National Departmental Recognition and Critical Mass.

Autor/inn/en	Lutz, Frank W.; Dow, Teri Goodall
Titel	National Departmental Recognition and Critical Mass.
Quelle	(1979), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Faculty; Departments; Doctoral Degrees; Doctoral Programs; Educational Administration; Educational Anthropology; Educational Economics; Educational Quality; Enrollment Rate; Graduate School Faculty; Graduate Study; Higher Education; Professional Recognition; Status; Surveys + Suchen Sie Ihr Suchwort? Fakultät; Department; Abteilung; Doctoral degree; Doktorgrad; Doktorandenprogramm; Bildungsverwaltung; Schuladministration; Schulverwaltung; Pädagogische Anthropologie; Bildungsökonomie; Quality of education; Bildungsqualität; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung
Abstract	The issue of national recognition for graduate academic departments is discussed with specific reference to educational administration programs. A sample of 47 educational administration departments that hold membership in the University Council for Educational Administration were surveyed. A conceptual approach based on anthropological studies was employed to determine which programs were accorded national recognition and why, and how important this recognition was considered to be. Variables investigated to determine the top ten educational administration programs included: publications, distinguished faculty members, enrollment, number of courses taught, number of full-time faculty, number of masters students, number of doctoral students in residence, department emphasis, faculty salary range, and total number of doctoral students. The importance of distinguished faculty members in attracting national recognition to a program is emphasized. While it is suggested that national recognition may not guarantee a profitmaking program, it does appear to be worth the financial investment required. Appended are the survey model and tabulated results. (SF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01