and Uni ver sit y Teaching had taught at the eleme nta ry level. Secondary teaching was reported by 54 in General Administration, Personnel, two in Business Management, Junior College, 11 in Student three in Community- five in C o n t i n u i n g Education, and three in College and Universi ty Teaching. W i thi n the 2 year and 4 year colleges, two in General Adm ini str ati on had taught and 20 in the 4 year college. In Student Personnel, year college. two had taught in a 4 In Dev elop men tal Officers one had taught in the 2 year college and two had taught in a 4 year college. In Business Management, 2 year college. one h a d taught in a In Co mmu nit y-J uni or College, taught in the 2 year college, three had and one in a 4 year college. In Continuing Education one had taught in a 2 year and three had taught in a 4 y e a r college. In and Un ive rsi ty Teaching two had taught in a 2 y e a r college and one in a 4 year college. college College Table 13 presents a summary of the number of graduate students in Adm inistration and Higher Ed ucation who have been employed in a college or u n i v e r s i t y . Exa m­ ination of this table indicated that slightly m o r e than half of the participants have had some experience at the college level. 80 TABLE 13. --College and university employment. Area NR 2 yr. College 72 4 52 14 Student Personnel 6 2 30 0 Developmental Officers 1 0 2 1 Business Management 1 1 2 0 C o m m .-Junior College 2 5 2 2 Continuing Education 7 2 16 1 College and Univ. Teaching 4 1 6 0 General Adminis­ tration 4 yr . College Both In General Administration four had worked in a 2 year college, 52 in a 4 year college and 14 had some experience in both. In Student Personnel, in a 2 year college , and Developmental Officers, and one in both. 30 in a 4 year two had wo rked college. two had worked in a 4 year college In Busine ss Management, one had wo rked in a 2 year college and two in a 4 year college. Community-Junior College, college, In In five had w o r k e d in a 2 year 16 in a 4 year college and one in both. In College and U niv ers ity Teaching, one had worked in a 2 year college a n d six in a 4 year college. 81 Summary Analysi s of the data concerning ba ckg r o u n d va ri­ ables revealed that the typical respondents ear ned their undergraduate degree b etween 1961-1972, Master's degree between 1966-1972. and earned their They received their undergraduate degree in the area of Social Science or Education, and their M aster's degree in Education. The typical respondents are enrolled in the area of General Administration and have been in a M aster's or doctoral program for from one to three years. The b ackground data further revealed that the typical respondents taught from one to ten years on the secondary level, and held a permanent teaching certificate. In contrast they had little or no research experience. The data indicates that a considerable number have had some experience working many were in a 2 or 4 year college, but in a non-teaching capacity. Self Report of Past and Future Career Goals This portion of the study addressed the respondents self report of past and future career goals. were reported in terms of past experiences in: ing, and (2) research. These data (1) t e a c h ­ Respondents w ere asked to indicate what they considered to be the ideal d i s t r ibu tio n of the above men tio ned areas in their professi ona l careers. 82 They were also asked to place themselves on a teachingresearch continuum. Table 14 represents the responses pertaining to the question concerning the pe rcent of time spent in teaching. These are reported by area of study in w hic h the graduate students are presently enrolled. Examina­ tion of Table 14 indicates that wi thi n the area of General Administration 58 have not had any teaching experience, 22 have spent from 1-25% of their time teaching, from 26-50%, 11 from 51-75%, 17 had and 34 from 76-100%. TABLE 14. — Percent of time spent in teaching by area of study. Area 0% 1-25% 26-50% 51-75% 76-100% General Administ rat ion 58 22 17 11 34 Student Personnel 33 1 2 0 2 Developmental Office rs 3 0 0 0 1 Business Manageme nt 3 1 0 0 0 Comm.-Junior College 3 1 0 2 5 Continuing Education 10 6 3 0 7 3 1 1 1 5 College and Univ. Teaching T h i r ty -th ree Student Personnel gra duate students have had 0% res pon sib ili ty as a teacher, one has spent 83 1-25% of his time as a teacher, two 26-50%, and two from 76-100%. In Developmental Of ficers only one had r e s p o n s i ­ bilities of that as a teacher and spent from 76-100% of his time. One of the Business Management graduate students had spent from 1-25% of his time as In C o m m u nit y-J uni or College no experience in teaching, a teacher. there were three with one that had spent from 1-25% of his time in teaching, two from 51-75% and five from 76-100%. There were ten who reported in Continuing E d u c a ­ tion that they had not had any responsibilities in teach­ ing, six had spent from 1-25% of their time in teaching, three from 26-50% and seven from 76-100%. In the area of Co l l e g e and U niv er s i t y Teaching there were three that had not spent any time in teaching, one that had 1-25% responsibility as a teacher, one 26-50%, from one from 51-75% and five from 76-100%. Table 15 represents the responses pertaining the question concerning the teaching. to percent of time spent in These are reported according to the teacher- research continuum. E xam ina tio n of T a b l e 15 indicates that of those who vi ew themselves as p r i m a r i l y researchers nineteen had not spent any time in teaching, eight had spent between 1-50% and two between 51-100%. 84 TABLE 15.— Percent of time spent in teachimj reported by the toachc r-r csc arc h continuum. Co ntinuum 0% 1-50% NR 51-100% Primarily Researchers 19 8 2 Equally Researchers and T eachers 20 11 9 Primarily T eachers 56 33 56 (25) Of those categorized as equally researchers and teachers 20 had not had any time spent in teaching. had spent between Eleven 1-50% of their career time in teaching, and nine between 50-100%. Those categorized as primarily teachers repor ted 56 not having spent any time in teaching, whi le 33 had spent between 1-50% and 56 b e t w e e n 51-100% of their time teaching. Table 16 presents a summary of a description of responsibilities research. in terms of the percent of time spent in Inspection of Table 16 revealed that in General Administration 97 graduate students had not had r e s p o n s i ­ bilities as a researcher. Thi rty -on e had spent from 1-25% of this time as a researcher, eight from 51-75% and two from 76-100%. 85 TABLE 16.--Percent of time spent in research. 0% 1-25% 26-50% 51 -75% 76-100% General Administration 97 31 8 4 2 Student Personnel 28 8 0 2 0 Developmental Officers 4 0 0 0 0 Business Manage men t 3 0 1 0 0 Comm.-Junior College 9 1 0 1 0 Continuing Education 16 4 3 2 1 9 2 0 0 0 Area College and Univ. Teaching Twenty-e igh t of the Student Personnel graduate s t u ­ dents had not had any r e s p o nsi bil ity as a researcher. Eight had from 1-25% of their responsibility as a researcher and two from 51-75%. In the area of Dev elopmental Officers four g r a d u ­ ate students reported that they had not had any r e s p o n s i ­ bility as researchers. In Business Management, dents that reported, of the four gr aduate s t u ­ only one had from 1-25% r e s p o n s i b i l ­ ity as a researcher. Nine of the g raduate students in Co m m u n i t y - J u n i o r College had no r esp ons ibilities as researchers, one had from 1-25% and one from 51-75% responsi bil ity as a researcher, 86 In Continuing Education sixteen reported that they had not had any responsibilities as researchers. from 1-25% responsibility as researchers, 50%, two from 51-75% and one throe Four had from 26- from 76-100%. The College and University Teaching area reported that nine graduate students had not had any responsibili­ ties as researchers and two had from 1-25% respon sib ili ­ ties as researchers. Table 17 presents a summary of a description of responsibilities in terms of the percent of time spent in research on a teacher-rescarch c o n t i n u u m . Talbe 17 revealed that 11 of Inspection of those w h o categorized them­ selves as primarily researchers had not spent any time in research, eight had spent between 1-50% and 10 between 51-100%. TABLE 1 7 . — Percent of time spent in research reported by the te acher-research continuum. C o n t in uum 0% 1-50% 51-100% Primarily Researchers 11 8 10 Equally Researchers and Teachers 21 17 2 113 32 0 Primarily Teachers NR (25) Twenty-one of those categorized as being equally researchers and teachers h a d not spent any time in 87 research, 17 ha d spent between 1-50% and two had spent between 51-100%. Of those categorized as being primarily teachers 111 had not spent any time in research, 32 be t w e e n 1-50% of their time in research and none had spent be yon d 50% of their time in research. Table 18 represents the cat egorization of graduate students in A d m i n is tra tio n and Higher Education on the teacher-rescarch c o n t i n u u m . In an attempt to determine how graduate students w o u l d rate themselves on a teacherresearch c o n t i n u u m they were asked to indicate if they were definitely more of a researcher, probably more of a researcher, e q u a l l y a researcher and a teacher, probably more of a t eacher or definitely m o r e of a teacher. The results of that data analysis are reported in Table 18 by area of study. Inspection of T abl e 18 revealed that in General Administration six of the graduate students felt they were definitely more of a researcher, 10 pr oba b l y more of a researcher, 20 equally a researcher and a teacher, 33 probably more of a teacher, teacher 12 de fin ite ly m ore of a and 12 did not respond. In S tud ent Personnel one of the gradua te felt he was def ini t e l y m o r e of a researcher, they were p r o b a b l y more of a researcher, researcher and a teacher, students three reported 10 e q u a l l y a nine probably m ore of a TABLE 18.— Categorization of graduate students on the teacher-research continuum. Definitely Primarily Equally Research ResearchResearch and Teaching Primarily Teaching Definitely Teaching No Response General Administration 6 10 23 33 58 12 Student Personnel 1 3 10 9 9 6 Development Officers 0 1 0 2 0 1 Business Management 0 2 0 Comm.-Junior College 1 1 0 2 6 1 Continuing Education 1 2 5 9 7 2 College and Univ. Teaching 0 0 2 4 4 1 1 0 1 89 teacher, nine definitely more of a teacher and six did not respond to this question. The area of Developmental Officers reported none who felt they were d efi ni t e l y more of a researcher, indicated he was probably more of a researcher, one two felt they were probably more of a teacher and one did not respond. None of the graduate students in Business M a n a g e ­ ment felt they were definitely more of a researcher, two they were probably more of a teacher and one did not respond. In the area of C ommunity-Junior College one of the graduate students researcher, felt he was definitely more of a one probably more of a researcher, ably more of a teacher, two p r o b ­ six definitely more of a teacher and one did not respond. Continuing Education graduate students reported one who felt he w a s definitely more of a researcher, probably more of a researcher, and a teacher, two five equally a researcher seven definitely more of a teacher and two did not respond. Graduate students in College and University T e a c h ­ ing did not report any w h o felt they wer e definite ly or probably mor e of a researcher, researcher and teacher, two felt they were equally four felt they were probably more 90 of a teacher, teacher, four that they were def ini t e l y more of a and one did not respond to the question. Table 19 presents a summary of the ideal d i s t r i ­ bution graduate students in Ad ministration and Higher Education anticipate devoting to teaching, ing their graduate w o r k . after c o m p l e t ­ Examination of that table reveals that wi thi n the area of General Adm in i s t r a t i o n 50 of those qraduate students did not respond. Fifty-four reported that they w oul d devote from 1-25% of their time to teaching, 19 from 26-50%, 15 from 51-75% and five from 76-100% . TABLE 19.— The ideal di stribution gr aduate students in Higher Education and A d m i n i str ati on anticipate devoting to teaching after completing their graduate work. Area 0% 1-25% 26-50% 51-75% 76-100% General Administration 50 54 19 14 5 Student Personnel 19 10 6 3 0 Developmental Officers 1 1 2 0 0 Business Management 3 1 0 0 0 Comm.-Junior College 2 4 2 2 1 Continuing Education 8 6 5 4 3 College and Univ. Teaching 0 1 3 4 3 91 In the area of Student Personnel 19 graduate s t u ­ dents did not respond to this question. Ten reported that they w o u l d devote from 1-25% of their time to teaching, six from 26-50% and three from 51-75%. Gr aduate students in the area of Dev elopmental Officers report ed that o n e would not devote any of his time to teaching, one w o u l d devote b etween 1-25%, and two between 26-50%. Three o f the four graduate students in Business Management reported that they woul d not de vote any of their time to teaching and one anticipates devoting between 1-25% of this time to teaching. In the area of Co m m u n i t y - J u n i o r Co llege two of the graduate students re ported that they did not anticipate devoting any of their time to teaching. However, four indicated that they anticipate devotin g from 1-25% of their time in teaching, two b e t w e e n 26-50%, two be tw e e n 51-7 5% and one anticipated devoting 76-100%. There w e r e eight w h o reported in C o n t i n u i n g E d u ­ cation that they did not anticipate devoting any of their time to teaching, six anticipate devoting bet w e e n 1-25%, five between 26-50%, four between 51-75% and three bet wee n 76-100%. All of the su bjects reporting in the area of College and Un ive rsi ty Teachin g anticipate devot ing part 92 of their career to teaching. One a n t i c ipa tes devoting between 1-25% of his time to teaching, 50%, three between 26- four be tween 51-75% and three bet wee n 76-100%. Table 20 pr esents a summary of the ideal d i s t r i ­ bution gradua te students anticipate devoting to teaching after completing their graduate w o r k . This table is recorded on the tea che r-rcsearch continuum. Examination of this table reveals that 13 of those viewed as primarily researchers did not anticipate devoting any of their career time to teaching, 16 anticipate devoting between 1-50% of their career time teaching and none beyond 50%. TABLE 20 .--The ideal distribution g raduate students a n t i c i ­ pate dev o t i n g to teaching after completing their gra dua te work by res ear ch- tea che r continuum. Co nti n u u m 0% 1-50% 50-100% Primarily Researchers 13 16 0 Equally R ese arc her s and Teachers 10 29 1 Primarily Teachers 44 66 35 NR (25) A m ong those categorized as being e qua lly teachers and researchers, 10 did not anticipate devoting any of their career time to teaching, 29 b e t w e e n 1-50%, and one anticipates devoting bet w e e n 51-100% of his time to teaching. 93 Of those viewed as being p rim a r i l y teachers, 4 4 did n o t anticipate devoting any teaching, between of t h e i r career time to 66 anticipate d e v o t i n g b e t w e e n 1-50% and 35 51-100% of their c are er time teaching. Table 21 presents a summary of responses to the ideal d i s t r i but ion graduate students in Administration and H i g h e r E duc ati on anticipate completing their graduate w o r k . of study. devotin g to research after This is reported by area An examination of Table 21 revealed that in all seven areas none of the g r a d u a t e students anticipate devoting between 76-100% of their time to research. It also revealed t h a t the m a j o r i t y of g r a d u a t e students did not anticipate devoting any of their car eer to research. TABLE 21.— The ideal distribu tio n g r a d u a t e students anticipate d e v o t i n g to re search after c o m p l e t ­ ing their gr adu ate work by area of study. 0% 1-25% 26-50% 51-75% 76-100% General Administration 62 62 15 3 0 Student Personnel 16 17 4 1 0 Developmental Officers 4 0 0 0 0 Business Manageme nt 1 2 1 0 0 Comm.-Junior C o l l e g e 7 3 1 0 0 Continuing Educati on 13 7 5 1 0 4 4 3 0 0 Area College and Univ. Teaching 94 In the area of General Administration, 62 graduate students did not anticipate devoti ng any of their career to research. There w e r e 62 w h o reported that they plan to devote b etw een 1-25% and three from 51-75%. Of those g rad uat e students in Student Personnel 16 did not anticipate devoting any of their career time to research, 17 anticipate dev oting bet wee n 1-25%, four between 26-50% and one b etween 51-75%. None of the gradua te students in Develo pme nta l Officers anticipate dev o t i n g their career to research. In Business M ana ge m e n t three did not a nti cip ate devoting any of their career to research, and one anticip ate d spending bet wee n 26-50%. Of those reporting in the Com mun i t y - J u n i o r College area, seven did not to research. Three anticipate devoting any of their time anticip ate devoting bet wee n 1-25% of their time to research and one bet wee n 26-50%. In the area of Continuing Edu cat ion 13 graduate students did not anticipate devoting any of their career to research. Seven antici pate devoting their career to research, five b e t w e e n 1-25% of betw e e n 26-50% and one between 51-75%. In Co lle ge and Uni ver s i t y T eaching four of the graduate students r e p o r t e d that they d i d n o t anticipate devoting any of their car eer time to research. Four 95 indicated that they anticipate devoting between 1-25?. of their career to research and three be twe en 26-50%. Table 22 presents a summary of responses to the ideal distribution graduate students anticipate devoting to research after completing their gr adu ate w o r k . reported by the tcacher-rcsearch continuum. This is An e xa m i n a ­ tion of Table 22 revealed that eight of those who view themselves as primarily researchers did not anticipate devoting any time to research# 18 bet wee n 1-50% and three between 51-100%. TABLE 22.--The ideal distribu tio n gra d u a t e students a n t i c i ­ pate devoting to research after completing their gra duate w ork by r ese arc h - t e a c h e r continuum. Continuum 0% Primarily Researchers 8 18 3 Egually Researchers and Teachers 9 30 1 73 70 2 Primarily Teachers 1-50% 51-100% NR (25) Nine of those categorized as being eq ually researchers and teachers did not anticipate devoting any of their career time to research, 30 anticipate devoting between 1-50% and one b etw een 51-100%. Of those ca teg ori zed as being pr ima ril y teachers 73 did not anticipa te devoting any of their career time 96 to research, 70 anticipated devoting between 1-50% of their time in research and two be tween 51-100% of their time in research. Summary Analysis of the data concerning a self report of past and future career goa ls revealed that the typical respondents had more e xperience in teaching than in research, except in the area of Student Personnel. Inter­ estingly about half of the respondents who v iew ed th em­ selves as primarily researchers have not had research experience. In all the areas of study in Higher Education and Ad min ist rat ion a maj ority of the subjects v iew ed themselves as being primarily teachers. A v e r y substantial number of respondents a n t i c i ­ pate devoting between 25 and 50% of their career time to teaching. While most of the respondents anticipate d e v o t ­ ing 25% or less of their career time to research, even those who viewed themselves as being primarily researchers. Attitudes Toward the Doctor of Arts Degree by Ar ea of Study Table 23 presents a summary of the responses of graduate students responding on a Likert type Scale as to whether or not they felt that the D.A. degree pr ogr am 97 wo u l d be more relevant to me e t i n g their career as p i r a ­ tions than the Ph.D. program. This was reported according to area of study. TABLE 2 3 .- - D o y o u feel that t he D.A. d e g r e e p r o g r a m w o u l d b e m o r e r e l e v a n t to m e e t i n g y o u r c a r e e r g o a l s t h a n t h e Ph.D. program? NR Def, Prob. Neutral Prob. Not Dcf . Not General Administration 3 26 42 21 30 20 Student 1 5 9 9 10 4 Developmental Officers 0 0 0 2 2 0 Business Management 0 0 1 1 1 1 Comm.-Junior College o 4 2 0 3 2 Continuing Education 0 4 13 6 2 1 C o l l e g e a nd U n i v . 0 2 7 0 1 1 Personnel Teaching E x a m i n a t i o n of T a b l e 23 indicates that in response to this q u e s t i o n graduate students en rolled in CommunityJu nio r College, College and Uni ver sit y Teaching, Continu­ ing Education and General A d m i n i s t r a t i o n responded a more strongly agree than those in the area of Student Personnel. However, e v e n this area w a s d i s t r i b u t e d e qu a l l y in terms of agree/disagree. The trend of responses from those enrolled in D e v e l op men tal Officers and Business M a n a g e m e n t was toward disagreement. 98 For Table 24 graduate students responded more strongly agree in terms of agree/ dis agr ee in the areas of General Administration, Com m u n i t y - J u n i o r College, C o n t i n u ­ ing Education and College and University Teaching those in the areas of Student Personnel, Developmental Officers and Business Management in response 20 than to question . TABLE 2 4 , - - If y o u w e r e to c o n s i d e r g e t t i n g a d e g r e e b e y o n d t h e m a s t e r s w o u l d y o u f e e l that t h e D.A. p r o g r a m w o u l d b e s t m e e t y o u r needs? NR Def. Prob. Neutral Prob. N ot Def . Not General Administration 5 27 52 11 33 14 Student Personnel 1 4 11 3 16 3 De velopmental Officers 0 0 1 2 1 0 Business Management 0 0 1 1 1 1 Comm.-Junior College 0 3 2 2 2 2 Continuing Education 1 3 15 4 2 1 C o l l e g e a n d U ni v . 0 2 7 0 1 1 Teaching Examination of Table 25 reveals that graduate students in all of the areas of study except those in Co mmu nit y - J u n i o r College felt more strongly agree in terms of agree/disagree w h e n asked if their research requirement for their field of study will better enable them to read and und ers tan d research that is p ert inent to their t e a c h i n g . 99 TABLE 2 5 . — D o y o u feel t h e r e s e a r c h r e q u i r e m e n t f o r y o u r field w i l l b e t t e r e n a b l e y o u to r e a d a n d u n d e r s t a n d r e s e a r c h t h a t is p e r t i n e n t to y o u r t e a c h i n g ? NH Def. Prob. Neutral rrob. Not Def . Not Gcrior.il A d m i n i s t r a t i o n 6 30 62 24 20 0 student Personnel 3 10 17 5 3 0 Developmental 0 2 1 1 0 0 0 2 2 0 0 0 College 0 3 2 0 5 1 Continuing Education 1 7 9 7 2 0 C o l l e g e a n d Univ. 0 1 5 3 1 1 Business Officers Manaqomont Comm.-Junior Teaching Table 26 concerns itself with w h e t h e r the e s t a b ­ lishment of a D.A. degree p r o g r a m would be g o o d for the educational profession. Examination of T a b l e 26 reveals that a more strongly agree in terms of agr ee/disagree was reported from graduate students in each are a of study. For Table 27 graduate students r e a c t e d more strongly agree in terms of agree/disagree in all areas of study except those e nrolled in Community-Junior C ollege in response to question 23. It is interesting to note th at in Co mmu nity-Junior College 36.4% responses were neutral and none of the respondents felt that the D.A. definitely not the answer to the problem. degree wa s 100 TABL£ 26 .— D o y o u feel t ha t the e s t a b l i s h m e n t of a D.A. d e g r e e p r o g r a m w o u l d b e g o o d for the e d u c a t i o n a l p r o f e s s i o n ? NR Def. Prob. Neutral Prob. Not Def. Not G o n e r a 1 Admi n i s t r a t i n n 0 54 62 15 7 4 St.ixlf nt 0 12 14 7 4 1 D o v e lop mont. Off i cirrr; O 1 1 0 0 0 Hus i nor; s Man ag< m e n t 0 1 1 0 f'omm. - J unior C o ] l e g e 0 6 3 1 0 1 Con t i nu i ng I-d u c a t i o n 0 10 10 3 2 1 0 M 2 0 1 0 Collogo TABLE f f’r so n n e 1 a nd Univ. Teaching 0 2 7 . - - W i t h 2 y e a r col l e g e s d e m a n d i n g m o r e q u a l i f i e d te a c h e r s y o u feel the U.A. is the a n s w e r to the p r o b l e m ? Prob. Not do Def. Not Def . 1 rob. Neutral 0 23 53 41 22 3 Student Personnel 0 6 17 10 5 0 Development officers 0 1 3 0 0 0 Business Management 0 1 1 0 2 0 Comm.-Junior College 0 2 1 4 4 0 Continuing Education 0 2 13 6 4 1 C o l l e g e an d U ni v . 0 4 3 3 0 1 NR General Administration Teaching Examination of Table 28 reveals a more strongly agree in terms of agree/disagree in all areas of study 101 when asked w h e t h e r they felt a p r o g r a m such as the D.A. degree should be of fer ed at M ich i g a n State University. TABLE 2 8 . - - D o y o u f ee l a p r o g r a m s u c h as t h e D.A. at M.s.U.? NR Def. Prob. should be offered N o u t ral Prob. Not Def. Not General Administration 0 49 63 21 6 3 Student Personnel 0 13 11 11 3 0 Development Officers 0 3 1 0 0 0 Business 0 2 0 0 2 0 Comm.-Junior College 0 4 1 3 3 0 Continuing Education 0 11 10 3 1 1 C o l l e g e a n d Univ. 0 8 2 0 1 0 Management Teaching Table 29 presents a summary of responses of g r a d u ­ ate students in Higher Education and Administration in regard to w h e t h e r they w o u l d seriously con sider changing into a D.A. degree p rog ram if it were o f f e r e d at M i c h i g a n State University. An inspection of Table 29 indicates a trend t o w a r d di sag ree men t in all the areas of study exc ept in the ar ea of Co lle ge and Uni ver sit y Tea ching there was a more st rongly agree in terms of agree/disagree. In Business 102 Managem ent 50% felt they w o u l d probably c o n s i d e r cha ng­ ing to a D.A. deg ree program. TABLE 2 D . --If t h e D.A. w e r e o f f e r e d at M .S . U . h o w s e r i o u s l y w o u l d y o u c o n s i d e r c h a n g i n g to t h a t p r o g r a m ? NR Prob. Not Def. Not Def. Prob. Neutral 3 21 27 22 31 38 Student Personnel 1 4 4 G 12 11 Development Officers 0 0 0 1 2 1 Business 0 0 2 0 1 1 Comm.-Junior College 0 3 1 0 2 5 Continuing Education 0 1 7 7 5 6 College 0 2 4 2 2 1 General Administration Management an d Univ. Table Teaching 30 concerns itself w i t h w h e t h e r the D.A. degree program w o u l d attract less qu ali f i e d students. Examination of Ta ble 30 reveals that a trend toward d i s ­ ag ree men t in terms of a gre e/d isag ree was re po r t e d in e a c h of the seven areas of study. An i ns pec tio n of T able 31 indicates a trend toward d i s a g ree men t in terms of a g r e e / d i s a g r e e by each of the seven areas of study when asked if they felt the D.A. degree w o u l d re pre s e n t a "Watered-Down" Ph.D. 103 TABLE 30.— D o y o u t h i nk t h e D.A. d e g r e e ■ p r o g r a m w i l l q u a l i f i e d s t u d e n t s t ha n t h e P h . D . ? HR Def. Prob. attract Noutra] l ess Prob. Not Def. Not General Administration 1 13 22 20 SO 20 student Personnel 0 1 9 13 0 7 Development Officers 0 0 1 1 2 0 Business Management 0 0 2 0 2 0 Comm.-Junior College 0 1 1 1 4 4 Continuing Education 0 1 2 5 12 6 C o l l e g e and U n i v . 0 0 3 0 TABLE Teaching 31.— D o y o u fool t h a t down" Ph.D.? the D.A. id e g r e e w i l l NR Def General Administration 0 Student Personnel fi 2 represent a "watorod- Prob. Not Def, Not Prob. Neutral 7 29 27 53 26 0 0 11 9 14 4 Development Officers 0 0 0 1 3 0 Business Management 0 0 1 1 2 0 Comm.-Junior College 0 1 1 2 3 ■4 Continuing Education 0 2 2 7 6 9 C o l l e g e and U n i v . 0 1 3 2 2 3 Teaching There was a t r e n d in T a b l e 32 t o w a r d both b ein g eq u a l l y i mpo rta nt in e a c h of the areas or t h a t peo ple in 104 ge neral would v i e w the D.A. degree slight ly less important in terms of de fin ite ly more i mportant/less important. TABLE 3 2 . — H o w d o y o u t h i n k p e o p l e in g e n e r a l w o u l d v i e w d e g r e e as c o m p a r e d to the Ph.D. d e g r e e ? NR the D.A. Def. Prob. Neutral Prob. Not Def. Not General Administration 2 0 3 71 4H IB Student 1 0 1 17 11 B Development Officers 0 0 0 3 0 1 Business Management 0 0 0 2 2 0 Comm.-Junior College 0 0 0 7 2 2 Continuing Education 0 0 0 12 11 3 College 0 0 0 3 7 1 Personnel and Un iv. Teaching Table 33 represents a summary of responses q u estion 29. Inspection of Table to 33 reveals a trend of responses toward pro bably not in terms of d e f i n i t e l y / definitely not when asked if they felt peo ple in g e n e r a l ' wo u l d view the D.A. degree as being e qu a l l y prestigious as the Ph.D. T a ble 34 concerns itself w i t h how important the p r estige factor of an a dvanced deg ree wa s to the respondent. The trend w as toward s lig htl y important in 105 in terms of definite ly i m p o r t a n t / d e f i n i t e l y not important was r e p o r t e d in each of the areas of study. TABLE 3 3 . - - D o y o u t h i n k p e o p l e in g e n e r a l w o u l d v i e w t h e D.A. b e i n g e q u a l l y p r e s t i g i o u s as the P h . D . ? NR Def. Prob. as Prob. Not Neutral Def. Not General Administration 1 9 27 15 6R 22 Student Personnel 0 1 7 G 21 3 Development Officers 0 0 1 0 3 0 Business 0 0 2 0 2 0 Comm.-Junior College 0 2 4 0 2 3 Continuing Education 0 1 5 2 16 2 College 0 0 2 1 7 1 TABLE Management a n d Univ. Teaching 34 . — Mow important dogree? to y o u HR is the prestige factor of an advanced Def. Prob. Neutral 1 31 51 15 student Personnel 0 2 22 7 Development Officers 0 0 4 Business Management 0 2 Comm.-Junior College 0 Continuing General College Administration Education a n d Univ. Teaching Prob. Not Def. Not 25 19 2 5 0 0 0 0 1 1 0 3 2 1 2 3 0 2 11 1 6 6 0 2 6 1 2 0 • 106 Table 35 pr esents a summary of res pon ses from e ach area of study in regard to the com par iso n of the D.A. degree to the Ph.D. as vie wed by each respondent. toward both being eq u a l l y A trend important in terms of d efi ni t e l y i m por tan t/d e f i n i t e l y not important was rep orted in each of the areas of study. TABLE 35.--How w o u l d you yourself the P h . D . ? NR v i e w t h e D.A. Def. Prob. dogrec as c o m p a r e d to Neutral Prob. Not Def. Not 1 19 20 59 31 12 Student Personnel 0 3 6 23 5 1 Development Officers 0 0 0 4 0 0 Business 0 1 0 1 1 1 Comm.-Junior College 0 0 0 8 T *- 1 Continuing Education 0 3 4 12 5 2 Colleges a n d Univ. 0 1 4 4 2 0 General Administration Management Teaching Table 36 pre sents a summary of re sponses wh en asked if they thought pe rsons ho l d i n g the D.A. be bet ter teachers than those hol d i n g the Ph.D. degree w o u l d In ea ch of the areas of study a trend toward a gre ement in terms of ag ree /di sag ree w a s reported. 107 T A B LE 36 .— D o y o u better t h i n k p e r s o n s h o l d i n g the D.A. d e g r e e w i l l l>r t e a c h e r s t h a n t h os e h o l d i n g the P h . D . ? NR Def. Prob. Neutral Prob. Not Def. Not General Administration 1 26 40 57 7 11 Student Personnel 0 8 13 14 1 2 Development Officers 0 1 2 1 0 0 Business Management 0 1 0 1 0 2 Comm.-Junior college 0 1 2 6 1 1 continuing 0 8 10 7 0 1 0 1 3 4 1 2 Education C o l l e g e a n d Univ. Teaching Examination agree when in terms of asked program be TABLE Table of 37 r e v e a l s a m o r e s t r o n g l y agree/disagree if t h e y felt a valuable the in all internship areas of in a D.A. study degree experience 3 7 . — D o y o u feel the i n t e r n s h i p in a D.A. p r o g r a m w o u l d b o a valuable experience? NR Def. Prob. Neutral Prob. Not Def. Not General Administration l 65 55 12 7 • 2 student Personnel 0 20 16 1 1 0 Development Officers 0 4 0 0 0 0 Business Management 0 2 1 1 0 0 Comm.-Junior College 0 5 5 1 0 0 Continuing Education 0 B 14 4 0 0 C o l l e g e a n d Univ. 0 B 2 0 1 0 Teaching 108 An inspection of T a b l e 38 re veals a mo re strongly agree in each area of study in terms of a g r e e / d i s a g r e e when graduat e students wer e asked if t h e y ship in a D.A. degree p r o g r a m would m a k e felt an i n t e r n ­ for a better teacher. TABLE 3 B . — D o y o u f e e l the i n t e r n s h i p for a b e t t e r teacher. in a D.A. program would make Pro b. Neutral Pro b. Not 4G 04 19 11 1 0 18 12 7 1 0 Development Officers 0 2 2 0 0 0 Business 0 2 1 1 0 0 Comm.-Junior College 0 1 7 3 0 0 Continuing Education 0 5 17 2 2 0 College 0 5 4 0 2 0 NR De f General Administration 1 Student Personnel Management a n d Univ. Teaching Inspection of T a b l e 39 r e v e a l s a more Strongly agree in each of the areas o f study in terms of agr ee/ di sagree w h e n as ked if they felt an i n t e r n s h i p w o u l d be su ffi cie nt if it were i n c l u d e d in the Ph.D. for those int ere ste d in c o l l e g e teaching. as an opt ion Def. Not 109 TA BLE 39. — If the Ph.D. i n c l u d e d a n i n t e r n s h i p as a n o p t i o n , d o y o u feel this w o u l d b e s u f f i c i e n t for t h o s e i n t e r e s t e d in c ollege t e a c h i n g ? NR Def . Prob. Neutral Prob. Not Def. No t General Administration 3 16 69 26 26 2 student Personnel 0 0 19 0 9 n D e v e l o p m e n t Offi ce rs 0 0 1 2 1 0 Business 0 1 1 1 1 0 Comm.-Junior College 0 1 4 3 3 0 Continuing 0 1 13 9 2 1 0 1 7 1 2 (1 Management Education C o l l e g e a n d Univ. Teaching Summary Analysis of the data concerning attitudes toward the Doctor of Arts degree by area of study indicated a favorable attitude toward the degree in reg ard to: the desire for such a degree to be offered at M.S.U.; whe the r such a degree w o u l d be good for the educational p r o f e s ­ sion; the comparison of the D.A. and the Ph.D.; and the internship being a valuable experience. The areas of Developmental Officers and Business Management tended to have a trend toward disagreement con corning the D.A. being more relevant in me e t i n g their career goals. One of the other areas of study tended to be divided equally in terms of agree/disagree and the 110 others toward agreement. However, this could be attri­ buted to the number of subjects that have been working on their doctorate for two or more years. Attitudes Toward the Doctor of Arts Degree by Rcscarch-Teachcr' Continuum Table 40 represents a summary of the responses of graduate students as to whether they felt that the D.A.— degree program would be more relevant to meeting their career aspiration than the Ph.D. program. This was reported according to those graduate students who viewed themselves as primarily a researcher, equally a researcher and teacher, or primarily a teacher, on a Likert type scale. TABLE 4 0.— D o y o u fool t h a t the D.A. d e g r e e p r o g r a m w o u l d b e m o r e r e l e v a n t to m o o t i n g y o u r c a r e o r g o a l s than the Ph.D. program? Strongly Agree N Primarily Researchers Equally Researchers and Teachers Primarily Teachers t 0 Agree N t Neutral N % Disagree N % Strongly Disagree N S. 3 10.3 5 17.2 8 27.5 11 37.9 2 5.0 10 25.0 9 22. 5 12 30.0 6 15.0 35 24.1 54 37.2 19 13.1 27 1 8.6 8 5.5 Ill E x a m in ati on of T abl e 40 indicates that the p ri­ m a r i l y res ea rch er category responded toward disagree men t wh ile those categorized as being equ all y researchers and teachers had a more neutral response, and the primarily teacher catego ry responded more strongly agree in terms of agree/disagree. Table 41 presents a summary of the responses of the respondents in terms of pr imarily researcher, r e s e a r c h e r - t e a c h e r and p r i m a r i l y teacher in r ega rd to w h e t h e r or not they w o u l d consider getting a D.A. if gr aduate wor k were done beyond the M a s t e r ’s degree. Table 41 reveals that the pr ima ril y researcher category responded toward d i s a g r eem ent to this question. Those respond ent s w h o felt they are eq ual ly researchers and teachers had a neutral r esp o n s e while those included in the pr ima ril y teacher c ate g o r y res pon ded more strongly agree in terms of agree/disagree. TABLE 41. — If y o u w e r e to c o n s i d e r g e t t i n g a d e g r e e b e y o n d the m a s t e r s w o u l d y o u f eol t h a t t h e D.A. p r o g r a m w o u l d b e s t m e e t y ou r n e e d s ? strongly Agree N Primarily Researchers Equally Researchers and Teachers Primarily Teachers % 0 Agree N % Neutral N % Disagree N \ Strongly Disagree N * 7 24.1 4 13.7 7 24.1 10 3 4.4 4 10.0 10 25.0 4 10.0 13 32.5 7 17.5 31 21. 3 65 44.8 12 8.2 30 20.6 4 2.7 112 Examination of Table 42 reveals a trend of responses toward more strongly agree from each category of responses when asked about question 21. T A B L E 4 2 , — D o y o u feel th e r e s e a r c h r e q u i r e m e n t for y o u r f i e l d w i l l b e t t e r e na b l e y o u to r e a d a n d u n d e r s t a n d r e s e a r c h that is p e r t i n e n t to y o u r t e a c h i n g ? Strongly Agroe N Primarily Researchers % . Agree N % . Neutral N t Disagree N 9 31.0 12 41.3 4 3.1 Equally Researchers and T e a c h e r s 12 30.0 15 37.5 6 Primarily Teachers 27 1B.G G7 4G.2 24 4 Strongly . Disagree N 0 0 1 5. 0 4 10.0 0 1G.5 23 15. B 2 1.3 Table 43 concerns itself with whether the e sta b­ lishment of a D.A. degree program would be good for the education profession. Examination of Table 4 3 reveals a more strongly agree from each category of responses. TABLE 43 .— D o y o u feel t h a t the e s t a b l i s h m e n t of a D.A. d e g r e e p r o g r a m w o u l d b e good for the e d u c a t i o n a l p r o f e s s i o n ? Strongly Agree N \ Agree N * Neutral Disagree N % N \ Strongly Disaqroo N I 9 31.0 10 34.4 3 10. 3 4 13.7 3 10.3 Equally Researchers and T e a c h e r s 13 32.5 17 4 2. 5 5 12.5 3 7.5 2 5.0 Primarily Teachers 66 45.5 50 4 0. 0 11 7.5 0 5.5 2 1.3 Primarily Researchers 113 In Tabic 44 each category of responses reacted strongly toward agreement when asked if they felt the D.A. degree is the answer to the problem for two-year colleges in their request for more qualified teachers. T A B L E 4 4 . — W i t h 2 yea r c o l l e g e s d e m a n d i n g m o r e q u a l i f i e d teache rs y o u feel t h e D.A. is the a n s w e r to the p r o b l e m ? Strongly Agree N % Agree N % Neutral % N Disagree N % do strongly Disagree N % Primarily Researchers 5 17. 2 11 37.9 4 13.7 7 24.1 2 0.8 Equally Researchers and Teachers 5 12.5 19 4 7. 5 10 25.0 5 12.5 1 2.5 25 17.2 54 37.2 42 28.9 22 15.1 2 1.3 Primarily Teachers Examination of Table 45 reveals a more strongly agree in terms of agree/disagree in each category when asked w hether they felt a program such as the D .A. should be offered at Michigan State University TABLE 45 ,— D o y o u f eel a p r o g r a m s u c h as a t M.S.U. ? S trongly Agree N % Agree N % the D. A. should be offered Neutral N % Disagree N % strongly Disagree N 4 7 24.1 12 4 1. 3 4 13.7 5 17.2 1 3.4 Equally Researchers and Teachers 10 2 5.0 19 47.5 7 17.5 3 7.5 1 2. 5 Primarily Teachers 07 46.2 51 35.1 10 12.4 7 4.8 2 1.3 Primarily Researchers 114 Tablo 46 presents a summary of responses in regard to w h e t h e r they w o u l d seriously consider ch anging into a D.A. pr o g r a m if it were o ffe red at Michigan State University. T A B L E 46. — If the D.A. w e r e o f f e r e d at M.5 . U . h o w s e r i o u s l y w o u l d y o u c o n s i d e r c h a n g i n g to t h a t p r o g r a m ? Strongly ' Agree Primarily Researchers Equally Researchers and Teachers Primarily Teachers Agree Neutral % Disagree N Strongly Disagree N % N % N % N % 1 3.4 3 10. 3 3 10.3 7 24.1 15 51.7 3 7.5 3 7.5 U 20.0 12 30.0 13 32. 5 26 17.9 33 22. 7 21 14.4 30 20.6 33 22.7 An inspection of Ta ble 46 indicates a trend toward disagre eme nt from those respondents categorized as p r i ­ m arily researchers, and those categorized as bei ng equ ally researchers and teachers. Those categorized as being more of a teacher revealed a trend toward a g r e e m e n t in terms of agree/disagree. T a ble 47 concerns itself w i t h whether the D.A. degree pr o g r a m w oul d attract less qualified students. E x ami nat ion of T abl e 47 reveals that a slight trend toward agreement was reported for those categorized p rim arily as researchers. A trend toward di sagreement was r eported for those ca teg ori zed as being e qu a l l y researchers and teachers and pr ima r i l y teachers in terms of agree/disagree. 115 T A B L E 4 7 . — D o y o u t h ink th e D.A. d e g r e e p r o q i a m w i l l q u a l i f i e d s t u d e n t s t ha n t h e P h . D . ? Strongly Agree . Agree % N 1 7. 2 6 20.6 10 34.4 5 17.2 3 10.3 Equally Researchers and Teacher s 4 10.0 8 20.0 B 20.0 12 30.0 7 17.5 Primarily 6 4.1 23 15.8 22 15.1 67 46 .2 27 18.6 An inspection of Table 48 indicated % strongly Disagree 5 Teachers N Disagree % Researchers % I cut* N Primarily N Neutral attract N * trend toward a d i s a g ree men t in terms of a gre e/d isa gre e by each of the categories w h e n asked wh eth er they felt the D.A. w o u l d represent a "watered-idown*' Ph. D. T A B L E 4 0 . — D o y o u feel t h a t the D.A. dawn" Ph.D.? Strongly Agree N Primarily Researchers Equally Researchers and T e a c h e r s Primarily Teachers % degree will Agree N \ "wateredrepresent a ' Neutral N % Disagree N % s t r o n g ly Disagree N * 4 13.7 7 24.1 7 24.1 10 34.4 1 3.4 4 10.0 11 2 7 .5 11 27.5 9 22.5 5 12.5 14 9.6 26 1 7.9 26 17.9 55 37.9 35 24.1 In Table 49 there was a trend toward both being equally i m p o rta nt or slightly less imp ortant in terms of agree/d isa gre e from each catego ry in re sponse to h o w they 116 felt people in general w o u l d view the D.A. degree in co mpa ris on to the Ph.D. TABLE 4 9 . — H o w d o y o u t h i nk p e o p l e in g e n e r a l w o u l d d e g r e e as c o m p a r e d to the P h . D . d e g r e e ? strongly Agree N Agree % v i e w t h e D.A. Neutral N % N Strongly Disagree Disagree N i. N t 0 0 1 3.4 11 37.9 11 37.9 7 24.1 Equally Researchers and Teachers 0 0 1 2.5 16 40.0 1G 40.0 7 17.5 Primarily Teachers 0 2 1.3 7G 5 2. 4 48 33.1 16 11.0 Primarily Researchers Table 50 represents a sum m a r y of responses q u e s t i o n 29. Inspection of Table to 50 reveals a trend toward pro bably not in terms of d e f i n i t e / d e f i n i t e l y not for e a c h cat egory of responses w h e n asked if they felt people in gen e r a l would v i e w the D.A. deg ree as being e q u a l l y p res tig iou s as the Ph.D. TABLE 5 0 . — D o y o u t h i n k p e o p l e in g e n e r a l w o u l d v i e w b e i n g e q u a l l y p r e s t i g i o u s as t h e P h . D . ? SA g r e e ^ Agree N % N % strongly Disagree 1 % 1 3.4 5 17.2 1 3.4 15 51.7 7 24.1 Equally Researchers and Teachers 1 2.5 5 12.5 3 7.5 22 5 5. 0 8 20.0 Primarily Teachers 9 6.2 33 22.7 17 11.7 70 4B.2 16 11.0 Researchers % Disagree as N Primarily N Neutral the D.A. N 117 Table 51 concerns itself with h o w important the prestige ent. factor of an advanced degree w a s to each r e s p o n d ­ A trend toward slightly important in terms of d e f i ­ nitely im por tan t/d efi nit ely not important was reported for each category. TABLE 5 1 . — H o w i m p o r t a n t to y o u is t h e p r e s t i g e advanced degree? Strongly Agree N Primarily Researchers % . Agree N % f a c t o r o f an Neutral N % Disagree N I Stronqly Disagree N 0 27.5 14 40.2 3 10.3 1 3.4 2 6.0 Equally Researchers and Teachers 10 2 5.0 14 35.0 5 12.5 7 17.5 4 10.0 Primarily Teachers 22 59 40.6 16 11.0 24 1 6. 5 24 16.5 15,1 Table 52 presents a summary of responses from each category in regard to the c omparison of the D.A. degree to the Ph.D. degree as viewed by each respondent. A trend toward both being e q u a l l y important in terms of de fin ite ly im por tan t/d efi nite ly not important was reported in each of the categories. 118 TABLE 52.— How would you yourself t o the P h . D . ? view Strongly Agree N Primarily Researchers Equally Researchers and T e a c h e r s Primarily Teachers % 0 th e D.A. Agree N % d e g r e e as c o m p a r e d Neutral N % Strongly Disagree Disagree N N % 9 31.0 9 3 1 .0 9 31.0 2 6.8 5 12.5 5 12.5 17 4 2. 5 7 17.5 6 15.0 21 14.4 18 12.4 73 5 0. 3 25 17.2 7 4.8 Tabic 53 presents a summary of responses whe n asked if they thought persons holding the D.,A. degree would be be tte r teachers than those holding the Ph.D degree. • In each of the categories of response a trend toward agreement was ev ident in terms of agree/disagree TABLE 53.--Do you bettor t h i n k p e r s o n s h o l d i n g the D.A. d e g r e e w i l l b e t e a c h e r s t h a n t h o s e h o l d i n g the Ph .D.? Strongly k Agree N Primarily Researchers Equally Researchers and Teac hers Primarily Teachers a % . Agree N % , Neutral N % Disagree N % Strongly Disagree N % 5 17.2 9 3 1. 0 12 41.3 0 3 10. 3 7 17.5 9 2 2 .5 19 47.5 0 5 12. 5 33 2 2. 7 42 28. 9 54 37.2 8 7 4.8 5. 5 119 Examination of Table 54 reveals a more strongly agree in terms of agree/disagree in each category of response, when asked if they felt the internship in a D.A. degree program would be a valuable experience. TABLE 54.— D o y o u fool the i n t e r n s h i p in a D.A. valuable experience? Strongly Agree N % Agree N % p r o g r a m w o u l d be a Neutral Disagree strongly Disagree N % N % N Primarily Researchers 16 55.1 11 37.9 1 3.4 1 3.4 0 E q u a l l y Researcher'! and T e a c h e r s 19 47.5 13 32.5 4 10.0 4 10.0 0 Pr i m a r i l y T e a c h e r s 69 47.5 60 41.3 10 6.8 4 2.7 1 % 0.6 An inspection of Table 55 reveals a more strongly agree in terms of agree/disagree in each category of response w h e n asked if they felt an internship in a program w o u l d make TABLE for a better teacher 55.— D o y o u feel the i n t e r n s h i p in a D.A. for a better ■ teacher? Strongly Agree N % Agree N % • program would make Neutral N D.A. % Disagree N % Strongly Disagree N Primarily Researchers 13 44.8 10 34.4 3 10.3 3 10.3 0 Equally Researchers an d T e a c h e r s 13 32.5 16 4 0.0 7 17.5 4 10.0 0 Principally 48 33.1 69 47.5 18 12.4 9 6.2 0 Teachers % 120 E x a m in ati on of Table 56 reveals a more strongly agree in terms of agr ee/ dis agr ee in each category of response, w h e n asked if they felt an internship included in a Ph.D. pr o g r a m would be sufficient for those interested in college teaching. TABLE 5 6 . — If the P h .D . i n c l u d e d a n i n t e r n s h i p as an o p t i o n , d o y o u feel this w o u l d b e s u f f i c i e n t for t ho s e i n t e r e s t e d in college teaching? Strongly Agree N Primarily Researchers Equally Researchers and T e a c h e r s Principally Teachers % Agree N t Neutral N » Disagree N Strongly Disagree 1 N % 4 1 3.7 13 44.8 5 17.2 5 17.2 1 3.4 3 7.5 23 57.5 8 20.0 5 12. 5 1 2.5 12 8.2 69 47.5 30 20.6 30 20.6 3 2.0 Summary An al y s i s of the data conc ern ing attitudes toward the Doctor of Arts degree on a r e s e arc h-t eac her con ti n u u m indicated a favorable attitude toward the D.A. degree in all attitudes exa m i n e d exc ept those c a t e g or ize d as being pr ima r i l y researcher. However, e v e n this g r o u p felt the D.A. d e g r e e w o u l d attract as well q u a l i f i e d students, and w o u l d be as prestigious as the Ph.D. X21 There was general ag ree men t that the internsh ip was a valuable e xpe ri e n c e w h i c h wo u l d mak e for b etter teachers. And that the D.A- d egr ee program w o u l d be good for the ed uca tio nal profession. S u mma ry This variables of A r t s the area chapter presented an d g r a d u a t e degree. of study The an students' tables w e r e attitudes areas of study in regard to: background toward summarized and by a re s e a r c h - t e a c h e r A description of the sample was cational data and analysis of a Doctor according to continuum. reported according to (1) personal data, (2) e d u ­ (3) profes sio nal or career experiences. A self report of past and future career goals w e r e p r e ­ sented and attitudes were e x a m i n e d by area of study and by a r e s e a rc h-t eac her continuum. The data revealed that of the 239 graduat e students participating in this study according to the area of study, 142 w e r e enrolled in General Administration, enrolled in Student Personnel, Developmental Officers, Management, 38 were four wore en rolled in four w e r e enrol led in Business 11 w e r e en rol led in C omm uni t y - J u n i o r College, 26 w e r e enrolled in Continuing Education, and 11 were en rolled in C oll ege and U n i v e r s i t y Teaching. CH APT ER V SUMMARY t FINDINGS AND C O N C L U S I O N S , RECOMMENDATIONS AND IMPLICATIONS Summary The purpose of this study was to investigate atti­ tudes of graduate students at Michigan State University in Administration and Higher Education toward the Doctor of Arts degree. In addition this study sought to determine the extent to whi ch the graduate students' past experiences and future career goals w o r e related to their attitudes toward the Doctor of Arts degree. A out th e States review of h i s t o r y of programs the literature granting have been indicates doctoral degrees d e s i g n e d to m e e t that in through­ the United the d e m a n d s of society. Adopting the Germans' research model the Ph.D. traditionally been heavily research oriented. has However, college teaching has been o ne aspect of their professional re s p o n s i b i l i t i e s . Studies dated as early as 1928 indicate that the concern for the quality of und ergraduate instructions has been a part of the many concerns of higher education. tendency The for most Ph.D.s to b eco me primarily concerned with 122 123 research, since m o s t of their professional rewards are derived from this aspect, has made college teaching become almost secondary. Students in two and four year colleges have voiced a concern about the quality of instructions and are de m a n d ­ ing more relevance and accountability from instructors in higher education. Equally important is the impending crisis in education w h e r e b y the enrollment in two and four year colleges is ex pected to double by the late 1970's. Attempts have been m a d e to be tte r prepare college teachers. These attempts have been by developing new degree programs and revising the present Ph.D. programs. Strong support and interest for such changes have been endorsed and have had rap id growth since 1969. There are a substantial number of institutions that are offering the D.A. degree w h i c h was de si g n e d specifically for pre­ paring college teachers, or making alteration in their present Ph.D. program to b e t t e r prepare college teachers. Recent studies have tended to focus on institutions that are offering, have plans to offer or definitely do not plan to offer doctoral programs designed for college teaching. F indings from the Koenker report in 1971 show that 87 institutions are o f f e r i n g or mak ing definite plans to offer the D.A. degree. 124 This study was basically a comparative descriptive study# designed to investigate the attitudes of graduate students at Mi chigan State University toward a D.A. degree. Two hundred and thirty-nine subjects responded to the questionnaire and participated in this study, ing the represent­ following areas: General Administration Student Personnel Continuing Education Business Management C o m m u nit y-J uni or College Developmental Officers College and University Teaching N i n e research questions w ere formulated and examined b ase d on the responses from the questionnaire. The questions formulated for this study w e r e as follows: 1. Are the opinions of graduate students who anticipate careers as teachers more favorable toward the D.A. degree than the opinions of graduate students who a nticipate careers as researchers? 2. Do significant numbers of graduate students view the D.A. degree as a viable program? 3. Will a significant number of graduate students indicate a desire for such a pr ogram to be off ere d at Michiga n State University? 4. Wou ld a significant number of graduate students consider further study in a Doctor of Arts degree program? 5. Do significant numbers of graduate students categorize themselves as be ing more of a teacher than a researcher? 125 6. Do significant numbers of g raduate students anticipate careers as teachers or researchers? 7. Do significant numbers of gra duate students have more experience as teachers than as researchers ? 8. Will significant numbers of graduate students view the D.A. degree as being equally as demanding as the Ph.D.? 9. Will significant numbers of graduate students feel that an internship is an important experience in doctoral training? The data w o r e analyzed from two different per­ spectives : 1. Area of study in regard to b a c k g r o u n d data and attitudinal data. 2. Cat egorization of graduate students on the research-teaching continuum in regard to background data and attitudinal data. Findings and Conclusions Research Question 1 Are the opinions of graduate students who anticipate careers as teachers m ore favorable toward the D.A. degree than the opinions of graduate students wh o anticipate careers as researchers? F i n d i n g s .--In analyzing the data it was found that within all the areas of study 83 gr aduate students out of 2 36 did not anticipate devoting any of their career to teaching, and 107 of them did not anticip ate devoting any of their time to research. 126 There w e r e 145 g raduate students w h o felt they were primarily teachers, and researchers, 40 w h o felt they were equally teachers and 29 wh o felt they were primarily re s e a r c h e r s . Wi thi n all the areas of study 115 felt m o r e strongly agree in terms of agree/disagree concerning the D.A. being more relevant to meeting t heir career aspirations than the Ph.D., and 78 had a trend toward disagreement. On the teacher-research conti nuu m five out of 29 of those graduate students w h o view themselves as being more inclined toward research had a trend toward agreement. Twelve out of 40 who felt they w e r e equally researchers and teachers and 89 out of 14 5 w h o viewed themselves as primarily teachers felt a more strongly agroe. C o n c l u s i o n s .— Ana lysis of the data supports the following conclusion: Gr ad u a t e students who view themselves as primarily teachers and anticipate careers as teachers tend to have a more favorable attitude toward the D.A. degree than the opinions of g rad u a t e students w h o an t i c i ­ pate careers as researchers. Research Q u e s t i o n 2 Do significant numbers of graduate students view the D.A. degree as a v iabl e program? 127 Findings .— In analyzing the data it w a s found that wi thi n all the areas of study, 2 36 felt that the D.A. 128 graduate students out of degree p rogram w o u l d best mee t their needs if they were to consider getting a deg ree beyond their Masters. Se venty-eight felt that the D.A. w o u l d not best meet their needs if they w e r e to consider getting a degree b eyo nd their Masters. On the teacher-research continuum of those graduate students w h o felt they were primarily researchers, seven out of 29 felt the D.A. w ould b e s t meet their needs if they were to consider getting a degree beyond the Masters. Fourteen out of 40 of those categorized as being equally teachers and researchers and 86 out of 14 5 graduate students wh o felt they were primarily teachers, tended to feel that the D.A. degree w o u l d best meet their need if they w e r e to consider ge tting a degree be y o n d the Masters. Of those categorized as primarily researchers 19 out of 29 felt the establishment of a D.A. degree program wo u l d be good for the educational profession. Thirty out of 40 who view themselves as b e i n g equally researchers and teachers and 124 of the 145 w h o felt they were primarily teachers stated that the establishment of the D.A. degree program wo u l d be good for the educational profession. 128 W i th in all the areas of study 142 graduate students out of 2 36 felt the D.A. year colleges degree w oul d be the a nsw er for two in their demand for more qualified teachers, and 4 2 had a trend t oward disagreement. On the teacher-research co nti n u u m 16 out of 29 w h o felt they w e r e primarily researchers felt the D.A. w oul d be the answer for two year colleges in their demand for more qualified teachers. Of those w h o felt they w ere equally researchers and teachers 24 out of 40 had a trend toward agreement, and 79 out of 14 5 w h o view themselves as primarily teachers felt the D.A. w o u l d be the answer for two year colleges in the ir demand for m o r e qualified teachers, C o n c l u s i o n s .--Analy sis of the d ata supports the following conclusion: A significant number of graduate students view the D.A. degree as a viable program, not only for their own purposes but also as being good for the educational profession and two year colleges. Research Question 3 Will a significant number of graduate students indicate a des ire for such a program to be of fered at M i c h i g a n State University? F i n d i n g s .--Graduate students in all the areas of study overwhelmingly supported the establis hme nt of a D.A. 129 degree program at M ichigan State University, w i t h 188 out of 236 tending to agree and only 20 tending to disagree. Of those who view themselves as primarily researchers 19 out of 29 supported the establishment of the D.A. Michigan State University. at There w e r e 29 out of 40 w h o felt they were equally researcher-teachers w h o had a trend toward agreement and 118 out of 14 5 who view themselves as primarily teachers supported its establishment. C o n c l u s i o n s .— Analysis of the data supports the following conclusion. An overwhelmingly significant number of graduate students indicated a desire for such a program to be of fered at Michigan State University. Research Question 4 Would a significant number of graduate students consider further study in a Doctor o f Arts degree program? F i n d i n g s .— in analyzing the data it w a s found that within all the areas of study 76 graduate students out of 236 felt they w o u l d seriously c onsider the D.A. degree if it were offered at M ichigan State University. Of those w h o view themselves as primarily researchers four out of 29 felt they w o u l d seriously co nsi d e r entering the D.A. degree pr o g r a m if it w e r e offered at Mic higan State University. Six out of 40 w h o viewed themselves as being equally researchers and teachers felt they w o u l d seriously 130 consider entering such a program. The primarily teacher category r eported 59 out of 145 w h o seriously con s i d e r entering the D.A. felt they w o u l d degree program if it w e r e offered at Michigan State University. C o n c l u s i o n .— An analysis of the data supports following conclusion: A significant number of graduate students w o u l d consider further study in a D.A. program. the degree It should be noted that 85 of the 236 subjects had been enrolled in a Ph.D. p ro g r a m for two years or longer, and for that reason would b e unlikely to make any changes in their doctors program. nesearch Qu es t i o n 5 Do significant numbers of graduato students categorize themselves as being more of a teacher than a researcher? F i n d i n g s .--In analyzing the data it w a s found that wi thi n all the areas of study 29 categori zed themselves as being primarily a researcher. Forty felt they were equally a researcher and a teacher and 14 5 ca teg ori zed themselves as being primarily teachers. C o n c l u s i o n s .— Analysis of the data supports the following conclusion: A significant number of graduate students categori ze themselves as be ing more of a teacher than a researcher. 131 Research Que st i o n 6 Do significant numbers of graduate students anticipate careers as teachers or researchers? F i n d i n g s .— In analyzing the data it wa s found that wi thi n all the areas of study 39 subjects anticipate devoting m o r e than half of their career time to teaching and only five anticipate devoting m o r e than half of t heir career time to research. Of those w h o felt they w e r e primarily researchers three out of 29 anticipate devoting more than half of their career time to research and none of t h e m anticipate devoting m o r e than half of their time to teaching. Those categorized as being equally researchers and teachers reported one that an ti cipa ted devoting m o r e than half of his career time to research out of 40, and three anticipate devoting mo re than half of their career time to teaching. Thirty-five out of 14 5 w h o viewed themselves as primarily teachers anticipate devoting more than half of their career to teaching, and two of the subjects in this category anticipate devotin g more than half of their career time to research. C o n c l u s i o n s .— A nalysis of the data supports the following conclusion: A significant number of graduate students ant ici pat e careers as teachers rather than as researchers. 132 Research Q uestion 7 Do significant numbers of graduate students have more experience as teachers than as resea rch ers ? F i n d i n g s .— In analyzing the data it was found that within all the areas of study 182 of 2 36 g raduate students have had teaching experience, and 70 have had res ear ch experience. Of those w h o viewed themselves as pr imarily researchers 10 have had experience in teaching, experience in research. and 18 had Twenty of those w h o v iew ed t h e m ­ selves as equally researchers and teachers, h a d experien ce in teaching and 19 had experience in research. Eighty- nin e of those who v iew ed themselves as primarily teachers have had some experience in teaching and 32 h a v e had experience in research. C o n c l u s i o n s .— Analysis of the data supports the following conclusion: A significant number of g r a d u a t e students have had more experience as teachers than as re s e a r che rs. Research Questi on 8 Will significant numbers of gr aduate students view the D.A. degree as being equally as demanding as the Ph.D.? 133 F i n d i n g s .--In analyzing the data it was found that within all the areas of study 132 of 239 graduate students tended to war d disagreement concerning w h e t h e r the D.A. they thought degree would attract less qu ali fie d students than the Ph.D. Of those wh o viewed themselves as primarily research, 11 agreed and eight disagreed indicating a slight trend toward agreement w i t h the statement. There was a trend toward disagreement by those w h o view themselves as equally researchers and teachers, with 19 tending toward disagreement and 12 toward agreement. Of those w ho viewed themselves as primarily teachers there w e r e 94 t owa rd dis ­ agreement and 29 toward agreement concerning whe the r they thought the D.A. degree wou ld attract less qua lified students than the Ph.D. W i t h i n all the areas of study 129 out of 236 had a trend to war d disagreement concerning their feelings regarding whether the D.A. degree w oul d represent a "watered-down" Ph.D. Of those who felt they are p rim arily researchers and equally researchers and teachers there w as equal d is­ tribution concerning w h e t h e r they thought the D.A. degree would represent a "watered-down" Ph.D. The primarily teacher category represented 90 toward disagreement a n d 29 toward agreement with the statement. 134 W i t h i n all the areas of study 111 viewed the D.A. and the Ph.D. D.A. as being equally important and 61 vie wed the as b e i n g more important. Of those who viewed themselves as primarily researchers nine tended toward the D.A. degree being more important than the Ph.D. and 11 toward the D.A. being less important than the Ph.D. degree Of those vie wed as being equally a researcher and a teacher 10 tended to have a trend toward the D.A. being more important than the Ph.D. and 13 toward the D.A. being less important as compa red to the Ph.D. the D.A. Of those viewed as primarily teachers 73 felt and Ph.D. w o r e equally important and 39 tended to feel the D.A. was more important as compared to the Ph.D. C o n c l u s i o n .--An analysis of the data supports the following conclusion: A significant number of graduate students view the D.A. as being equally as demanding as the Ph.D. Research Qu estion 9 Will significant numbers of graduate students feel that an internship is an important experience in doctoral training? F i n d i n g s .— in analyzing the data it was found that within all the areas of study 205 of 236 gradu ate students felt that the intern shi p in a D.A. a valuable experience. degree pr o g r a m wo u l d be Of those w h o felt they w e r e primarily researchers 27 out of 29 felt the internship in 135 the D.A. w o u l d be a valuable experience. Thirty-two out of 40 who v iew ed themselves as being equally researchers and teachers, and the internship 129 in the out of 14 5 primarily teachers felt D.A, degree w o u l d be a valuable experience. Wi thi n all the areas of study 180 out of 236 felt the internship in the D.A. degree pr ogram would make for a better teacher. Of those w h o felt they were primarily researchers 2 3 out of 29 felt the internship in the D.A. deg ree program w o u l d make for a bettor teacher. Twenty-nine out of 40 of those who co nsi der ed themselves researchers and teachers and 117 out of 14 5 wh o viewed themselves as being primarily teachers felt that the internship in a D.A. pr ogr am w oul d make for a b e t t o r teacher. Wi thi n all the areas of study 134 out of 236 graduate students felt if the Ph.D. as an option, included an internship that this w o u l d be sufficient for those interested in college teaching. Of those w h o viewed themselves as being primarily researchers 17 felt the Ph.D. wo uld b e sufficient for those interested in college teaching if it included an internship and six toward disagreement. Of those who viewed themselves as being equally researchers and teachers 26 toward agr ee­ ment and six toward disagreement. Of those w h o viewed themselves as primarily teachers 81 felt the Ph.D. w o u l d be 136 sufficient for college t eaching if it included an intern­ ship and 33 tended to be toward disagreement. C o n c l u s i o n .--An analysis of the data supports the following conclusion: A s ignificant number of graduate students feel that an internsh ip is an important experience in doctoral programs. Recommendations The following suggestions are b ase d on the analysis of the findings in this study and the insight gained during the course of the study. The recommendations for future research are stated below: 1. This study was restric ted to a small ex per i­ mental population. Future research in this area should include a larger sample w h i c h w o u l d provide mo re definitive results than the present study provided. 2. A mo re com prehensive study should be undertaken in the future that w o u l d include a replication of this study across comparable groups throughout the University. 3. A study could b e done in the J unio r and Community College to see attitudes of faculty m e m b e r s and administrations toward the D.A. degree. 4. Fu tur e research should be done to determine faculty and dean's attitudes to war d the e sta b l i s h m e n t of the D.A. degree at Michig an State University. 5. This study has reported on the results of graduate s t u d e n t s 1 attitudes at M ich i g a n State Univers ity 137 toward the D.A. degree. Future research could be c o n ­ ducted to determine how m a n y of these gra duate students' attitudes wil l actually change after job placement. 6. Future research could be designed to survey those who have earned the D.A. degree to det ermine their attitudes toward the training they r e c e i v e d . Implications Generalizing on the basis of this study the researcher feels that there are implications inherent in the findings which are pe rtinent to research and e d u c a ­ tion in general. Of m a j o r significance is the overwhelming support gi ven to the e sta bli shm ent of a Doctor of Arts degree p r o ­ gram at Michigan State University. It therefore seems most important to the researcher that appropriate faculty and administrative officials should give serious consideration to the establishment of such a program in this university. It is essential in this period of ferment and change that M ich i g a n State Univers ity supports its p r o ­ fessed interest in the im pro veme nt of teaching through the establishment of a doctoral p r o g r a m specifically d esi g n e d to bring about such improvement. No amount of "t i n k e r i n g ” with the Ph.D. degree p rog r a m w i t h its resea rch o r i e n t a ­ tion can accomplish the de sire d e n d of the D.A. degree-the preparation of effective college teaching. BI BLIOGRAPHY 138 BIBLIOGRAPHY Arbalinc, Jack N . "A Plan for External Degrees: Now Teaching New Learning." Cur r e n t Issues in Higher E d u c a t i o n . Washington, D.C.: The A ssociation for Higher Education of the National Education Association, 1971. 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Iowa City: Am erican College Testing Program, 1972. Dunham, E. Alden. "Rx for Higher Education: T h e Doctor of A rts Degree." Journal of Higher E d u c a t i o n , (October, 1970), 4Fi Eble, Kenneth E. The Recognition and Evaluation of Te ach ­ ing . Washington, D . C . : A m e r i c a n A s s o c ia tio n of U n i v e r s i t y Professors and Associat ion of American College, 1970. 139 140 Eckert, Ruth E. "Some Negle cte d Aspects in the P r e p a r a ­ tion of College Teachers." The Journal of General E d u c a t i o n , III (January^ 1949). _________ . "The Pr epa rat ion of College Teachers." Current Issues of Higher E d u c a t i o n . Washington, D . C . : The Association for higher Educationof the National Education Association, 1956. Eells, Walter C. "Honorary Ph.D.'s in the 20th Century." School and Society (LXXXV (March, 1957). Graham, Jane, e d . A Guide to Graduate Study: Programs Leading to the Ph.D. Degreed W a s h i n g t o n , d Tc T T THe Ame rican Council on Education, 1965. Goff, Jerry G . , and Wilson, Robert C. Faculty Values and Improving Teaching . Berkeley, C a l i f . : Center i!or Research and Development in Higher Education, 1970. Harris, Chester W. "Encyclopedia of Educational Research." Graduate Education. New York: The M acM illan Co., t m : Harris, Seymour E. A Statistical Portrait of Higher E d u ­ cation . A Report for the Carnegie Commission on Higher Education. New York: McGraw-Hill, 1972. Hoiss, Ann M. "The Troubled Campus." Preparing College T e a c h e r s . San Francisco: J o s s e y - B a s s , I n c . , 1970. _________ . "The Preparation of College and University Teachers." The Education P r o f e s s i o n . Washington, D.C.: Department of Health^, Education and Welfare, Office of Education, 1968. Henle, R. J. "The Soundness of the Ame rican Ph.D. P r o ­ gram." Improving College T e a c h i n g . Edited by Calvin Bl Tl Lee. W a s h i n g t o n , D . C .: American Council on Education, 1967. Hollis, Ernest V. Toward Improving Ph.D. P r o g r a m s . Washington, D . C . : American Council on E d u c a t i o n , 1945. Horton, Byrne J. The Gr ad u a t e S c h o o l . York University Press, 1940. New York: New 141 Johnson, John W. "The Feasibility Study of the Doctor of Arts Degree at Michigan State University." Unpublished manuscript, Mi chigan State U n i ­ versity, 1972. Jones, Howard M. Education and World T r a g e d y . Cambridge, Mass.: Harvard University Press, 19^6. Kelly, Fred J. Toward Potter College T e a c h i n g . Washington, D . C . : Federal Security Agency, Of fic e of E d u c a ­ tion, 1950. Koenker, Robert H. Status of the Doctor of Arts Degree Programs for Preparing Junior College and College Teachers. Indiana: Ball State University, T57TT--_________ . Status of the Doctor of Arts D e g r e e . Ball State University, 1972. Indiana: Little, Kenneth J. "Graduate Education." Encycl ope dia of Educational R e s e a r c h . New Y o r k : The MacMillan C o m p a n y , l$6t). Mallon, Wilfred M. "Apprenticeship: Report of Work Group V." The Preparation of College T e a c h e r s . Report of a C onference held at Chicago, I l l i n o i s , December 8-10, 1949. Edited by Th eodore C. Bleger and Russell M. Cooper. Washington, D . C . : American Council on Ed ucation Studies, July, 1954 . Mayhew, Lewis B., e d . "The Or gan iza tio n of the P r o g r e s ­ sion." Effective College T e a c h i n g . Washington, D . C . : Ameri can Council on Education, 1970. "The U n d e r- Gra dua te Student: Needs and Problems." Faculty Advising in Co lleges and Universities" W a s h i n g t o n , D . C . : American College Personnel Association, 1970. Morris, William, ed. "Effective C ollege Teaching." The Quest for R e l e v a n c e . Washington, D . C . : American Council on Education for AAHE, 1970. National Faculty A s s o c iat ion of Com mun ity and Junior Colleges. "Guidelines for the Preparation of Community Junior College Teachers," Washington, D . C . : A mer i c a n A sso cia tio n of J unior and C o m ­ munity Colleges, 1968. 142 National Science Foundation. G raduate Students En r o l l ­ ment and Support in American Universities and C o l l e g e s . W a s h i n g t o n , D . C . : G ove rnm ent Printing Of! flee , 1957. Ness, Frederic, e d . A Guide to G raduate S t u d y . W a s h i n g ­ ton, D.C.: American Council on E d u c a t i o n , 1960. Norman, Ralph D. "A Study of Some Attitudes Towards the Doctor of Arts Degree in the Southwest." Unpublished Manuscript, The University of New Mexico, Acptember, 1971. Nowlis, Vincent; Clark, Kenneth E,; and Rock, Miriam. The Graduate Student as T e a c h e r . Washington, D . C . : American Council on Education, 1968. Oltman, Oyer, Ruth M. "Women in Higher Education, New Teaching, New Learning." Current Issues in Higher E d u c a ­ tion . Washington^ D . C .: The Associat ion for Higher Education of the National Education A s s o c i a ­ tion, 1971. I!. J. Preparation of College Teachers^ Need, O b l i ­ gation and Opportunity, A Point of V i e w . East L a n s i n g : The Graduate Council Committee on Graduate Degrees, Michigan State University, June, 1970. Rice, M. C . , and Poole, Hazel E. Earned Degrees Conferred by Higher Educational I n s t i t u t i o n s . Washington, D .C .: UT s: Office of Education, 1957. Schweitzer, George K. The Doctorate, A H a n d b o o k . Springfield, I l l i n o i s : Charles C. Thomas P u b ­ lishers, 1965. Spurr, Stephen H. Academic Degree Structure: Innovative Approaches,"Principles of Reform in Degree Structures in U.S. New Y o r k : M c G r a w - H i l l , irnr.--------- Storr, Richard J. The Beginning of Graduate Education in the United States"! C h i c a g o : University of Chicago P r e s s , 1553. Thornton, James W . , Jr. The Communi ty Junior C o l l e g e . New Y o r k : John Wiley and Sons, 1960. 14 3 The Carnegie Commission on Higher Education. Less T i m e , More O p t i o n s , Education Beyond the High S c h o o l . A Special Report and Recommendations by the Carnegie Commission on Higher Education. New York: McGraw-Hill, 1972. The Preparation for Junior and Co mmunity College T e a c h e r s . Committee Report. Washington, D . C . : American Associat io n for Junior Com mun ity Colleges, 1968. Walters, Everett, ed. Graduate Washington, D.cTl tion, 1965. Education T o d a y . American Council on Kduca- Whaley, Gordan W. “Time for Change." Journal of P r o ­ ceedings and Addresses of the A~G.S. in the~AAU21st Annual Conference ( Oct o b e r , 196^). Wilson, Kenneth M. Of Time and the Doctorate Report of an Inquiry into the Duration of Doctoral StudyT A t l a n t a : Ge orgia State C oll ege Press, 1965. APPENDICES 144 APPENDI X A B A CKG RO UND AND AT TIT UDI NAL INFORMATION 145 146 Th is q u e s t i o n n a i r e s h o u l d t a k e o n l y a few m i n u t e s to c o m p l e t e . fill out or c h e c k e a ch item, s e al, a n d r e t u r n i m m e d i a t e l y . BACKGROUND [ ] Please INFORMATION 1. Sex: Male Female 2. Race: Black 3. In w hat y ear did you 4. In what year did you receive your master's 5. In what area o f s t u d y d i d y o u r e c e i v e y o u r u n d e r g r a d u a t e d e g r e e ? 6. In w h a t a r e a o f st u d y d i d y o u re c e i v e y o u r m a s t e r ' s [ ] White [ ] [ } Mexican American I 3 d e g r e e ? ________________________ degree? H o w m a n y y e a r s h a v e y o u b e e n w o r k i n g o n y o u r m a s t e r s ? ________ 8. H o w m a n y y e a r s h a v e y o u b e e n w o r k i n g o n y o u r d o c t o r a t e ? _____ In w h i c h o f the f o l l o w i n g a r e a s General Administration Student Personnel Developmental Officer Business Management Conro.-Junior C o l l e g e Continuing Education College-Univ. Teaching are y o u p r e s e n t l y ( ] I ) [ ] [ ] [ ] [ ] I ] enrolled? 10. H o w m a n y y e a r s of t e a c h i n g 11. H o w m a n y y e a r s o f r e s e a r c h e x p e r i e n c e h a v e y o u h a d ? __________ e x p e r i e n c e h a v e y o u had?_^_________ 12. What 13. A t w h a t grade(s) 14. H a v e y o u e v e r b e e n e n p l o y e d i n a: 2 year c ollege or university 4 year college o r university Both ( ] t y pe of teaching [ ] receive your undergraduate degree? 7. 9. Other c e r t i f i c a t e d o y o u n ow h o l d ? __________ level y o u h a v e t a u g h t ? ________________________ [ 1 [ ] 147 15. D e s c r i b e y o u r r e s p o n s i b i l i t i e s in t e r m s o f time s p e n t in th e f o l l o w i n g areas: % Teaching % Research the p e r c e n t a g e of 1G. H o w w o u l d y o u c a t e g o r i z e y o u r s e l f o n the r e s e a r c h - t e a c h i n g continuum? D e f i n i t e l y m o r e of a r e s e a r c h e r 1) Probably more of a researcher [} Equally a researcher and a teacher t I P r o b a b l y m o r e of a t e a c h e r [J D e f i n i t e l y m o r e of a t e a c h e r I] 17. L i st n e x t to the two a r e as the i d e a l d i s t r i b u t i o n y o u a n t i c i p a t e d e v o t i n g to t h o s e a r e a s a f t e r c o m p l e t i n g y o u r g r a d u a t e work: % Teaching % Research 14R ATTITUDINAI. INFORMATION IB. Do y o u fnol that th e D.A. d e g r e e p r o g r a m w o u l d b e meeting yourcareer goals t ha n the Ph.D. p r o g r a m ? Definitelyt] l'l. Do y o u If the D.A. c h a n g i n g to De fin i t e l y ! ] 25. 26. P r o b a b l y N o t [1 Probably!] Neutral(] D e f i n i t e l y N o t (1 P r o b a b l y Not[] Probably!] N e u t r a l (] D e f i n i t e l y N o t () dogroe program would P r o b a b l y Not!] Probably!] Neutral!] D e f i n i t e l y Not[] P r o b a b l y Notf] Probably!) N e u t r a l (] Probably Ne u t r a l ! ] S t r o n g l y Agreo[] Ag ree !) Do y o u the D.A. feel that Probably!) Neutral!] Not[] Neutral!) at M . S . U . ? D e f i n i t e l y N o t (] P r o b a b l y Not(] youconsider D e f i n i t e l y Not( ] a t t r a c t less q u a l i f i e d Disagree!) degree will fool Definitely N o t | ] w o r e o f f e r e d at M . S . U . h e w s e r i o u s l y w o u l d that p r o g r a m ? Probably!] do you should bo offered Do y o u think the D.A. d e g r e e p r o g r a m w i l l s t u d e n t s t h a n the P h . D . ? Definitely!] 27. N e u t r a l [] feel a p r o g r a m s u c h as the D.A. D efi ni t e l y ! ] 24. D e f i n i t e l y Not|] With 2 y e a r c o l l e g e s d e m a n d i n g m o r e q u a l i f i e d t e a c h o r s the D.A. is the a n s w e r to the p r o b l e m ? De fin i t e l y ! ] 23. P r o b a b l y [] Do y o u feel that the e s t a b l i s h m e n t o f a D.A. bo g o o d for the e d u c a t i o n a l p r o f e s s i o n ? Definitely!] 22. P r o b a b l y Not!) D o y o u feel the r e s e a r c h r e q u i r e m e n t for y o u r f i e l d w i l l b e t t e r en a b l e y o u to read a n d u n d e r s t a n d r e s e a r c h t h a t is p e r t i n e n t to your t e a c h i n g ? Definitely!] 21. N e u t r a l (] to If y o u w e r e to c o n s i d e r g e t t i n g a d e g r e e b e y o n d the m a s t e r s w o u l d y o u feel that the D.A. p r o g r a m w o u l d b e s t m e e t y o u r ne e d s ? D e f i n i t e l y 11 20. P r o b a b l y [) more relevant Strongly Di s a g r e e ! ) represent a "watered-down" Probably H o w d o y o u t h ink p e o p l e i n g e n e r a l w o u l d v i e w c o m p a r e d to the Ph.D. d e g r e e ? Not!) Ph.D.? D e f i n i t e l y Not[] the D.A. d e g r e e as Definitely More Important!] P r o b a b l y M o r e I m p o r t a n t I) Doth Equally Important!] S l i g h t l y I m p o r t a n t I) N o t I m p o r t a n t (] 28. D o y o u t h i n k p e o p l e in g e n e r a l w o u l d v i e w p r e s t i g i o u s as the P h . D . ? Definitely!) P r o b a b l y I] N e u t r a l {] the D.A. Probably as b e i n g e q u a l l y Not|] D e f i n i t e l y Not[] 149 29. How important to y o u is the p r e s t i g e f a c t o r o f an a d v a n c e d d e g r e e ? V ery I m p o r t a n t ! ] Somewhat Important!] Uncertain!] Slightly Important!] D e f i n i t e l y N o t I mp or tan t!] 30. How w o u l d y o u yourself vi&rf the D.A. d e g r e e as compared to the P h . D . ? Definitely More Important!] P ro ba bl y More Important!] Eq ual ly I m p o r t a n t ! ] S l i g h t l y L os s I m p o r ta nt !] N o t I mpo rta nt !] 31. Do you t h i n k p e r s o n s h o l d i n g the D.A. d e g r e e w i l l be b e t t e r teachers t h a n those h o l d i n g the P h . D . ? Strongly A g r e e d slightly A g r e e d Strongly D i s a g r e e d 32. Do you feel experience? Definitely!] 33. 34. the i n t e r n s h i p in a D.A. Probably!] Neutral!] N e u t r a l [] Slightly D i s a g r e e d program w ould be a valuable Probably Not!) D e f i n i t e l y Not!) D o you f e el the i n t e r n s h i p in a D.A. bet te r t e a c h e r ? program would make Definitely!] Probably Probablyd Neutral!] for a N o t [] D e f i n i t e l y N ot[] If the P h . D . i n c l u d e d an i n t e r n s h i p as an o p t i o n , d o y o u feel w o u l d b e s u f f i c i e n t f o r t h os e i n t e r e s t e d in c o l l e g e t e a c h i n g ? Definitely!] Probably!] Neutral!] Probably Not(] this D e f i n i t e l y Not[] APPENDI X B Q U E S T I O N N A I R E C O V E R SHEET 150 1 r>l APPENDIX B T h e f o l l o w i n g q u e s t i o n n a i r e has b e e n p r e p a r e d as p a r t of a d o c t o r a l s t u d y b e i n g u n d e r t a k e n by a c a n d i d a t e in h i g h e r e d u c a t i o n . The r e s u l t s of this s t u d y w i l l b e u s e d in the p r e p a r a t i o n of a c o l l e g e - t e a c h c r p r e p a r a t i o n p r o g r a m to b e o f f e r e d b y the D e p a r t m e n t of A d m i n i s t r a t i o n a n d Higher Education. B o t h the c a n d i d a t e a n d the d e p a r t m e n t w i l l a p p r e c i a t e y o u r t h o u g h t f u l c o n s i d e r a t i o n of the q u e s t i o n s a n d the p r o m p t r e t u r n of the q u e s t i o n n a i r e as s o o n as y o u h a v e it c o m p l e t e d . A l t h o u g h t h e r e ar e d i f f e r e n c e s in d o c t o r a l p r o g r a m s for b o t h the Ph.D. a n d the D o c t o r of Arts, th e f o l l o w i n g e l e m e n t s a r e c o m m o n to m o s t of the p r o g r a m s . In r e s p o n d i n g to the q u e s t i o n s , p l e a s e use the f o l l o w i n g a s a g u i d e to w h a t the p r o g r a m s are o r m i g h t be. Doctor D o c t o r of P h i l o s o p h y of A r t s 1. E m p h a s i s is o n p r e p a r i n g teacher-scholar. the 1. E m p h a s i s is o n p r e p a r i n g research-scholar. the E m p h a s i s in g r a d u a t e e d u c a t i o n is that of g r e a t e r b r e a d t h . 2. E m p h a s i s in g r a d u a t e e d u c a t i o n is t h at of g r e a t e r d e p t h . 3. C o u r s e w o r k of g r e a t e r v a r i e t y in own discipline, b u t also inter­ d i s c i p l i n a r y study. 3. C o u r s e w o r k w h i c h s t r e s s e s o n s p e c i a l i z a t i o n , l a r g e l y in o n e b r a n c h of o w n d i s c i p l i n e . 4. C o m p r e h e n s i v e e x a m i n a t i o n s t y p i c a l l y b ro a d e r . 4. C o m p r e h e n s i v e e x a m s s o m e w h a t narrower, with stress on s p e c i a l i z e d area. 'j . In t e r n s h i p of a b o u t o n e y e a r in c o l l e g e t e a c h i n g r e q u i r e d . 5. I n t e r n s h i p in r e s e a r c h . may b e indeterminate. C. 6. 2. Research experience o riented t o w a r d learn in g; d i s s e r t a t i o n , original w ork but not n e c e s ­ sa r i l y t o p r o d u c e n e w kn o w l e d g e . Length Research experience oriented s t r o n g l y t o w a r d p r a c t i c e of research techniques with much e m p h a s i s o n p r o b l e m s ol v i n g . Must produce new knowledge. 7. W o r k o n l y o n r e s e a r c h p r o b l e m w h i c h it is a n t i c i p a t e d c o u l d be completed within a designated time (within o n e y e a r o n h a l f - t i m e basis or l e s s ) . Dealing with te a c h i n g m e t h o d s , t e c h n i q u e s or c o u r s e of study. 7. C o m p l e t i o n t i m e o f r e s e a r c h largely d i c t a t e d by nature of p r o b l e m , a l t h o u g h not i n d e f i n i t e . (Past e x p e r i e n c e s h ow s o n l y 17% of P h . D . ' s c o m p l e t e d i s s e r t a t i o n s in l e ss t h a n o n e y e a r; 46% r e q u i r e two o r m o r e ye ars.) B. M o r e a t t e n t i o n to p r o b l e m s of "affective learning." B. M o r e a t t e n t i o n t o " c o g n i t i v e learning."