A Profile of Higher Education Doctoral Programs

Crosson, Patricia H.; Nelson, Glenn M.

doi:10.1353/rhe.1984.0034

Cited by 10 publications

(40 citation statements)

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“…We compared our findings with previous studies by Crosson and Nelson (1986) and Bray (2007). Our study confirms previous work, finding that there is common agreement in the subject matter areas of organizations, leadership, administration, and history.…”

Section: Introductionmentioning

confidence: 71%

“…In reporting the results of this study, the findings are compared to previous studies by Crosson and Nelson (1986) and Bray (2007) to identify any trends and changes in the core curriculum of higher education over time. These studies were selected as there is significant overlap among programs sampled, which provides some consistency for descriptive trends analyses.…”

Section: Methodsmentioning

confidence: 99%

“…Regarding curricular content, Crosson and Nelson (1986) conducted a descriptive study of 72 higher education programs. Most frequently offered core courses in these programs were administration/management, general higher education, the history of higher education, and students, which is reflective of the programs' specializations.…”

Section: General Course Of Studymentioning

confidence: 99%

“…They concluded that higher education programs appear to be more homogeneous than heterogeneous. In consideration of studies outside of the United States, namely Uzoigwe (1982) and Wang (2002), with some exceptions, one could conjecture that the homogeneity Crosson and Nelson (1986) Bray (2007) made an effort to gain a sense of the core curricula across higher education programs by surveying the administrators of 217 higher education programs affiliated with the Association for the Study of Higher Education (ASHE), but he received only a dearth of survey responses. Instead, he reviewed the programs' websites and was able to find course information for 169 of the 217 programs.…”

Section: General Course Of Studymentioning

confidence: 99%

“…Paradigmatic status requires (a) a common set of research problems, (b) a common knowledge base, and (c) a set of commonly accepted research methods. Consensus exists among experts on what people graduating from higher education should be able to do (Crosson & Nelson, 1986;Miller & Nelson, 1993). However, an understanding of what higher education graduates should know is not quite firm.…”

Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

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Is there a Core Curriculum across Higher Education Doctoral Programs?

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Chambers

Freeman

2016

IJDS

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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education's core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

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Section: Introductionmentioning

confidence: 71%

Section: Methodsmentioning

confidence: 99%

Section: General Course Of Studymentioning

confidence: 99%

Section: General Course Of Studymentioning

confidence: 99%

Section: Theoretical/conceptual Frameworkmentioning

confidence: 99%

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Is there a Core Curriculum across Higher Education Doctoral Programs?

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Chambers

Freeman

2016

IJDS

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Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

Goodchild

1991

New Drctns Hghr Edu

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G. Stanley Hall's desire to reform colleges and universities through promotion of the study of higher education was the beginning of efforts to professionalize administrative work and create higher education faculty. Although the study of higher education has yet to reach maturity, it possesses many of the attributes of a scholarly field. Programs designed to prepare persons for entry into professional work in higher education exist in profusion. There are approximately eight hundred professors who think of themselves as professors of higher education. Departments of higher education and centers or institutes affiliated with universities sponsor research concerning higher education as well as provide degree and public service programs. A growing literature deals with various parts of the higher education domain. And a growing bureaucracy associated with quasieducational organizations concerns itself with generating new and systematic knowledge about higher education.

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Form and shadow: Recent organizational change within graduate programs

Adams

1991

New Drctns Hghr Edu

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A Profile of Higher Education Doctoral Programs

Cited by 10 publications

References 0 publications

Is there a Core Curriculum across Higher Education Doctoral Programs?

Is there a Core Curriculum across Higher Education Doctoral Programs?

Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

Form and shadow: Recent organizational change within graduate programs

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