Cfl[ARACTERISTICS OF HXGfIER EDUCA!TiON DOCTORAL THESES: DEFROSTING SOME FROZEN ASSETS
Efkm Chayim Rone
A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Inditute for Studies in Education of the Unive- of Toronto
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EAeni C. Rone Doctor ofPhilosophy 1998 Department of Theory and Policy Studies in Education University of Toronto
The purpose of this study was to examine characteristics of doctoral theses completed in the Higher Education Gmup at the Ontario Institute for Studies in Education of the University of Toronto, and to compare specinc dissertation properties to corresponding ones hmthe Canadian Joudof Higher Educution.
The study was guided by the following three broad questions:
1. What have been the principal characteristics of theses in the Higher Education Group over the past qu- century?
2. What relationships exist between selected characteristics of the theses?
3. How do theses characteristics compare with the corresponding characteristics of the Cadian Journal of Higher Education articles between 1971 and 1995. n Content analysis was the methodology employed in tàis study. Data were collected and then mded hm115 Higher Education Gmup doctmal dissertations. Selected data hm262 research articles published in the Canadian Jounal ofHigher Educdon, and hmother databases, were also collected and coded appropriately. Tests of reliabiüty and validity were perfbrmed on data from the theses and journal articles to ensure accuracy and consistency.
The investigation found that roughly an equal number of males and females wrote dissertations, that the majority of authors were pursuing the PhD. degree, and that very few graduates disseminated their findings in periodicals or in other media. The most frequent topic areas of research were Administration, Planning, and Management; History and Philosophy; and Professional Education. The data suggest a trend towards more qualitative- type dissertations and a decrease in page-length of theses. As well, the study suggests that specinc attributes hmtheses and the Canadian Jour& of Higher Eddon followed similar patterns of development. Other hdings are reported and conclusions are discussed. Many people have contributed to the completion of this document. There are a few who merit special recognition.
My dissertation chaîrperson Glen A. Jones, and comrnittee rnembers George L. Geis and Michael L. Skolnik provided me with the necessary support that one needs in order to complete a major project such as a dissertation. I consider myself very fortunate to have worked with three knowledgeable faculty members who encouraged me throughout all phases of this endeavor and 1 thank them for showing me that the process of unmvering new lmowledge can be both exciting and rewarding.
Higher Education Group doctoral students Yong Ling Lu, Diane Dyson and Janice C. Clark as welI as recent doctoral recipient Saeed Ibrahim aIl provided constructive criticisrn throughout various stages of this investigation. In addition, the reference librarians at both OISENT Library and Robarts Library of the The University of Toronto were most helpful in locating resources, and the Statistical Consulting Service of the Department of Statistics at the University proved invaluable in applying their statistical expertise to portions of the data.
Finally, my partner and fkiend, Clifford, whose encouragement thmughout the project and assistance, both financial and emotional, helped make graduate school, including this research, corne to fivition. 1am blessed to have someone in my life who, as my best fiend, is able to share with me in reaping the rewards of completing this pmject. This study is dedicated to him. How WiU We ICnow Who We Are Without The Past? John Stwibeck, The Grapes of Wi-ath TABLE OF CONTENTS
ABSTRACT...... *...... ii ACENOWLEDGGMENTS ...... iv TABLE OF CONTENTS...... vi LIST OF TABLES...... viii LISI' OF APPENDICES...... x LISTOFDATAFORFUTLTRE STUDY...... xi
CHAPTERI-INTRODUCTION...... 1 .. Si@cmœoftheS tudy ...... 2 Goal of the Study...... 9 ResearchObjectives ...... 9
Delhitatiom ...... , ...... 12 summary ...... 12
CHAPTERII O LITERATURE REVIEW...... Introduction...... Value. Role. Purpose. History & Nature of the Dissertation ...... Dissertation ReseEirch in Non-Education Fields...... Research on Doctoral I)issertatiom in Education ...... The Study omgherEducation ...... Research on Higher Education Doctnral Programs ...... Related Literature on Journal Article Research...... Graduate Research. Professional Literature & Programs...... CWAPTERLll-ME'mODOLOGY ...... Re searchDe sign...... Design Strenghand Weahesses...... Research Design in Related Research...... DissertationDataCo11ection...... Dissertation Data Collection Summary...... JournalArticIeDataCoUection ...... 105 Journal Article Data Collection Sllmmary...... 114 Pruceduresfor Data Analysis ...... 116 Summary...... 117
CHAPTER IV .F'INDINGS AND DISCUSSION ...... 118 QuestionChe...... 119 Question~o...... 133 QuestionThree...... 155 Summary ...... 179
CHAPTER V .S-Y & CONCLUSIONS/OBSERVA~ONS...... 180 Summary...... 180 . . Summaryof Frnduigs...... 181 Condusions andObservations ...... 185 Remmmendatiom for Further Study...... 193 Merences...... 194 vii LIST OF TABLES
Table Description Completed Theses in the Higher Education Gmp Degree Type Ger Thein Five Year htervds Gender of Author & Degree Type, By Frequency Gender of Author & Degree Type, By Percentage Frequency & Percentage of Theses, By Methodology Dissertation Research Sethg Research Population Types Dissertation Topics By Frequency & Percentage Publication of Dissertation Findings Degree me& Supervisor By Frequency & Percentage Gender & Supervisor By Frequency & Percentage Page Length Categories & Thesis Supervisor SupeMsor Page Length Total and Average Methodology & Supervisor, By Frequency Topic & Supervisor Topic Areas of Five Top Producing Supervisors Gender & Degree of Dissertation Authors, By Frequency Gender & Degree of Dissertation Authors, By Percentage Gender of Dissertation Authors as Percentage of Gender Number & Percent of Gender of Author, By Page Length Percent of Gender By Page Length Percent of Page Length By Gender Methodology as Percentage of Gender Topic & Gender By Frequency Topic & Gender By Percentage Topic As Percentage of Gender Gender As Percentage of Topic Frequency of Dissertation Degree Type & Methodology Percentage of Dissertation Degree Type & Methodology Degree Type of Percentage of Methodology Percentage of Methodology & Dissertation Degree ?Lpe Classification of Methodology By Page Length Percentage Distribution of Methodology of Theses Percent of Page Length By Methodology of Thesis Methodology & Topic, By Frequency Methodology As Percentage of Topic Topic As Percentage of Methodology Frequency of Degree Type & Topic Degree Type As Percentage of Topic Topic As Percentage of Degree Type Page Length & Topic By Frequency LIST OF TABLES conta
Page Length & Topic By Percentage Page Length As Percentage of Topic Frequency & Percentage of Degrees By Year & Type Page Length Average & Range By Year Intemal Page Length Average & Total By Year Methodology By F'requency Topic By F'requency Degree Type & Page Length By Frequency Degree Type & Page Length By Percentage Degree Type & Page Length By Intertrd Gender of Journal Authors & Year By Frequency Gender of Journal Authors & Year By Percentage Methodology By Percentage Journal Methodology By Fkequency Journal Topic By Frequency Journal Research Set- By Frequency Institutional AiTiLation of Journal Authors Top Nine Producing Institutions By Frequency National Ongin of Journal Authois Institutions Journal Institutional Type By Frequency Relationship of Journal & Theses By Gender Relationship of Journal & Theses By Methodologg Relationship of Journal & Theses By Topic LEVI' OF APPENDICES
Description
North American Doctoral Degrees
Higher Education Group Doctoral Dissertations
0.I.SE. These Descriptors
Key to Methodology Types
CanadianJour;rtal ofHigher EddonData
Canadian Journu2 of HigherEddon Articles
Frequency of Jownal Article Descriptors
Database Key Terms
Higher Education Group Doctoral Dissertation Data
Higher Education Group Dissertation Supervisors
Publications Based Diredy on Research by Students
X COLLECTED DATA FOR FUTLTRE STUDY
Description
Sumey Response Rate Reported in Dissertations Supervisors, By Frequency & Percentage Gender & Topic of Journal Articles, By Frequenw Article Tupics By Percentage of Gender Journal Topic By Percentage Journal Methodology By Percentage Journal Research Setting By Percentage Joumal Topic & Research Set* By Frequency Joumal Topic & Research Setting By Row Percentage JodTopic & Research Setting By Column Percentage Twenty years ago, Davinson wrote that the doctoral dissertation "represents a hzen asset?' which contains an abundance of information that too kquently remains concealed (Davinson, 1977, p. 1). His work focushg on theses as valuable sources of information suggested that dissertations =once they have served their basic purpose of obtainjng another qualification for its originator" are often left on university library shelves to gather dust (Davinson, 1977, p. 3). Boyer, writing on the dearth of information that surrounds the dissertation, claimed that dissertations are 'one of the unexploited resources of research worthy of concentrated research efforts" (Boyer, 1973, p. 113). This investigation is an attempt to study dissertation research by highlighting some of the attributes of theses written by doctoral students of the Higher Education Group at the Ontario Institute for Studies in Education of The University of Toronto.
This chapter will btoutline the significance of this study. It will then present a statement of objectives and pose the questions that will be directly addressed in this investigation. The delimitations codkonting this research will then be clarified. Concluding this chapter is a summary of the Introduction and a description of the outline of this study. SisrPificance of the Study
There is a dearth of infornation concerning the pinnacle of the doctoral experience - the dissertation. Doctoral dissertations constitute serious, rigomus studies that contribute to the field but often go unpublished and unnoticed. An examination of doctoral theses can help to discern trends in the field and provide scholars and students alike with material for the future, bringing light to serious research that is ohnoverlooked.
In their landmark study of the field of higher education, Dressel and Mayhew (1974) outline the various media that disseminate knowledge concerning higher education. They point to journal articles, tee, The Chronicle of Higher Education, reports, conference proceedings, and governmental studies as among the primary knowledge dispensers of the field. They note, however, that dissertations are "an unlmown terrain - unknown simply because their dimension has never been carefidy assessed"; yet theses potentidly 'represent a source which could be useMW(Dressel and Mayhew, 1974, p. 28).
The principal vehicles for transmitting scholarly knowledge are professional journals. They, according to Silverman (1987), serve 'as archives for their fields and also provide state-of-the-art literaturen (Silverman, 1987, p. 39). They are Ythe prime means by which acadernicians and practitioners present new knowledge and research findings to the scholarly and professional communities" (Nelson, 1986, p. 2) and are also the "delivery system by which educators acquire much of their professional understanding of today's educational problems" (Ward, et al.. 1975, p. 281). The Cadian Journal of Higher Education is the primary agent through which research about higher education in Canada is conveyed. Kirkness noted that the Journal is "an established institution" in that it is "an essential link in the network by which scholarly ideas are comrnunicated" and remains the "only Canadian periodical with a specific focus on higher education" (Kirkness, 1987, p. 80). Silverman noted that an andysis of journals in higher education can pmvide "unobtnisive, significant insights regarding the field's dynamics" (Siiveman, 1985, p. 150). As the only national broad-based peer-reviewed publication representing the field of higher education in Canada, the Joumds content could similarly provide insight into the field's activity in Canada. Its analysis, Kirkness noted, brings a greater understanding of the state-of-the-field in Canada.
Doctoral dissertations provide another means of assessing a field of study. Studies that examine dissertation research "ca.be seen as reflecting the most current emphases in a research arean (Duncan & Pryzwansky, 1988, p. 108). Shrivastava and Lim (1989) noted that an examination of theses in the "fragmented and interdisciplinary field of strategic management" aids scholars in the field to better organize research and enables them to observe trends over time fiom which appropriate assessments can be made (Shrivastava & Lim, 1989, p. 533). Additionally, Blunt and Lee's (1994) study led them to condude that examinhg refereed journals allows one to kapthe knowledge base" in a given field (Blunt & Lee, 1994, p. 126), while Demos (1990) contends that journals are where "community members may find knowledge considered to be the most relevant to the specialty by cornmunity leaders" (Demos, 1990, p. 604). As a secondary analpis, this investigation seeks to compare specinc aspects of Higher Education Gmup doctoral dissertations with research articles hmthe Canadian Joudof Higher Educdon. While a thesis is "used to satisfy academic requirements for a graduate degree" (West, 1992, p. 132) and the role of a professional journal is "primarily a means by which scholars communicate new knowledge" (Silverman, 1978, p. 31, both are responsible for generating insightfid and often rigomus research. An examination of both bodies of literature has been neglected most pmbably because %hile dissertation research is recognized as being cutting edge, little of it appears to mach the journalsn and thus remains hidden (French & Raykovitz, 1984, p. 73). But an andysis of both journals and dissertations, French and Raykovitz assert Yis important to help professionals in the field keep abreast of current interests and trends" (French & Raykovitz, 1984, p. 73). This study, as a secondary analysis, attempts to andyze trends in the field of higher education in Canada by comparing specific attributes hm doctoral theses and research articles in the Jod.
The virtual silence about this scholarly work is even more surprising when one considers that the annual production of theses has grown every year since its inception "on this continent in 1861 at Yale University" (Bayer, p. 97). This is especidy mein the last fifty years when "in all the world's more developed countries graduate education has gram enormously suice the ten years following the end of the second world war" (Davinson, p. 2). It is thus surprising that the contents of dissertations, and their subsequent cornparisons to other research in the field, have not been objects of research among professionals in most fields. In the United States alone 43,863 doctoral degrees were conferred in 1995 (United States Department of Education, 1995).
In Canada, 3,600 doctorates were awarded during the calendar year 1995 (Statistics Canada, 1995). Von Zur-Muehlen noted that in Canada the "output of Ph-D. production has increased six fold since the early sixties" (1978, p. 61). Perhaps even more of an awareness of dissertation material should be taken notice of in Canada in cornparison with the United States because of the country's smaller number of uaiversities, research centers and publication instruments. Thus, the dissertation in Canada may indubitably be a 'hzen asset', some may say even an 'iceberg', because the community of scholars, and their vehicles for dissemination, are much smaller in number than in the United States. This study seeks to add to the relatively small knowledge base of Canadian-based studies that concentrate on the doctoral dissertation as a focus of research.
The field of higher education in Canada could benefit greatly hm studies of dissertations in the field of post-secondary education. Jones states that in Canada, the study of higher education is of a "marginal naturen that "receives little attentionn (1997, p. 205). He contends that Yhe scholarly community is composed of a relatively small gmup of individuals who are associated with academic pmgrarns in the field of higher education and a somewhat larger group of individuals who teach in other pmgram areas and periodically or sporadicdy tum their attention to research questions in higher education" (Jones, 1997, p. 194). Dennison (1992) also notes that the study of higher education in Canada "receives very limited and spasmodic attention* (p. 83). Sheffield reported in 1982 that there were kughly 750 individualsnengaged in the study of pst-secondary education in Canada at any one time (p. 40). Most research in the field is conducted by both federd and provincial goveniments, with "the great bulk of published research" in the country the result of' the work of individual scholarsm(Sheffield, 1982, p. 40). Sheffield estimated that only 130 of the approximately 750 scholars were University fadty. Of that number, only 15 were affiliated exclusively with centers or departments of higher education in seven universities spread throughout the country: Victoria, British Columbia, Calgary, Alberta, Manitoba, Tomnto (including the Ontario Institute for Shidies in Education), and Montreal.
Novak (1975) outlined six spe&c reasons why research on doctoral dissertations within a higher education pmgrarn can prove to be important. Such a study, he suggests, %an: (1) assist faculty in advising candidates in dissertation preparation; (2) assist in cooperative efforts between departments and colleges at the University to improve the total research efforts through comparing and contrasting the different appmaches; (3) assist administraton in decision making regarchg the role and scope of doctoral programs in the University; (4) provide reference material for faculty and students in fomulating guidelines for selecting research problems; (5) provide data for faculty, department chairs and deans with which to idente strengths and weaknesses in their programs; and (6) help educational professionals and doctoral students identify areas where research activity is limited as weU as pmvide direction for future research" (Novak, 1975, p. 23). Townsend (1990), commenting on the utility of higher education departments conducting self-studies, stated that "research on higher education programs wiLI be hampered und better records are kept ....pmgram directors need to maintain better records on program graduates and faculty and once this is done, the conduct of systematic, on gohg research.... will be much easier and the findings more valid" (Townsend, 1990, p. 190). Demographic portraits of higher education departments, according to Nelson (1991) help bring to light important information which dows program managers to make well-informed, strategic deusions about the future of the department, espeQally when many %uch pmgrams are being merged onto larger academic units" of an institution (Nelson, 1991, p. 76). This is notably consequential for the Ontario Institute for Studies in Education, which underwent a formal amalgamation with the University of Toronto in 1996, abandon* its independent status and becoming a facule of the University (OISE Bulletin, 1997/1998, p. 5). The Higher Education Group also undement a merger with other units at 0.I.S.EJU.T. in 1996 to form a larger academic department within the Ontario Institute for Studies in Education of the University of Toronto. This study only examines doctoral theses in the Higher Education Group while it was an autommous department within the Ontario Institute for Studies in Education.
Describing thesis characteristics in a Canadian program of studies in higher education would contribute to our knowledge of Canadian higher education. Claude Bissell, former president of the University of Toronto, in writing a response to Symons' Report of the Commission on CadianSWes in 1977 stated Y declare my belief in the need ...b look at ourselves more searchinglf' to create "a Canadian perspective in higher education" (BisseIl, 1977, p. 3). Sheehan echoed Bissell's argument by dedaring the "field of higher education in Canada wide open" for research and investigation (Sheehan, 1985, p. 35).
Sheehan contended that %y looking at all phases of universities - professors, students, women, administrative and academic matters; by ushg quantitative as well as qualitative research techniques" will expand the knowledge base about higher education in Canada and will "help Canadians understand the traditions and mores of individual institutionsn (Sheehan, 1985, p. 25). SeIf-studies, Sheehan maintained, in which "81rchival material is utilizedn help to express "changes and trends... over tirne" (Sheehan, 1985, p. 30). Such knowledge "enhances our cultural and intellectual history...which might also be usefid to planners and administrators in helping them understand their own instituti011's traditionsn(Sheehan, 1985, p. 36).
In summary, this study offers several significant contributions. An examination of Higher Education Group doctoral dissertations will help illuminate 'hidden research' and add to the knowledge base of the fieldof study of higher education in Canada, and build upon the literature that focuses on doctoral dissertations as objects of research and analysis. Additionally, as a secondary analysis, the study seeks to compare dissertation research with journal article research as an attempt to create a bridge between the two bodies of literature in order to ascertain trends that have occurred in the study of higher education in Canada. Goal of the Study
The goal of this study was to examine the characteristics of doctoral theses completed in the Higher Education Group at the Ontario Institute for Studies in Education of the University of Toronto and to compare specinc properties of the theses to corresponding ones hmthe CadianJourd of Higher Education.
ResedObjectives
In order to fUXl the purpose of this investigation, answers to the following three broad questions, and their secondary subquestions, were sought:
1. What have been the principal characteristics of theses in the Higher Education Gmup over the past quarter century? SpeQnd~?
How many dissertations were completed between 1970-1995 inclusive? How many theses were Ph.D.'s and Ed.D.'s? How many theses were authored by males and how many by fernales? What are the page lengths of the dissertations? What were the primary research methodologies employed for the theses? In what geographic setting did authors locate their study? Who, if any, were the respondents of the investigations? What were the topics of the dissertations? How many authors of theses published their dissertation findings? 2. What relationships exist between selected characteristics of the theses? Specincdy,
2.1 What is the relationship between supemisor and degree type? 2.2 What is the relationship between supervisor and advisee gender? 2.3 What is the relationship between supervisor and page length? 2.4 What is the relatiomhip between supervisor and methodology? 2.5 What is the relationship between supervisor and topic? 2.6 What is the relationship between gender and degree type (Ph.D/Ed.D.)? 2.7 What is the relationship between gender and page length? 2.8 What is the relatiomhip between gender and research methodology? 2.9 What is the relationship between gender and topic? 2.10 What is the rdationship between methodology and degree type? 2.1 1 What is the relationship between methodology and page length? 2.12 What is the relationship between methodology and topic? 2.13 What is the relationship between topic and degree type? 2.14 What is the relationship between topic and page length? 2.15 What is the relationship between year and degree type? 2.16 What is the relatiomhip between year and gender? 2.17 What is the relationship between year and page length? 2.18 What is the relationship between year and methodology? 2.19 What is the relationship between year and topic? 2-20 What is the relationship between degree type and page length? 3. How do theses characteristics compare with the correspondhg characteristics of the Canadian Jourml of Higher Education articles between 1971 and 1995?
In order to make a cornparison between the two bodies of literature, a database containing information from the Canadian Journal of Higher Education was established. The following research questions were addresseci in order to constnict a Journal database. They included spedcally,
3.1.1 How many articles were published between 1971 - 1995 inclusive? 3.1.2 How many articles were authored by males and how many by fernales? 3.1.3 What were the primary research methodologies employed in articles? 3.1.4 What were the topics of the articles? 3.1.5 In what what geographic setting did journal articles concentrate on? 3.1.6 What is the institutional afliliation of artide authors?
The following subquestions were used to compare properties from dissertations with those from The Canadian Jourml of Higher Edwation. Specifically,
3.2 How does gender representation compare between the Journal and theses authors? 3.3 What is the relationship between theses and the Journal in terms of research methodology? 3.4 What is the relationship between theses and the Journal article in terrns of topic categories? 3.5 How many theses authors published in the Journal? The study was limited to the anal* of 115 dissertations completed in the Higher Education Group at the Ontario Institute for Studies in Edueation at The University of Toronto hm 1970 to 1995. The doctoral theses themselves were the primary sources of information. All dissertations used in the study are housed in the R. W. B. Jackson Library of the Ontario Institute for Studies in Education of the University of Toronto. Theses were located in the Jackson Library and the appropriate sections were consulted to obtain the necessary data.
Chapter Snmmarg
Doctoral dissertations possess considerable and significant data about theïr authors and represent important contributions to the field of higher education that ofken remain hidden and undisseminated. This investigation examines Higher Education Group thesis research and analyzes certain properties fiom the 115 higher education dissertations cornpleted over a twenty-five year period at the Ontario Institute for Studies in Education, and, as a secondary analysis, provides a cornparison of specifk dissertation characteristics with trends in the field discemed fimm published material contained in the Canadian Joudof Higher Education.
The next chapter profiles literature related to this study and to research on doctoral theses in general. Chapter 3 describes the methods involved in obtaining the data and Chapter 4 reports and discusses the findings. Chapter 5 concludes the project with a summary of the investigation. Appendices and tables follow Chapter 5 and display the data analyzed in this study. This chapter is a review of the literature designed to sketch a wider pattern of similar research activities and to fit the present study into a broader scheme. Since this study concems the analysis of doctoral dissertations in higher education, I decided to first examine research on dissertations and the dethat theses play in the doctoral pmcess. Then this chapter reviews the field of study of higher education and attempts to describe how knowledge is disseminated in the field. Previous research conducted on journal arücles and their relationship to graduate research is then highlighted. The chapter concludes with a bnef history of the doctoral program in the Higher Education Group at the Ontario hstitute for Studies in Education. This brief history is induded in order to place the theses and the doctoral process in context.
Dissertations are one of the most underused sources of dispersing research. Dresse1 and Mayhew note that doctoral dissertations represent "an hownterrain - sirnply because their dimension have never been carefully assessed" (1974,p. 28). Davinson (1977) noted that "a great deal of academic research is never heard of again once it has served its basic purpose of obtaining mother qdcationfor its originator" (Davinson, 1977, p. 3). He noted that "while there are several periodicals about periodicals... there is little literature about theses" (Davinson, 1977, p. 9) and 14 that the amount of dissertation "material ultimately achieving publication in any form is rdatively small" (Davinson, 1977, p. 68). "Nineteenth century European universities", Davinson noted, 'placed enormous value on exchanging theses with each other as a means of difhsing newly gznerated knowledge" and that %e current practice of depositing one or two copies of the candidate's dissertation has severely difTused knowledge sharing" (Davinson, 1977, p. 60).
Though there have been a limited number of studies conducted that have examined various aspects of doctoral programs within a given department of a college or university, investigations focused on the dissertations produced within those particular pmgrams are exceedingly rare. As a result, literature related specifically to this investigation is extremely limted.
The paucity of literature on dissertation studies is noted by several researchers who have undertaken the subject as part of their doctoral theses. Kirk (1970, p. 21) stated in his review of related literature that:
Doctoral programs have been studied, and as part of those investigations, reference was oRen made dïrectly or indirectiy to the dissertation. However, a search conducted by University Microfis, as authorized by the researcher, mcovered only nine studies that focused specifically on some aspect of the dissertation itself'. Of these, only two examined the collective dissertations produced within a given department, as this study has proposed ta do. Novak (1975, p. 10) remarked on the scant research that exists about dissertations despite the plethora of theses that are pmduced each year :
Although thousands of dissertations are written each year in the United States, an investigation of Dissertation Abstracts listings related specincally tn dissertations as a subject pmduces only a few references. There are three others which are listed as academic areas. Four additional ones deal with dissertation-related aspects of the doctoral program.
Sharpe (1993, p. 17) was able to locate only seven documents which examined dissertations. The scant scholarly work devoted to the subject is surprising, he stated, given "the increase in the number of doctoral degrees awarded and the challenges that higher education faces for educating the American work force... it seems only prudent to analyze and describe in a systematic and reportable format the dissertations written in order to insure a high quality and relevant doctoral degree in the face of such a significant demand for doctoral graduates (Sharpe, p. 12)."
Value, Role, Purpose, Hïstory and Natnre of the Doctoral Dissertation
The ktdoctoral degrees "were probably the Doctor of Civil Law and the Doctor of Canon Law awarded by Bologna" (Schweitzer, 1965, p. 6) probably in the twelRh century although "the precise date of the fîrst doctorate is unknown; however the history of the degree dates back some seven centuries" (Boyer, 1990, p. 11). In Bologna the degree was conferred upon a candidate aRer successful cornpletion of a lecture "which was 16 'examined' or opposed by at least two teachers having the nght to put questions if they so wishedn (Davinson, 1977,p. 16). The doctoral credential was then granted to the student "as a highly signincant aclmowledgement of inteuectual nobiütf (Schweitzer, 1965, p. 8) as a result of 'breparing and presenting a dissertation, or lecture, to the assembled company of doctors" (Davinson, 1977, p. 17).
Several hundred years later the 'ht Doctor of Philosophy (Ph.D.1 degree emerged in nineteenth century Gemany... as distinct hmthe professional designations - law, medicine, divinity, music" (Davinson, 1977, p. 22). The emergence of the Ph.D. was associated with Wilhelm von Humboldt's appointment to the Pmssian Ministry of Education in 1809 and his immediate work to create the University of Berlin as a new form of postsecondary institution. Humboldt supported the notion that "research dong with graduate instruction were the two aspects that would advance knowledge (Lehrfreiheit)* (Kerr,1963, p. 11). The degree was to be confemd upon candidates, who were aspiring university teachers, &r having "undertaken some especially gnieling form of academic education and examination" (Davinson, 1977, p. 21) and after defending an original piece of research in the form of "a dissertation intended to be an original contribution to knowledge" (Harris,1968, p. 61).
This pivotal development catapulted the original medieval degree into the modem era and "became the foundation of the degree" that is known today (Schweitzer, 1965, p. 11). The impact was especidy inauential in the United States where Humboldt's mode1 "played a decisive role in the formation of the character of graduate education in America, especially in 17 doctoral education" (Boyer, 1990, p. 10). In the United States, the fht eamed doctorate was conferred by Yale University in 1861 to "three Ph-D.'s in psychology, physics, and dafisics" (Boyer, 1990, p. 10) and fht awarded in Canada in 1900 to three Ph.D. students at the University of Toronto (University of Toronto Graduate Calendar 1996/97,p. v). It has remained 'birhidy unaltered since its inception at Yale" (Boyer, 1973, p. 97) and has since become the standard doctoral degree in academe in both the United States and Canada. Today, over 80 different types of dodral degrees are offered in numerous fields in American and Canadian pst-secondary institutions (see Appendix Il.
While the doctoral dissertation has been viewed as the pinnacle of the doctoral degree process for nearly a century in North Arnerica, very little has been written on what it is. Various defkitions, fmm university bulletins, include:
A doctoral thesis must embody the results of original investigations and analysis and be of such quality as to merit publication; fbrthermore, it must constitute a substantial contribution to the knowledge of the candidate's field of study (University of Alberta, 1994 - 1995, p. 357).
A doctoral thesis should give evidence that the student has made a logical and intelligent approach to the selected pmblem, and the language of the thesis should be clear and precise. The thesis should be as original as possible. However, the goal of originality should not be stressed to the extent that it precludes the examination of old subjects in new ways; nor should it elevate the 'undone' for its own sake, lest the obscure and trivial should be emphasized (Trent University, 1993 - 1995, p. 190). 18 A thesis must be original and should Merexisting laiowledge of the subject and be of such value as to merit publication (Queen's University, 1994 - 1996, p. 14).
The dissertation is a contribution to knowledge (University of Miami Bulletin, 1993 - 1994, p. 47).
Doctoral theses must display original scholarship expressed in satisfactory literary form consistent with the discipline concerned and be of such value as to merit publication (Dalhousie Calendaq 1996 - 1997, p. 47)
The dissertation must show originality and demonstrate the student's capacity for independent research. It must embody the results of research which constitute a definitive contribution to knowledge (North Dakota State University Bulletin, 1994 - 1996, p. 34)
The doctoral dissertation should be a valuable educational experience that demonstrates the candidate's mastery of research methods, theory, and tools of the discipline. The dissertation should demonstrate the candidate's ability to address a major intellectual problem and to propose meaningfûl questions and hypotheses. It should be a contribution to knowledge that is worthy of publication by an established press as a book or monograph or as one or more artides in a reputable journal (Arizona State University Catalog, 1994 - 1996, p. 373).
The dissertation should demonstrate that the candidate has technical cornpetence in the field and has done research on an independent character. It must add to or modify what was previously known, or present a significant interpretation of the subject based upon original investigation (Vanderbilt University Bulletin, 1995 - 1996, p. 39).
The dodora1 dissertation rnust embody the results of extended research, be an original contribution to knowledge and include material worthy of publication. It should demonstrate the candidate's ability to cundwt an independent investigation, to abstract prinoples upon which predictions can be made and to interpret in a logical manner facts and phenornena revealed by the research (Mellon hstuteof Science, 1970, p. 2).
Summw of key terms used to defhe dissertations bv various miversities
KEY TERMS I iNSTITUTlON I Arizona State U. Contribution to knowledge; Publishable; Ability to conduct research Dalhousie U. Original scholarship; Publishable Carnegie-Mellon U. Contribution to knowledge; Publishable; Ability to conduct research North Dakota State U. Originality; Contribution to knowledge; Capacity for research Queen's U. Original; Further existing knowledge; Pubtishable Trent U. Originality; Prove intelligence in problem approach U. of Alberta Originality; Publishable; Contribution to knowledge U. of Miami Contribution to knowledge Vanderbilt U. Capacity for research; Contribution to knowledge; Originality
Thus, a survey of definitions fimm university bulletins indicates that though a variation exists on what a doctoral theses is, most would agree that 20 the dissertation is composed of three primary components. A doctod thesis is, according to the nine institutions above:
(1) a contribution to knowledge (2) a demonstration of a student's ability to conduct scholarly, independent research (3)a piece of original investigation (4) worthy of publication
It is hnicthat there is a dearth of literature on the dissertation ,since it is the apex of a doctoral student's study and thousands are pmduced each year. Furthemore, it is curious that little is known about the dissertation, a research project that faculty scrutinize moreso than any other piece of student research, and one that, upon completion, graduates the student into the scholarly community and bewmes the primary credential with which one pursues an academic career. Questions such as why does a doctoral student "do" a dissertation, for what purpose, and whose interest is served by complethg one inevitably arise.
Such practical questions guided research conducted by Carmichael (1961). He suggested that the entire dissertation effort be reconsidered and revised. Carmichael surveyed graduate education at over 40 American campuses over a two year period. He concluded that the graduate school was the most "inefficient and possibly ineffective" division of the University and that the dissertation experience itself was not understood by its faculty. Furthemore, such critical matters as the amount of supervision a student should have, what constitutes "genuinenresearch, and the kind of topic that 21 should be chosen is ofken left undehed and ambiguous. He found that the goals and purposes of the graduate experience are not properly deW.
Berelson, in a similar study completed one year earlier, also found pivotal aspects of the graduate experienee enigmatic and unclear. Specifically, ambiguity was especially acute with relation to length of the dissertation and the definition of "originaln and "significant" research (Berelson, 1960). More recently Hamilton, reporting on the resdts of a national task force in the United States that studied the dissertation as a training vehicle for fûture fadty, also found that the terms most ofken related to thesis research "originaüty, signincance, and independence" hold different meanings on different campuses as well as between individual fadty members (Hdton, 1993).
Doty (1962)quoted hman earlier investigation conduded by McBride (1951) that summarized similar results on unclear goals of pst graduate schaoling:
The study.... was concemed with the Doctor of Philosophy degree. Replies hm120 graduate deans disclosed that fewer than four percent of the schmls had done any research concemed with their graduates' opinions of the doctoral program and less than one percent had surveyed the employen of the doctoral graduates for criticism of the pmgram.
Madeconcluded that the graduate schools sumeyed had far less interest in evaluating their processes than might be expeckd fiam schools devoted to searching for truth CMcBride, p. 31). Boyer places the value of dissertation research on par with research undertaken in laboratories and sound clinical settings. He believes that the stringent conditions under which a thesis is completed makes it "of no less value than that completed in laboratories and workshops outside the halls of academen (Boyer, 1972, p. 14). The rigorous process which a completed dissertation goes through is described by Boyer in his definition of a dissertation: "a refereed paper supervised by an advisor whose competence in the field is acknowledged by the position he holds within the university, and subject to the CTiticism and guidance of two to six other Mar1ydistinguished individuals" (Boyer, 1972, p. 14).
Over the years the scholarly nature and importance of the dissertation to the resemoir of knowledge has been challenged by some researchers in education and non-education fields. Questions about the quality of dissertations have been raised. However, the evaluation of quakity of theses in itself presents some problems since "qualitf is an attribute that people ofken seem to gauge differently. Despite its obvious subjectivity, a couple of researchers have investigated the notion of quality in doctoral dissertations.
Koefod maintains that the basic question relative to the dissertation is whether or not it is a matter of important knowledge. He further asserts that important aspects of the dissertation include quaüty and vitality of thought, clarity and precision of reasoned argument, lucidity of substantiation, originality of inquiry, formulation of the problem and design of the research pmject, and inventiveness with respect to a solution or position that is new (Koefod, p. 46). Whitney, writing on the same subject, suggested that important aspects of the dissertation alsa include originality of the study, 23 value of outromes, reflective thïnkhg methods folIowed, and the degree to which a mal contribution has been made (Whitney, p. 228).
Besides quality?other indicatoff have been used by researchers in the evaluation of the value of dissertations. In Karstetter%examination of 2200 dissertations in speech communication between 1922 and 196 1, he found that the typical dissertation in the field does not in fact make a signincant contribution to knowledge. While he used rather esoteric measuring devices such as Muence', 'opinion' and 'congruence' to arrive at his fïndings, other researchers use the influence of dissertation research on publications as an indicator of the value of the dissertation as it relates to overall knowledge contribution.
In a report issued by the Council of Graduate Schools of the United States (19911,it was noted that the doctoral dissertation should provide students with "hands-on, directed experience in the primary research methods of the discipline and should prepare them for the type of researcWscholarship that will be expected of them &r they receive the degree" (p. 4). The 48 universities that were part of a task force included in the study agreed that doctoral theses must include three important elements: originality, significance and independence.
Dissertation Research in Non-Education Fields
The Iack of studies on dissertations extends beyond the realm of education. Most pmfessional fields require a dissertation in order to fbMl 24 doctoral studies. At last count, 83 diffemnt doctoral degrees were offered in North American universities (Doughty, 1994; Miers & Goldstein, 1986; Szabo, 1995) and are listed in Appendix 1. In her examination of the degree of professionalization of the field of study of higher education, Grace (1985) compared higher education with the professional fields of business, medicine, library science and law. She found that, based on curriculum charackristics, the field of higher education appeared to be more professionalized than the fields of business and library science but less so than law and medicine (p. 36). An examination of research on doctoral dissertations of the four professional fields that Grace investigated is presented below.
A search on Information Science Abstracts (1979-1997)produced three studies that examined doctural dissertations in library and information science. Schlachter and Thomison (1974) organized library science dissertations according to research methodology, degree type, gender of author, and year. They examined 667 dissertations between 1925 and 1972. They found that most dissertations were produced af?er 1960, were written by males, were written for the Ph.D. degree, and mostly employed hisforical or survey methods in their research.
Expanding upon Schlachter and Thomison's data, Newberry (1979) classified Schlachter and Thomison's original 667 dissertations into four broad topical categories in the field of library science. His malysis indicated that research on the information hction of libraries had increased while research on the other three topical areas - institutional, professional, and library- related - had decreased between 1930 and 1975. Supervisory experience was one of the primary aspects of Setterington's dationof library 25 administration theses. His analysis of 98 dissertations looked at universities producing the most theses and the supervisory experience of the cornmittee chairs. Setterington found that Florida State University and Indiana University were the most pmliflc institutions. As well, he noted that fadty who supervised dissertations in Library Administration rarely held a PhD. in the field. Library science and Somation dissertations are sumrnarized below.
Summary of Dissertation research in Librarv and Information Science
YEAR FIELD MAJOR FINDINGS IA"THoR I NEWBERRY 1979 LIB SCIENCE lncrease in research on function of lib. science SCHMCHTER et al 1 974 LIS SCIENCE Most theses by men, Ph.D., used historical/survey SETTERINGTON 1983 LI8 ADMIN U, FI & lnd U. prdific; faculty don? have PhD in field
An exploration in the leading business and management database, the American Business Periodical Index, yielded three studies that examined doctoral dissertations as the foci of investigation. Shnvastava & Lim (1989) surveyed eighty-eight doctoral theses in stxategic management. Their analysis of dissertations led them to suggest that the field of strategic management is in %elative infancf (Shrivasta & Lim, p. 538). They found that many doctoral studies in strategic management were interdisciplinq in nature and were fragmented in tems of the researcher's choice of topic and method Cleary analyzed the quality of 165 doctoral theses in public adminisiration in 1990. He evaluated dissertations based on six criteria: Research purpose; Methodological validity; Theory testing; Causation; Importance of topic; and Cutting edge research. Cleary concluded that the theses which he examined were "in total and on the average, superior research pmjects" (Cleary, p. 61). Cleary also found that the number of PhD. dissertations in the field inmeased over the, the number of women receiving them increased, and fewer studies were devoted to the topic of administration- politics interface in 1990 than in 1980.
Williams organized forty-one doctoral dissertations in the field of Purchasing and Matends Management according to topic. He found that the most popular topic was material requirements planning (MRP). As weU, a cornparison of dissertation research topics and textbook topics in the field led him to mnclude that "serious deficiencies" existed in both dissertation topics and non-thesis research. A summary of the business and management dissertation research appears below.
Summarv of dissertation research in Business and Management YEAR FIELD # THESES MAJOR FtNDlNGS I CLEARY 1992 PUBLIC ADMINISTRATION 165 Theses in fie(d are superb SHRIVAXAVA & LIM 1989 STRATEGIC MANAGEMENT 88 Field is in its infancy WILLIAMS 1986 PURCHASING MANAGEMENT 41 Most studied topic is MRP - A search on Legal Trac, the comprehensive periodic database for the field of law, was conducted for the years 1980 to 1997. A Est of ten periodicals and one thesis materialized aRer using the select tems 'student', 'master's', 'doctoral', 'thesis', 'theses', 'dissertation', 'll.b.', 'Lm.', and 'juris doctoi. ARer eliminating studies which did not focus on research about dissertations, only two bibliographies were located that listed doctoral research in law. No studies were found that investigated or analyzed theses in the field of law between 1980 and 1997.
The Doctor of Medicine degree (M.D.) does not require a thesis. However, searches on two databases, Medline (1969-1997) and Medical and Pharmaceutical Biotechnology Abstracts (1976-1997), yielded several studies that examined doctoral dissertations in cognate fields.
McIntosh (1996) studied doctoral dissertations in the area of suicide studies and organized them according to topic and institution, He examined a total of 214 theses completed between 1990 and 1995. His findings indicated that the overwhelming majority of research conducted in the early 1990's on suicide concentrated on youth and young people. Most other topics associated with suicide were ignored.
Barton (1995) conducted a study of doctoral theses in the field of hypnosis. Two-hundred and Mety eight dissertations were analyzed according to topic between the years 1980 and 1989. Her research indicated a rapid gmwth in the number of dissertations in the area of hypnosis in the 1980's with the most frequent topics focusing on 'susceptibility' and 'medical use'. Morin (1995) analyzed over 750 doctoral dissertation abstracts in the field of epidemiology in order to determine the research topic areas being addressed as well as the design methods utilized. She was able to ascertain that observational research methods was the most common form of methodology, of which the case-control application was predominant. As weU, she found that the most fkequent topics investigated in dissertations in epidemiology included neoplasms (22.8%), infectious and parasitic diseases (1l.5%), matemal and infiant health disorders (11.6%) and diseases of the circulatory system (10.9%).
A study by Leahy (et al.) in 1992 reviewed doctoral dissertation research in the field of rehabilitation. His research organized thesis topics into general categories fmm which observable trends and summary observations were made. The study covered the two year period of 1988 and 1989.
Amos analyzed 280 doctoral dissertations in order to examine the state of the art of nursing science. Her investigation revealed that no concrete paradigm existed in the field at the time of her study (Amos, 1986). Her findings also indicated that doctoral researchers have been gradually increasing the sample size employed in smey research, and the concept of the self was the most hquently studied aspect in the field. She was also able to ascertain that studies of children, the elderly, and minorities remained neglected areas of research in nursing. Sirmmarv of dissertation research in medicine and health sciences
FIELD # THESES MAJOR FINDINGS IArnHOR yEAR I AMOS 1986 NURSING 280 Nursing not yet developed paradigm BARTON 1995 HYPNOSIS 298 Increase in number of theses in hypnosis LEAHY 1 992 REHABILITATION MclNTOSH 1996 SUICIDOLOGY 21 4 Majority of studies concentrate on youth MORIN 1 995 EPIOEMIOLOGY 758 Case-control rnost common rnethoddogy
Database searches in four major professional fields - law, medicine, library science, and management - indicated a dearth of research that investigates graduate student dissertations. There appears to be growing recognition, in various fields, of the importance of conducting such investigations, as revealed by the number of more recent studies appearhg in this review. A total of eleven studies, representing all four fields, were located, with the majority of them being published in the last ten years. These studies revealed patterns and trends that developed in their respective fields by analyzing various specinc variables within dissertations. Three studies were identified that exRmined doctoral theses in several sub-fields of business and management. As well, three studies analyzing dissertations in the field of library and information science were identified. Database searches in medicine and related health sciences indicated that five studies were conducted which analyzed doctoral dissertations in those fields. No studies were identifid that assessed theses written in the field ofjurisprudence. Research on Doctoral Dissertations in Education
A search of the ERIC database identified several studies about dissertations as a research interest in areas of education other than the field of study of pst-secondary education.
Butters (1990)examined nfty-eight doctoral dissertations in the field of education that concentrated on factors relating to attrition in the doctoral degree process between the years 1970 and 1990. His annotated bibliography included research focusing on the quality of advisement and support perceived by doctoral candidates, relationship with advisors and dissertation committee members, and sources of financial support. AIso included was thesis research that looked at such variables as instrumentation and methodology, gender differences, and data analysis skills.
A study by Miklos (1991)reviewed 319 doctoral dissertations in the field of Educational Administration over a 32 year period. His research concluded that between 1958 and 1990, descriptive studies increased whereas the proportion of relational studies declined. Also reported was the increased use of case studies, interviews and multiple methods of collecting data.
Foster (1992)reviewed and classifïed 503 thesis abstracts in the area of industrial education. He determined that the most prevalent methodology employed in studies utilized survey methods and that 19% of the research focused on program evaluation. His study was limïted to reviewing six pars 31 of research (1985-1990)and included both masteis theses as well as doctoral dissertations.
Huenecke's (1987)analysis of 4&L dissertation abstracts in the field of educational curriculum also revealed that the suivey method was the most comrnon methodological approach researchers employed, specifically questionnaires, with nearly 32% utilizirg this method of inquiry. Her content analysis of curriculum dissertations indicated that, among sixteen categories, 43 percent addressed curriculum making, 20 percent focused on curridar components, 11 percent dealt with curriculum in the classroom, and 8 percent concerned forces bearing on curriculum.
Briggs (1984) noted the important contribution that dissertation research makes to the scholarly literature in the field of Instructional Design. He outlined seventeen research designs doctoral students could employ in research on Lnshctional Design and summarized dissertations developed by University of Florida students.
Two studies were identified that investigated dissertation research in the field of music education. Worthington (1956)conducted a review of doctoral dissertations in music education completed between 1940 and 1955. He classified the dissertations according to the methods of research used and to the area of concentration each investigated. The methods of research utilized by these doctoral studies and the number of studies which used the method are as follows: descriptive research, 201; histoncal research, 40; action research, 35; philosophical research, 34; experimental research, 25; test construction research, 9; and creative research, 2. Forty-six of the 346 32 dissertations included in his study could not be clearly classifïed under any of the establîshed methods of research and were iduded in a miscellaneous category. Worthington found that descriptive research was the predominant methodology employed in theses but noticed a shift from the use of descriptive to experimental methods over the £ifken-year period.
Kantorski (1995) recently pubfished a similar study in the field of string education. He examined 250 doctoral dissertations over a 55 year period and discovered that most of them were written during the 1970's. He also found that the Ph.D. was the doctoral degree awarded to the majority of graduate students, the violin was the most researched instrument, and the topical areas addressed most ohnwere techniques and skills, performance practice, and information resources.
Weimer ( l98O), in a study of doctoral dissertations in music education from 1963 to 1977, found trends which revealed a decline in the use of descriptive research. The use of experimental methods and experimental designs increased dramatically when compared to the Worthington study (1956).
Two studies were identified that analyzed thesis research in the field of special education. Brady, Williams, and Bailey (1988) researched 1,581 dissertation abstracts to examine the characteristics of the authors, participants, methods and topics of graduate student research. mey found that the majority of dissertation authors were fernales, working toward a Ph.D. degree, and most frequently residing in the American mid-west. The most frequent research methods employed were surirey and standardized 33 assessment, the most common content areas included administration and personal characteristics, and the majority of investigations utilized handicapped persons as research participants.
A more recent study by Davis, Brady, and Anderson ( 1993) in Early Childhood Special Education revealed that a substantial proportion of doctoral dissertations in the field incorporatecl experimental designs, employed qualitative procedures, and targeted sociaYbehaviora1 and communication topics. An analysis of 395 theses abstracts in Early Childhood Special Education also found that less than half included youngsters with disabilities. Their investigation, prompted by a desire to detedethe extent to which scholars and researchers are being prepared to address hture challenges, provided evidence that doctoral research training is adequately preparing professionals to expand the field's research base.
Methodological practices of dissertations were analyzed in a study conducted by Eason and Daniel (1989). They looked at 100 doctoral dissertations generated hma single urban public University's Departments of Educational Leadership and Foundations; Curriculum and Instruction; and Special Education. Eason and Daniel found that between 1980 and 1988 the use of specific statistical techniques changed little over the nine year period.
In studies conducted in 1983, SaEer concluded that the mqjority of doctoral research on stress in educational administration were correlational studies utilizing surveys to gather data He examined for&-fourtheses and ascertained that most dissertations were written by men for the Doctor of Philosophy degree. His hdings agfeed with the results of an investigation 34 carried out by Howard (1983) who examined dissertation literature on American sponsored overseas schools hm1869 to 1982. Howard found that survey research was the predominant research strategy (76 percent), with experimental research amunting for the least (6 percent) in the 89 theses he examined. Howard's hdings also indicated that the average dissertation analyzed in his inquiry was authored by a male who completed a Doctor of Philosophy in educational administration at a public university in the early 1970's- Summarv of research on doctoral dissertations in education
AUTHOR YEAR FIELD #TH ESES MAJOR FlNOlNGS I BRADY et al 1988 SPECIAL ED Typical authocfernale, PhD, using surve BRIGGS 1984 INSTRUCT DESIGN Bibliography BUTTERS 1990 GENERAL ED Bibliography DAVlS 1993 EARLY CHILD. ED Graduate training prepares researchers EASON et al 1989 ED LEADERSHIP Stable use in certain statistical technique FOSTER 1992 INDUSTRIAL ED Survey most common methodology HOWARD 1983 INTERNATlONAL ED Typicai student: Male, PhD, using survey HUENECKE 1987 ED CURRICUWM Survey moçt common methoddogy KANTORSKI 1995 MUSIC ED Typical student: PhD studying violin MIKLOS 1991 ED ADMINISTRATION Increased use descriptive, case studies SAFFER 1983 ED ADMINISTRATION Correlation common method used by men W ElM ER 1980 MUSIC ED Decline in use of descriptive research WORTHINGTON 1956 MUSIC ED 346 Descriptive most commm methoddogy
A search of the ERIC, ERIC International and Dissertation Abstracts International (DAI) databases yielded a total of 13 studies that analyzed 36 doctoral dissertations in the various sub-fields of education, excluding higher education. The majority of these studies analyzed such variables as dissertation topic, methodology, gender and degree type. Some of the research only compiled dissertation titles in specinc fields. However, the findings of the majonty of studies reported trends that occurred within dissertations and appeared to illuminate specinc attributes in each respective sub-field. The relatively recent dates of the research indicate that there is increasing recognition of the value of conducting studies on doctoral dissertations.
A search of Canadian-based research on theses and dissertations was mnducted using the National Library of Canada as well as the United States ERIC and Canadian ERIC (a subset of International ERIC) databases. A combined total was identined of nine studies, that were either authored by Canadian researchers or that utilized Canadian data in the study, but not necessarily published in a Canadian periodical. The identification of Canadian-based dissertation studies brings ta light the paucity of related research in this country and how this investigation adds to the knowledge base of research concentrated on graduate theses.
A survey of doctoral and master's theses about Africa by Canadian students was compiled by Curto and Gemais (1995). Their study, covering the period 1905-1993, lists each dissertation alphabetically by name and degree as well as the African country that was the focus of each investigation. Curto and Gervais examined such variables as year, type of degree (master's or doctorate), African region or country of topic, and Canadian institution. A total of 3,112 theses were reviewed. 37 'ho bibliographies about theses were identified that List graduate research done over a specifïed time period in the fields of Canadian Industrial Relations and Adult Education in Canada. Perry (1991) compiled doctoral dissertations and master's theses in the field of Canadian Industrial Relations, organizing them by subjed for the period from 1978 to 1986. Simüarly, Draper (1981) catalogued 387 graduate theses in adult education from seven Canadian universities from 1960 through 1977. Draper categorized each dissertation by year, descriptive term and research type. He concluded that the most frequently used research design in adult education for both the EdD. and PhD. degrees was the survey method.
Brehaut (1958) examined 574 graduate theses in education written in Canada between the years 1930 and 1955. His comprehensive work investigated all graduate degrees in the field of education over a twenty-five year period, including masters and doctoral, and organized them acmrding to topic, methodology, and institution. He found that studies in psychoIogy and measurement were the most fkequent topics among the theses and that the survey method was the dominant one employed by graduate students. Brehaut's work represented the first study of its kind which tabulated and catalogued graduate research in Canada.
Müdos (1991) conducted a similar study at the Univex'siw of Alberta in which he classified graduate research according to topic and research strategy. His examination of 319 University of Alberta theses between the years 1958 and 1991 focused on doctoral level dissertations in the field of educational administration. He catalogued theses according to general themes in the field and highlighted trends that took place over the thirty-three 38 year history. MikIos concluded that smeys accounted for approxïmately one-haIf of aU the studies he investigated but were declining in fkequency, and that case studies, interviews and observation, and multiple methods of data collection increased over tirne. The most common topics investigated involveci aspects of organizational studies or policy analysis.
Bamett and Dyer (1983) analyzed sixty-two doctoral theses in native education completed at the University of Saskatchewan. They examined dissertations between 1912 and 1980 and classined them according to topic, methodology and research population type. They found that 78% of theses employed descriptive methods, 17% were historieal, and 5% used experimental methods. As well, they dismvered that the Cree were the most researched Native subpopulation and that the two most fkequent topics included school and teaching processes and socialkation and the comrnunity. A similar classification of theses was conducted by Morin (1995), of the University of Western Ontario, in the field of epidemiology. She classified dissertations over the ten-year period 1982 - 1992 by research topic and design. Morin ascertained that observational research was the most cornmon form of methodology and the most frequent research topics included neoplasms, infectious and parasitic diseases, and materna1 and infmt health disorders. Her investigation included 758 doctoral theses.
Authors of two studies concentrating on secondary school education were identified. Dhand (1988), of the University of Saskatchewan, investigated trends in graduate theses in social studies education produœd at 12 Canadian institutions between 1981 and 1985. His analysis included 41 masteis theses and five doctoral dissertations arrangeci according to year, 39 institution, degree, type of research, and area of Social Studies investigated. He concluded that Various ûther Types' of research had replaced traditional survey and experimental research in social studies education. Dhand found that The University of Alberta was the institution that generated the most theses in Social Studies, secondary levels (Grades 9-12) were the most fkequently investigated school grades, and 1984 was the most prolinc year in terms of theses production.
Summers (1981),of the University of British Columbia, described selected characteristics of 567 doctoral dissertations in the area of secondary reading. Theses were arranged by gender, institution, degree type, methodology, topic and analyses and covered the years 1960 - 1976. Summers found that more Ed.D. than Ph.D. degrees were awarded, that the number of female recipients was increasing, and that more empirical research emerged in the 1970's than the 1960's. He noted that dissertation literature is 'a valuable source of information and research" (p. 160) that is often overlooked as making valuable contributions to knowledge.
Summarv of Canadian Literature on dissertation research AUTHOR YEAR FIELD MAJOR FINOINGS I BARNETT et a1 1983 NATIVE ED Descriptive & teaching common method & topic BREHAUT 1960 ED RESEARCH Psychdogy and survey common topic & method CURTO et al 1995 AFRICAN SUDIES Bibliography DHAND 1988 SOCIAL STLJDlES ED UAlberta most theses; Grades 9-1 2 cornmon topic DRAPER 1981 ADULT EDUCATlON Survey most cmmon research methd MIKLOS 1991 EDUCATiONAL ADMIN Survey & policy analysis common method & topic MORIN 1 995 EPIDEMIOLOGY Case-control most corn mon methoddogy PERRY 1 991 INDUSTRIAL RELAT. Bibliography SUMMERS 1 981 SECONDARY READING Females & empirical research increasing In summary, the dearth of Canadian-based studies is confkmed by the handful of studies that appeared af?ter conducting a search on several databases. Research that has been pubiished uncovered such findings as the fkequent use of surveys in thesis research (Brehaut (1960); Miklos (1991)), the increasing number of dissertation authors who are women (Summers, 1981), and the semndary grades as the most frequent studied levels in social studies education in Canada (Dhand, 1988). It should be noted that two of the studies were bibliographies that were compilations of theses (Curto, 1995; Peq, 1991).
In addition to the previously mentioned Brehaut study (1960),several studies were identified that were completed at the University of Toronto and focused on the dissertation as a research subject. Since this study focuses on the University of Toronto it may be interesting to note them. One dissertation traces the history of graduate level education in the Province of Ontario from the mid-eighteenth Century to the early 1970's. Nicholson's 27re Evolution of Gmduute Studies in the Uniuersities of Untan'o, 1841-1971 found that the Grst doctorate in education, known then as a D. Paed. (Doctor of Pedagogy), was awarded in 1898 at Toronto, two years before the Universi@ conferred its first Ph.D. degrees (Nicholson, 1975, p. 106). Nicholson found that at the University of Toronto, the British system of undergraduate studies took hold and became the model for undergraduate education throughout the province of Ontario. The American influence on provincial education manifested itself at the graduate level. When Canadian universities expanded th& graduate programs they looked to the United States, with its German model of research and teaching, for professional personnel. Canadian graduate pmgrams gradually became simila.in fashion 41 to American graduate schools because professors who came to Canada fimm the United States brought with them their ideas on post-baccalaureate study.
A doctoral thesis completed by Peter Ross (1972)focused on the evolution of the Doctor of Philosophy degree at Toronto. In The Ongins and Deuelopment of the PhD. Degree at the University of Toronto, 1871-1932 Ross outlines the academic history of the doctoral degree fiom its inœption in 1897 to the mid-1930's, when Toronto had "attained an international reputation in graduate work and researchn and "enrolled graduate students fimm over sixty countries...in a wide number of disciplines" (Ross, 1972, p. ix).
Two comprehensive documents by Mills (1968 & 1977) offer a compilation of doctoral theses completed at the University of Toronto between 1897 and 1975. A reading of both her volumes by this author yielded not one work which researched the doctoral dissertation. Her works do, however, provide an exhaustive index of all doctoral dissertations, by degree and subject, defended at Toronto during an eighty year period.
The Stady of Higher Education and Dissemination of Research
Researchers date the %irth'of the field of study of higher education to 1893, when Clark University's president, Granville Stanley Hall, offered the ktcourse in higher education (Dresse1 & Mayhew, 1974; Townsend, 1990; Williams, 1984; Ewing & Stickler, 1964) for the purpose of 'training future leaders in the field of higher education to the same expert knowledge of efforts and achievements in other lands through a wide survey in order to profit by 42 experïences of success and failure elsewhere" (Townsend, 1991, p. 17). Dressel and Mayhew defined higher education as "afield of study that indudes research, service and formally organized programs of instmction on postsecondary education leading tu... a doctorate whether oriented toward teaching, service, institutional research, or scholarshipn(Dressel Br Mayhew, 1974, p. 2). Others have noted that the purpose of the field Ys to provide a means for candidates for higher degrees to prepare thernselves more adequately for careers in college teaching and administration" (Ewing & Stickler, 1964, p. 397). Resea.mIl in the field of higher education has been described as that which 'Lindudes community colleges, CEGEPs, institutes of technology, and universities, and the studies and research in which their students and SMare engagedm(Sheffield, 1982, p. 4).
A growth in course offerings in higher education at other institutions occurred folIowing an influx of students ont0 campuses immediately aRer the First World War. Ohio State University, Teachers CoUegdColumbia, and the University of Chicago all developed courses, and subsequently pmgrams, in the field of higher education in 1918,1920, and 192 1respectively (Goodchild, 1991).
Graduate programs came into existence after the Second World War as higher education expanded. In 194there were 27 forma1 higher education degree prograrns in the United States (Sharpe, 1993, p. 28) and by 1963 this number had grown to 91 (Townsend, 1990, p. 163). In 1974, Dressel and Mayhew identified 67 American institutions which offered graduate study in the field of higher education. More recently, Mason and Townsend (1988) indicated that 88 wiiversities in the United States offered degree programs in higher education. 43 Most scholars agree that the study of higher education is a field and does not eonstitute a discipline (Geis, Jones, & Skolnür, 1994; Keller, 1985). This is elucidated by Dresse1 and Mayhew (1974) who argued that higher education does not amstitute a discipline because it is rnissing such essentid ingreclienta as a general body of knowledge, a specialized vocabulary, and unique theories and methodologies.
In summary, hmits humble beginnings at Clark University in 1893, the field of study of higher education has pwnto indude graduate programs on nearly 90 campuses acmss the United States. Growth of the field occurred primarily &r World War II and especially during the 1960's and early 1970's. The eclectic nature of the field has kept it a field of study, as opposed to a discipline, since it lacks a core body of knowledge, specialized termin01ogy, and a distinctive body of theory.
Unlike the United States, research in Canada was at the beginning of the 1980's "relatively undeveloped", according to Sheffield (1982, p. 5). His report Research in Postsecondury Education in Canada was identified in the literature as the first comprehensive analysis of the study of higher education in Canada. His findings indicated that "support for research on post- secondary education is minuscule" and research in the field of higher education in Canada is "inadequate in quantity" (Sheffield, p. 3).
The report indicated that seven universities throughout the country had groups of staff and students that specialized in the study of higher education: The Universities of Victoria, British Columbia, Calgary, Alberta, Manitoba, Toronto and Montreal. During the 1970's graduate students at 44 those institutions mmpleted a tutal of more than 80 masteis theses and 70 doctoral dissertations in the field of higher education.
A more recent account of the state of the field of higher education in Canada, written by Dennison, provides more current information on the study of pst-secondary education in Canada (Dennison, 1992). Dennison noted that no more than 300 individuals, including graduate students, are involved in research on postsecondary education in Canada at any one the. Research in the field, he noted, is produœd primady by universities and colleges, feded and provincial governments and scholarly associations, the foremost being the Canadian Society for the Study of Higher Education (CSSHE). The CSSHE publishes the Canadian Journal of Higher Education "the only publication which devotes exclusive attention to issues relating to the study of higher education" in Canada (Dennison, 1992, p.87). Research in higher education is disseminated through other professional, scholarly, and governmental publications, but the CadianJownal ofHigher Educdon is the only peer-reviewed periodical dedicated to pmmulgating research in the broad field of higher education.
Skolnik (1991) is the only scholar who has written on the study of higher education in Canadian universities. He noted that in Canada the study of higher education's Yfirst milestone was in 1964 when Robin Harris was appointed Canada's first professor of higher education, in the University of Toronto. Within the next year, pmgrams developed at both Toronto (O.I.S.E.) and UBC, and these two were joined by the University of Alberta in 1970 and the University of Mhitoba in 1978" (Skolnüt, p. 104). Graduate level study is offered at all four institutions, but "ody at O.I.S.E.is there an academic 45 department exclusively devoted to the study of higher education", and OIS-E. also is the "only one of the four institutions which offers all four degrees in higher education: M.Ed., MA, Ed-D., and PhD."(Skolnik, p. 104). As weIl, Skolnik reported that higher education programs in Canada are marginal and fragile enterprises, partly due to the low prestige they receive in the academic community; and hence, minimal resources are allotid to them.
Al1 three sources, however, note that a considerable amount of research emanates hmgraduate pmjects such as dissertations, and ofkn such research is overlooked in terms of malring scholarly contributions to the field of higher education. Sheffield indicated that research in higher education as a field is very important and is "relatively undeveloped in Canada" but that doctoral dissertations cannot be disregarded as providing "one of the richest sources of basic research in Postsecondary education" in Canada (Sheffield, 1982, p. 65).
Dennison also iterates the importance that graduate students play in contributing to the academic comrnunity. He noted that research done by post-baccdaureate students "at the master's and doctoral levels should not be overlooked" for each year they produce studies that add to the general knowledge base of the field (p.86). And, in responding to Dresse1 and Mayhew's concern that graduate programs in the field of higher education don't produce significant research, Skolnik noted that doctoral dissertations and master's theses are ohnignored and that "the contribution of research done by students in these programs ...is often considerable" (p. 112). In summary, the field of study of higher education in Canada began in the mid-196Us in Toronto and Vamuver. Currently, the study of the field in Canada takes place on four University campuses where approhately 300 individuals are involved in higher education research. Most knowledge in the field is generated by goveniment, scholarly associations and universities and is disseminated via reports and other various publications. The Ciznadian Journal of HigkEducdon is the only journal devoted specifically to inquiry in the field in Canada. According to Dr. Michael Skolnik, a leading schular in the field, graduate theses represent a substantial yet oflen disregarded contribution to the field of study in Canada.
A study conducted by Kellams (1975) found that knowledge in the field of higher education is produced by seven types of researchers. Professors of higher education, professors of education, graduate students, cotlege administrators, institutional researchers, professional researchers and non- education professors are responsible for generating the majority of research in the field of higher education. His study was based on a content analysis of abstracts located in the Inventory of Curent Research on Postsecondary Education 1972.
Similarly, in a more recent report, Dennison (1992) suggested that most Canadian research in higher education is produced primarily by three enterprises. He noted that universities and colleges, including professors and students, government and scholarly associations are responsible for generating the mqjority of new knowledge in higher education in Canada While the study of higher education has been characterized as an interdisciplinary field (Hobbs & F'rancis, 1973) that is "open to an array of scholars fimm diverse scholarly traditions" (Magnusson, 1997, p. 1911, its approaches to discovery and research have been criticized as being conventional and obstinate. It has traditionally, according to Keller, ben"in love with social sciencen(1985, p. 10) adhering to methods that ohnignore other research strategies (Milam, 1991).
Conrad noted that inquiry into the field of higher education "follows too namw a disciplinary research agendan that produces kmowledge that 9s lifeless and pedestrian, inward-lm* and parochial ...and that has generated few new findings" (1989, p. 202). Milam (1991) indicated that the field 9s fhated in objective social science" (p. 651) which is too rigid and stifies other forms of discovery. Keller reminded the research community that %igher education is not a discipline', and thus should be more accommodating to various approaches of discovery (Keller, 1985, p. 9). He urged researchers in the field to cease "subscribingto the notion that colleges and universities can and should be studied scientifically" because it produces literature that is "profuse and picayunewand because higher education's rigid "social science view is coming to be regarded as UIlfashionable." (Keller, 1985, p. 10).
New knowledge in the field of higher education, accordhg to Dressel and Mayhew, is transmitted through various media. They state that early research in the field, prior to the 197OYs,was Ufor the most part reflective and exhortative" and was dispersed mainly through monographs (1974, p. 27). The reporting of research afk1970, however, was fondin such publications as the Chronick of Higher Edrrcatt*on,conference proceedings, texts, 48 institutional reports and "hgitive literature - mimeographed and offset reports and documents distributed by universites, state agencies, and test- orgsnizations" (Dresse1 & Mayhew, 1974, p. 28).
Kellams (1975) found that the anticipated modes of dissemination of higher education literature by researchers in his surçrey of 279 abstracts of research-in-progress included book reports, books, journal articles, dissertations, conference papers, and ERIC documents. His investigation, though, examined only documents by researchers who were in the pmcess of completing research and who intended to publish theïr results through some vehicle.
Journals in higher education are important forums for the transmission of knowledge. Vockell, Asher, Dinuzzo and Bartok (1994) indicated that journals remain the most prevalent means by which research information is disseminated. Silveman noted that "academic journals ...serve as both archives for their fields and provide state-of-the-art literature" (1987, p. 39). Journals "both create and miror their fields (Silverman, 1987, p. 39), act as "media for the messages" of academe (Silveman, 1973, p. 681, and "cmprovide, unobtrusively, significant insights regarding a field's dynamics" (Silverman, 1985, p. 150).
Many journals in North America contain information about higher education, yet only a few are actually devoted to di sseminating research in the field of higher education. Bayeis study revealed that 209 journals periodically print articles whose contents include higher education topics (1983). Silverman noted that only twenty of the 209 publications print at 49 least seven higher education articles each year while eight others "have distinct editorial practices or policies to publish extensively in the field of higher education" (Silverman, 1985, p. 154). These eight journals are: Colkge and University, Educational Record, Higher Education, Journal of Colkge Student Development, Journal of Higher Edircation, Liberal Education, Research in Higher Educution and the Review of Higher Educution. These publications, according to Silverman, constitute the core journals in higher education fiterature. This list, however, is dated and not comprehensive. It is over a decade old and does not take into acwunt publications that have appeared since 1985. As well. the list does not include many non4J.S. periodicals, such as the CanadianJournal of Higher Eddon.
It should be mentioned that editors, like dissertation supe~sors,play important desin the publication of new knowledge in professional jounials. Previous studies conducted by Remer and Barclay (1978) and Silveman (1976; 1978) have examineci the issue of the influence an editor has on the creation and transmission of scholarly knowledge. They suggested that "editors are gatekeepersn(Silveman, 1975, p. 365) and in essence are the 'creators of future" knowledge (Silverman, 1978, p. 11). Nelson (1986) noted that editors are often "in contml of the communication networks in which decisions are made" (Nelson, 1986, p. 31). Silverman argued that editors are . . ohvery instrumental in determumg what gets published, what themes are promoted in the periodical, and what orientations the journal takes (Silverman, 1987) but fkequently do so in collaboration with other academics, obn "based on a system of peer review" (Silveman, 1976, p. 11). It must be noted however that, unüke thesis advisors, the editors of the Canadian Journal of Higher Edrrcati*onhave a diEerent role in influencing the content of the Journal. The Jodoperates under a peer review pmcess, in which a multitude of notable scholars collaborate in the publication-decision process. Thus the deof an editor of the Journal may be that of a gatekeeper or one of an administrator who relies on peers to aid him or her in selecting the publication of new knowledge. It is beyond the scope of this investigation to study the relationship between epistemological production and editorid influence in professional journals, since the Jownal in this project is only examined as a secondary instamment with which to compare doctoral dissertations.
This author was unable to identify research which examined dissertation dissemination in the field of study of higher education. The few studies that have examined thesis dissemination are found in the cognate fields of library science, public administration, and sociology. Librarians agree that academic libraries should "act as repositories... for theses and dissertations" (Patterson, et al; p. 282) yet note that easy access to these documents remain problematic for both the public and reference librarians due to inconsistency among individual libraries in how they are catalogued and shelved, often forcing institutions to improvise (Harris & Huffman, 1985; Khurshid, 1995; Ryans, 1991; Velez-Vendrell, 1988). Smeltzer and Hackleman (1995) surveyed the users of theses in the libraries of Oregon State University. They found that graduate students were the primary users of dissertations (64%), followed by fadty(23%), undergraduates (12%), and others (1%).Their results also indicated that users were consulting dissertations most ofbn when "conducting general research and research toward individual theses" (Smeltzer & Hackleman, p. 30).
White ( 1986) found that "Little dissertation research... is publicly communicated" and therefore such research %as little influence on the dissemination of knowledge' in the field of public administration (p. 227). He recorded the publication rates of 305 dissertation authors by tracing them through the Social Science Citation Index and discovered that only three percent published the hdings of their doctoral research. He indicated that "dissertations are a rich source of usable knowledge" but was disappointed to hdout that 'tequuing someone to write a dissertation is no guarantee that knowledge in the field will increase 'especiallf given the amount of time and energy that went into producing the thesisn (White, 1986, p. 229). White urged that "doctoraI graduates... entering academia..should be nurtured in the deas fùture contributors to lmowledge in the field" (White, 1986, p. 230).
Studies completed in the field of sociology also reveal low rates of dissemination of dissertation literature. McPhie (1960) tracked the authors of 385 dissertations in sociology over a twenty-three year period using libraiy circulation data, micronlm data and joumals and books. He found that "one- third had published from one to three articlesnof which "very few (less than three percent) had put their dissertation discoveries" in joumals and books. He concluded that "the likelihood that dissertations will be widely disseminated appears to be slimn(McPhie, 1960, p. 385).
Yoels (1973),who examined dissertation dissemination in sociology as it relates to the institution where it was pmduced as well as the school's 52 prestige, recorded the number of citations in two prominent sociologyjomd indices between the years 1955 and 1969. While his investigation did not report an exact number of authors who eventually published their theses results, he ascertained that "colleagues are the most likely consumers of dissertation mdings and the most likely agents of disseminationn Woels, 1973, p. 88). Yoels stated his database search, while thorough, did not include the extent to which dissertation hdings were reported in books, texts or other associatedjournals not included in the indices he examined.
More favorable results concerning the dispersal of dissertation hdings were reported in a study conducted by Hanson (1975). His questionnaire to 300 members of the American Sociological Association who received doctoral degrees revealed that 77% "reported at least one form of dissemination" (Hanson, 1975, p. 237). Respondents indicated the most common vehicles of dissemination occurred in journals, then at conferences, and then through research bulletins and technical reports. The least most common method were in books or chapters of books. Hanson indicated that by broadening the "definition of dissemination to include ...books, monographs, chapters, presented papers, journal articles, research bulletins and other miscellaneous forms of dispersd... a more extensive picture of dissertation transmission emerges" revealing that "a substantial majority of dissertations are disseminated through various media at some point in time" (Hanson, 1975, p. 238).
In summary, the majority of research in the field of higher education is generated by universities, government and scholarly associations. Dissemination of new knowledge in the field initially took place in 'fugitive 53 literature' (mimeographed reports and documents) dtho-h currently about a dozen journals are the main vehicles for dissemination. The Canadian
Joud of Higher Educdon is the only national peer-reviewed journal in Canada devoted exclusively to the field of study of higher education. However, doctoral dissertations, representing rigomus, scholarly inquiry, are mostly overlooked repositones of new research in the field. Research on merEducation Doctoral Rograms
Literature about Higher Education programs on the doctoral level cm be classified into two categories. Studies exist which exnmine programs on the micro-level, in which specific University programs are investigated, and research appears on the macro-level, where the field's history and ment state is studied on a systematic level. Literature that focuses on higher education pmgrams as an entity will be examined first, followed by a review of research conducted about individual programs at partidar institutions.
Several researchem have examined the purposes and goals of higher education doctoral programs. Dressel and Mayhew (1974) noted that in most "formal pmgrams of higher education... there is no general agreement" of aims and objectives (p. 105). However, they developed a typology for classifying higher education programs with regard to program mission. They observed that the objectives of sorne institutions lay in the preparation of senior-level administrators, others were involved in generating higher education fadty, while some programs sought to train teachers, especidy for two-year institutions (Dresse1 and Mayhew, 1974).
Crosson and Nelson (1986) in a survey intended to expand upon Dressel and Mayhew's study, found that the stated purpose of over 85 percent of higher education programs was the preparation of leaders for postsecondary education. Townsend (1990) noted that most programs are "diffuse in their purpose* in that they "ofken fail to distinguish between the needs of students whose primary career goal is to be a practitioner/administrator and those whose palis to be a scholar/researcher" (Tomsend, 1990, p. 170). 55 The goals of the Higher Education Group at the Ontario Institute for Studies in Education were outlined in the department's QuadrennialReport, 1977-1981. They included: (1) the offering of graduate courses and pmgrams in the field of higher education; (2) the pursuit of research in the field and ;(3) the dissemination of information in higher education (HigherEclucdon Group Quadrennid Report, 19774981,p. 4).
In 1974 Dressel and Mayhew's comprehensive examination of doctoral programs in higher education listed 67 institutions that offered either the Ph.D. or Ed.D. in the field. Their swey orgRnized many aspects of the institutions offering higher education degrees U1cluding: program objectives, admission requirements; degrees; specialties; axe and degree requirements; internships; and enrollments. Surprisingly, their exhaustive study did not mention dissertation research at aay length - other than stating that riigher education degree programs generally do not produce significant research - nor are they likely tom (p. 75) and that doctoral theses "are an unknown terrain... in higher education programsn yet "a cursory glance at some of them suggests that many are not particularly usefd" (Dressel & Mayhew, 1974, p. 28). However, Dressel and Mayhew further state that dissertations are "a source which could be systematically usenil in the -en (p. 28).
Several studies have examined the curricula of higher education to determine if a core body of literature exists in the field. Basil's (1980) dysis of four higher education program's curricula revealed that some program qualities were shared but many were distinct. She found that pmgrams follow a 'generally recognized pattern of preparation augmented by particular characteristics that refiect the nature of a specific program" (Basil, 1980, p. 167). 56 Bizzoco (1984) examined courses from several higher education doctoral programs to see if they resembled higher education classes offered at the University of Alabama. Her small survey revealed that there were a gmup of courses common among institutions. A more ment comprehensive study by Geis, Jones, and Skolnik (1994) investigated higher education introductory courses at thirty-two institutions. Th& sumey conduded "that there is almost no agreement on a cure literature within the field" (Geis, Jones & Skolnik, 1994, p. 35).
Unlike their American counterparts, Canadian doctoral programs in higher education have been minimally documented, and, according to Dennison have "received very little and spasmodic attention" (1992, p. 83). Skolnilis (1991) article pmvides the most mmprehensive information about higher education degree programs in Canada. Formal degree programs, Skolnik states, were established at Toronto and the University of British Columbia in 1965 "joined by the University of Alberta in 1970 and the University of Manitoba in 1978" (Skolnik, 1991, p. 104). These constitute the only four degree programs in the nation and O.I.S.E.(Toronto) is the only department "exclusively devoted to the study of higher education" and the only one that offers all four graduate degree: MA,MEd, Ph.D., and the EdD. (Skolnik,1991, p. 104).
Skolnik estimated that the total student body enrollment at al1 four institutions is appmxkately 250 and that mund 45 M-time, part-time, and adjunct faculty are associated with the four departments. He asserted that the field in Canada is ver y smd, when compared with the United States, that a degree in higher education has not "yet become a preferred labour market 57 credential" as it has in the U.S., and that more prestige is associated with doctoral-level pmgrams. However, Canada's higher education deparbnents mostly enroll rnasterWeve1 students (Skolnik, 1991, p. 107).
Sheffield's (1982)groundbreaking report was devoted to a discussion regarding research on pst-secondary education and not higher education pmgrams per se. However, he did identify seven university centers engaged in higher education research and estimated the total number of individuals involved in such research in Canada to be 743. This figure included university facdty, students and administrators as weU as individuals belonging to professional societies and governments and non-affiliated researchers (Sheffield, 1982, p. 41). Dennison's (1992)more recent description of the field in Canada counted five universities that house academic units devoted exclusively to the study of higher education. His chapter, however, does not discuss any other aspect of bigher education pmgrams in Canada
Siimmaw of Studies Examinhg Kigher Education Programs in Canada
AWR YEAR DOCUMENT TlTLE
Dennison 1 992 Higher Educatim as a Field of lnquiry in Canada Sheffield 1982 Research in Postsecaidary Education in Canada Skolnik 1 99 1 On the Study of Higher Education in Canadian Universitics
In addition to reviewing studies about the field on both sides of the border, characteristics of specific higher education education programs throughout the United States have been investigated. This study seeks to address the paucity of related Canadian literature by attempting to integrate the dissertation literature produced in Canada's only higher education department. 58 The earliest study that examined a specinc program was Irwids investigation of the Ed.D. program in higher education at Wayne State University in Detroit (1960). Using institutional records and a questionnaire, she sought to evaluate specific aspects of the higher education Ed.D. program as it pertained to 125 doctoral recipients. Irwin analyzed transcripts and admissions files to record personal characteristics, assessed class enrollment to note location and type of course work taken by recipients, and administered a survey to evaluate graduates' satisfaction with certain aspects of the program. In addition Lrwin examined speQnc characteristics of the dissertations in the program and concluded that the most frequent topic chosen was in the area of Higher Education Administration, that dissertation topic was often related to work (77%), and that only eleven percent had published material which reported their thesis redts.
Armstrong (1974) investigated higher education programs nation-wide via a survey of printed materials from fïfty institutions to discern common elements. He also administered a questiomaire to PbD. recipients of the University of Utah program in higher education who graduated in the 1973 - 1974 academic year. The results of his swey indicated that most students prefer having more stringent admissions requirements into the doctoral program, that they felt the smdstudentifadlty ratio be maintained, and the fore@ laquage requirement dropped.
Douglas (1976) sought tu evaluate, by means of the opinions of its graduates, the doctoral program in higher education administration at the University of Alabama. 'hohundred and @-six alumni who graduated 59 between 1970 - 1975 with a PkD. were surpeyed. Douglas reported that 16% of respondents rated the doctoral pmgram as superior, twenty-four percent as excellent, and f%y-three as average.
Sharpe (1991) specifically examined doctoral dissertations to determine the kinds of research students were pmducing in the doctoral program in higber education administration at the University of North Texas. He examined 280 theses written by graduates over a twenty-year period. Sharpe concluded that the primary focus of dissertations in the department concemed academic administration and that most students employed descriptive designs in their studies.
Summaxv of hkher education r>rogI.amstudies I YEAR INSTITUTION I ARMSTRONG 1974 UNlVERSiTY OF UTAH DOUGUS 1976 UNIVERSJTY OF ALABAMA lRWlN 1960 WAYNE STATE UNlVERSrrY SHARPE 1991 UNlVERSrrY OF NORTH TWq
As well, there exist studies that assess the demographics of higher education doctoral students, their satisfaction with a pmgram, career patterns, and their degree completion the. In addition, studies have been conducted examining higher education fadtygender, retirement rates, age, and professional satisfaction.
A study conducted at Nova University evaluated whether its Higher Education Department Doctur of Education degree was a suitable program 60 with which to train fadty and administrators of small religious institutions. A swey of current students and graduates indicated that both groups were extremely satisfIed with the education they received and many were willing to recommend the program to colleagues. Respondents indicated that their extreme satisfaction with the Ed.D. program was because the program had a required field-based practicurn, lacked a residency requirement, and emphasized the practical application of learning (Carlson,1989).
%O studies sought to identify exemplary graduate programs of higher education in the United States. Ten institutions emerged as the foremost higher education programs hmKeim's (1983) surrrey. They were: Co1umbia University (Teachers College); Florida State University; Indiana University; Michigan State University; Pennsylvania State University; Stanford University; University of California, Berkeley; University of Califomia, Los Angeles; University of Michigan; and the University of Texas.
A regional study of the best higher education programs in the Southeast United States was conducted by Miller and Vacik (1996). Their survey indicated that the top three prugrams in the Southeast were the University of Georgia; Florida State University; and the University of vvginia
Related Litemture on Journal Article Research
Researchers in numeruus fields have conducted studies using joumals in order to determine the treatment of specific issues in the literakire. For example, Burke, Ben-Ezra and Hurley (1992) reviewed 6,661 articles hmsix 61 mqjor couaseling psychology journals to demonstrate that research geared toward gays and lesbians is rare and infiequent. A similar investigation yielding comparable results was cmducted by Allen and Demo (1995). They studied 8,063 articles hmnine family research journals over a thirteen-year period to determine how research on gays and lesbians was uitegrated into the literature. Allen and Demo's content analysis revealed that research on the subject is quite limited with only about 1% of dl articles reviewed addressing gaynehian issues.
A study by Demos (1990) analyzed the content of 283 articles fimm the Jownal of Mankge and the Family between 1939 and 1987 and identSed that a large number addressed the culture-of-poverty thesis, and most utilized quantitative data collection methods; in addition, authors' institutional affiliation shifted fkom primarily black colleges prior to the 1960's to predomiaantly white institutions of higher learning by the 1980's. By exnmining such facets as topic, setting, and methodology, Alpert and Yammer (1983)were able to provide scholars a lucid representation of the kinds of research being conducted in the field of school consultation. Their analysis of 132 articles revealed that the majority of studies focused on the elementary school, were concerned with behavioral consultation, and mostly used sumey- questionnaires to obtain data.
In the field of study of higher education, several studies have been completed in which content analysis has been applied to higher education journals. Walsh, Passons and Pritchard (1969) sought to identify the topics and authors' institutional afnliation and geographic region hm399 research articles appearing in me Joudof College SuentPersonnel in order to 62 'provide some information about the centers of student personnel research and some understanding of the influences shaping the development of the Journaln (Walsh,Passons, & Pritchard, 1969, p. 403). Their analysis covering the first nine years of the The Journal of Colkge Student Personnel revealed that the topics smunding 'Student Charackristics' and 'Houshg were most prevalent and gmwing in number. In addition, they concluded that no one institution dominated research productivity although the top three generating schools included the Universities of Minnesota, Wisconsin and Iowa and that researchers hminstitutions in the East and West North Central regions of the United States contributed the most articles.
Tpn(1981) explored the publishing habits of women in the Jowdof College Stzuknt Personnel to determine if women had become professiondy more active over a five-year period in the field of student personnel. She examined 115 articles comparing years 1974 and 1979. Tyron found that women nearly doubled the percentage of their authorship of articles and more women in the latter year were either sole or primary authors than in the 1974.
A similar investigation was conducted by Creamer (1994) which examined articles written by women and about women in fou.core higher education journals. By counting ail female authors and applying content analysis of the keywords in the titles of all articles written in the Journa2 of Colrege Student Developmnt, Journal of Higher Edtulattatton,Review of Higher Edwation,and Research in Higher Education between 1987 and 199 1, she was able to ascertain that the number of female authors in the field "seems to have increasedn(Creamer, 1994, p. 35). Out of all four journals, she also 63 discovered the Journal of College Student Development published more articles, on average, by and about women, than the other three.
A recent compilation of artides in the Canadian Journal of Higher Edzuxtion was indexed by Dennison & Gregor (1996). They reviewed ail articles written hm1971 to 1995 and placed them into twenty-two broad groupings. The categories were: Adult and Continuhg Education; Community Colleges; Curriculum; Distance Education; Economics; Employment; Equity; Financing; Government; Graduate Studies; History, Public Policy, and the Canadian System; International; Management and Leadership; Planning and Futures; Professional Education; Professoriate; Psychology; Research; Scholarly Publishing; Sociology; Students; and Teaching and Learning. The compendium, however, did not provide an examination of articles by methodology or gender of author. As well, the topics were considered too numerous for comparative purposes, by this investigator, to be considered for use in this study.
Graduate Research, Professional Literature, and Academic Programs
The relationship between journals, graduate theses and higher education programs represents a dependent relationship. 1 will first attempt to explore this association and then examine studies that have tried to link the ciifferences between periodicals and dissertations. This section will then describe studies that have analyzed joumal articles, and will be followed by a description of studies that have examined higher education academic programs. Graduate theses, professional journais and academic pmgrams serve different purposes yet are inexorably linked with one another. West (1992) indicated that dissertations are hsed to satisfy requirements for a graduate degree" (p. 132). Scholarly journals, the most prevalent form of non- dissertation literature, are much broader in scope and "serve many purposesn including acting as "archives for their fields" and "providing state-of-the-art literature" (Silverman, 1987, p. 39). The objective of most academic programs, as will be merdiscussed later in this chapter, is to instruct, conduct research (Dresse1 & Mayhew, 1974), and prepare practitioners and scholars in the field of higher education (Tomend, 1990).
The interdependent relationship between knowledge contained in periodicals, researchers and academic programs is discussed in Burton Clarb>s lRe Higher Education Education System: Acaçlernic eganization in Cross-NationalPerspectiue (1983). He states that journals contain knowledge which "is the basic substance upon which ...p eople work in academic systems" (Clark, 1983, p. 25). Professional researchers and teachers are often the ones who "fashion and manipulate" new knowledge (Clark, 1983, p. 25). Academic departments, located within universities, house the professors who generate new knowledge, ohnfound in journals, and thus Yhelp define what currently counts as knowledge" (Clark, 1983, p. 26). Tfius, the department, professors and journals are all necessary components in the creation and dissemination of new knowledge. Students must interface with all of these three units in order to produce acceptable scholarly work in order to receive an academic degree. They, as pre-professionals, must generate original research that is judged by experts in the field, and in this respect parallels the type of scrutiny that research undergoes in the publication stage of a peer-reviewed journal. 65 to approval, is similar to that of a joumal article in that it is normdy reviewed by academics in the field.
One of the only studies that proceeded to compare the two bodies of literature was conducted by French and Raykovitz (1984). They performed a content analysis of doctoral dissertations in the field of school psychology to ascertain the nature of theses research conducted over a two-year period AS well, they attempted to correlate dissertation and journal content by comparing their hdings with those of a study that analyzed the content of articles appearing in five professional psychology journals. In trying to compare topics, French and Raykovitz noted that professional journals seme dserent des than doctoral dissertations and thus devote themselves tn different areas of research; however they neglected to elaborate on the ciifferences between the two. They found 37% of journal articles were devoted to professional issues and 33% to instrument development and validation, of which both topics few dissertations addressed. In their endeavor to compare the two bodies of literature, French and Raykovitz stated that journal article topics "have been forced to fitn with theses research "to allow for a comparison between dissertation content with the professional literature in the same tirne period" and as a result their "match is far hmperfect" (Fkench & Raykovitz, 1984, p. 77).
As rnentioned earlier in the chapter, a study conducted by Williams (1986) compared doctoral research in purchasing and materials management with research found in leading textbooks in the field. His skidy revealed that doctoral dissertations ignored key areas in purchasing management as outlined in core texts. He noted that as the knowledge base of purchashg and 67 materials management increases, research by graduate students for their dissertations has the potential of playing a leading role in advancuig the field ody if doctoral students broaden their choice of thesis topics.
White (1986) assessed the nature and influence of dissertation research in the field of public administration and found that a comparatively smdamount of thesis research is disseminated. His content analysis of ove 300 dissertations pmduced in the early 1980's revealed that 25% of all authors published material that appeared in the Social Science Index (these included refereed articles, book reviews, symposium papers, and research notes). However, only 3% of all dissertation authors published material related to their own theses hdings. He concluded that redts hmhis study indicated that dissertation research "does not seem to be a major source of publicationswin the field of literature in public administration (White,p. 232).
A similar study conducted by Blunt and Lee (1994) sought to determine the extent to which graduate students contributed to research in the publications Adult Etlucation and Adult Education Quarterly in the field of adult education. Their content analysis of research articles in the two jounials over a twenty-year period revealed that 'hearly half (46%) reflected the research and scholarly writing of graduate students" (Blunt & Lee, 1994, p. 141). This investigation uncovered the fact that graduate research "played an important role in building a corpus of knowledge" in the field of adult education and that preceding studies assessing the influence students have on a field 'have been underestimatedn(Blunt & Lee, 1994, p. 125). Summaries of studies addressing the relationship between graduate student research and ~rofessionalscholarlv literature
YEAR NATURE OF RELATIONSHIP FIELD IA"THoR I BLUNT & LEE 1994 Students make signifiant contributions to knowledge AOULT ED. FRENCH et al 1984 Dissertations and joumals serve very different rotes PSYCHOLOGY WHiTE 1986 Dissertations contribute minimally to body of knowledge PUBLIC ADMIN. ,WILLIAMS 1986 Dissertations ignore key areas of topic in field PURCHASING
In order to understand the context in which the Higher Education Group dissertations were written, a history of the department is outlïned. Below is a brief description of the Higher Education Group hmits beginnings to the early 1990's. It is not a comprehensive account of all the departmental events that have taken place over the Group's twenty-five years, rather it sketches an account of significant faculty appointments and departmental decisions that have influenced the doctoral program in the Higher Education Group over the last twenty-five years. Instructors in the Higher Education Group who did not officially supervise a thesis, and information that did not directly address doctoral students enrolled in the pmgram, were not included.
Hist;ory of the Higher Education Group
The roots of the Higher Education Gmup, and indeed the study of higher education in Canada, have been traced to the year 1964 when the University of Toronto appointed Robin Harris as Professor of Higher Education (Jones, 1997). Harris, alongwith Edward Sheffield (appointai Professor of Higher Education to the Higher Education Group in 19661, and John Macdonald (appointed in 1968) formed the initial are members of the early Higher Education Group (Higher Education Gram Rewrt to the Dean of Graduate Studies. 1976). In 1969, Bertrand Hansen joined the Higher Education Group as a Special Lecturer in Higher Education and became Associate Professor of Higher Education in 1971.
Harris, Sheffield, Macdonald and Hansen, dong with other academic administrators in the province of Ontario, met and discussed issues of higher education while attending meetings of the Cornmittee of Presidents of Universities of Ontario, the predecessor to the Council of Ontario Universities. They were interested in looking at the academic matters surrounding higher education and were eager to take discussion of these issues into the classroom on the graduate level at the University of Toronto (Rone, 1997 btemiew with Watson]). In 1965 Professor Harris offered the ktcourse on the study of higher education in Canada entitled "Studies in the History of Higher Education in Canada". 'ho years later, in 1967, Dr. Sheffield began teaching a second course 'Recment Issues in Higher Education".
The official academic program in graduate studies offered bughthe Higher Education Group vas "begun in 1969 at the University of Toronto ...with the notion that the study of higher education is a multi- disciplinary activity" (Hieher Education G~UDAnnual Report. 1978-1979, p. 1). The program was established by the Higher Education Gmup members who believed that "attention should be paid particularly to the development of knowledge and theory of higher education" (Hkher Education Gmur, Notes on 70 a Meeting. June 24. 1969). Initially, according to the 19704971 OISE Bulletin, courses in the program were designed for students:
i. who are or hope to be engaged in the administration of some aspects of higher education, either in an institution of higher education, such as a miversi@or mmmunity couege, or in an agency-govemmentd or otherwise-concerned with the public administration of higher education
ii. who are or hope to be teachers in institutions of higher education. WhiIe taking th& major subject courses in the discipline in which they propose to teach, these students may wish to take a course in higher education in order to becorne more familiar with the setting in which they will be sem.
üi. for whom higher education is related to a primary interest in such fields as adult education, educational planning, the history of education, the economics of education, the sociology of education.
The Higher Education Group's goals, stated a few years later in the Higher Education Group Quudrennial Report, 1977-1981,further described the fundion of the department. The aims of the Gmup were to:
a. offer a graduate studies program which enables students to obtain the degrees of MEd., M.A, Ed.D., and PhD. in Educational Theory (University of Toronto) with a specialization in higher education. b. offer graduate students specialized anuses in four msjor categories:
(1) Basic Studies in Higher Education (i. e. Hisf;ory, Philosophy, Comparative)
(2) Teachintz LearniiiP. and Curriculum in Higher Education
(3) Institutional Reseamh. Planning, and Administration
(4) Areas of Special Interest not clearly included under the above (e. g., Pmfessional Education, The Community College, Graduate Education, The Politics of Higher Education, Higher Education and the Law). c. offer non-degree programs in higher education designed for individuals already workhg in the pst-secondary system. d. pursue a research and development program which focuses on important issues, historical adorcontemporary in nature. e. pursue a field development program designed to apply the results of research and scholarship in the field of higher education to serving the needs of individuals or institutions in the Ontario post-secondary system. f. disseminate infornation and amdinate public events concerning contemporary developments in higher education. 72 In addition to Professors Harris, Sheffield, MacDonald, and Hansen, several other instructors joined the Higher Education Group in the 1970's. They included Drs. &thman and Byrne who were hired to teach courses in instructional memurement and policy, respectively. Both began their formal atfiliation withthe Group in 1974 (Shefneld, 1974).
Several students entered the doctoral program prior to official formation of the graduate component of the Higher Education Gmup (Hidm Education Gmup Rewrt to the Dean of Graduate Studies. 1976, Appendix B). The first student to enroll in the doctoral pmgram in the Higher Education Group was Peter N. Ross in 1965. The est doctoral graduate hmthe Higher Education Group was Edward E. Stewart who earned the Doctor of Education degree in 1970. After the 1970 convocation, the E6D. was discontinued in the Higher Education Group doctoral program but was reinstated in 1973 (Higher Education Groui, PreIiminam Budeet Submission 1975-1976, p. 1). The Doctor of Philosophy degree was offered continuously, without interruption,thughout the history of the pmgram.
Taus, the mid 1960's to 1977 was a period in which the department was established and supported by a smaU complement of instnictors and a small enrollment of graduate students. The Higher Education Gmup was an outgrowth of a gmup of individudg who were members of the predecessor of the Council of Ontario Universities. The academic unit of the Higher Education Group formally came into being in 1969, although graduate courses in higher education were btoffered on the University of Toronto campus in 1965. The unit initially designed its courses for teachers, administrators, and rnembers in cognate fields who had an interest in higher education. 73 Prior to 1977 the Higher Education Group was academicdy one of the subdivisions of OISE but administratïvely %art of the University of Toronto under the aegis of the Dean of Graduate Studies" (Hiber Education Gmuv QuadreIllnial Remrt*1977-1981, p. 2). In 1977, OISE reached an agreement with the University of Toronto to assume administrative responsibility for the Higher Education Group. This change, partly initiated by the retiring fiesident of the Universiw of Toronto, Dr. Claude Bissell, in the mid-197OYs, brought about increased actïvity within the Higher Education Group.
Under the auspices of the University of Toronto, the Higher Education Group was a very small program that primarily offered graduate level instruction to a handful of students. Only two to three courses were offered each academic year and they attracted minimal enrollment. Due to poor recruitment efforts, low visibility and a lack of program advertisement, the Higher Education Group had diflidty in attracting new students to dl four degree programs (EhherEducation gr ou^ Report to the Dean of Graduate Studies. 1976, p. 25). As a result, enrollment was reduced. The transfer of the program to the Ontario Institute for Studies in Education in 1977 spearheaded the growth of Group in terms of faculty complement, student enroIlment, and course offerings.
Also in 1977, Charles Pascal, a pmfessor at McGill University, was appointed Chairperson of the Higher Education Gmup (Rone, E. C. Chterview with Charles Pascal]). His appointment replaced Dr. Sheffield who retired that same year. He remained in that position until1981. Under Dr. Pascal's tutelage, and as a consequence of the Higher Education Group's administrative reassignment to OISE, enrollment in the doctoral program was greatly increased. As weU, Professor Pascal was able to recruit to the department Cicely Watson and Saeed Quazi hmthe Educational Planning Department in 1979 and Ian Winchester bmthe History and Philosophy of Education Department in 1980.
Several new facdty appointrnents and program developments occurred in the 1980's. In 1980, Michael Skolnik, an economist with an interest ui higher education policy, joined the Gmup. In 1986 Ruth Hayhoe, with an academic interest in comparative and international higher education, was appointeci Professor of Higher Education. In 1988, George Geis, origindy tkom McGüI University>sCenter for Teaching and Learning, joined the Higher Education Group as Chairperson (Higher Education Grour, Annual Rewrt and Budget Submission 1988/1989, p. 2).
In addition, a 1988 audit amduded by the Ontario Council of Graduate Studies (OCGS) reported that the Higher Education Group's doctoral program had the highest number of advisees per faculty member at the Ontario Institute for Studies in Education. This placed faculty in a position of acting as generalists rather than specialists since so much time was spent on supervising a diverse number of theses. In addition, the volume of supervisions demanded that faculty relinquish time from their own professional research. As a result, OCGS required the Group to place a quota on doctoral admits, suggested an increased enrollment level for master's students, and mandated that the Higher Education Group limit its fadty to appmximately six advisees at any one the. This resulted in a cap 75 on doctoral admissions which was liRed in the mid-1990's as more faculty were hired. As well, a new master's program with a speciaüzation in Health Professional Education was initiated in 1988. This program was, and continues to be, responsible for feedllig many students interested in health sciences education into the Higher Education Group's doctoral program.
There existed some facule at O.I.S.E.who had no formal ties with the deparhnent but were responsible for Higher Education Group doctoral thesis supervision. They represented about 20% of ail advisors in this study and ohsupeMsed no more than one or two dissertations. The utilization of non-Higher Education Group fadtyas thesis supervisors induded a specific expertise in a partiCU1a.r area, a student's interest in working with them. AU 23 faculty who supervised Higher Education Group doctoral theses between 1970 and 1995, dong with their acadernic interests, are listed in Appendix Xi.
From its humble beginniags in the 1960's, the Higher Education Group has grown into Canada's largest higher education department. As a result of a 1996 institutional merger with the University of Toronto and an intradepartmental reorganization, the Higher Education Group is now a semi- autonomous division of the Department of Theory and Policy Studies in Education of the Ontario Institute for Studies in Education.
In summary, the Higher Education Group initiated its doctoral program in 1969 at the University of Toronto. It began with a smdnumber of students and instmctors. In 1977, the program came under the academic auspices of the Ontario Institute for Studies in Education. This change marked a period of growth and reorganization in the department Throughout the 1980's, the department added new faeulty?which expanded the number of courses and specializations offered in the department, and continued its growth of emlIing more students. In 1996, as a result of an institutional merger, the Higher Education Group lost its departmental status and merged with other units within the Znstitute. For convenience, 1 dlrefer to the Higher Education Group as a department because this study focuses only on the time that the Gmup was an autunomous department within the Ontario Institute for Studies in Education (1970-1995).
Doctoral theses est emerged in German universities in the 1800's when the modem-day Doetor of Philosophy degree was introduced. Since then hundreds of thousands of dissertations have been generated, containing important research findings, the majority of which have not been disseminated.
Relatively few studies have examined the dissertation as a research subject. Research in the fields of health sciences, business and library science analyzed doctoral dissertations in order to discern trends in the field. Thirteen studies were identified that described characteristics of theses in various fields of education, and only a hmdful of Canadian-based research on dissertations were found on various database searches.
The interdisciplinary field of higher education began in 1893 at Clark University in the United States and in Canada in 1964 at the University of Toronto. In Canada it is skidied on four University campuses, and only at the Ontario Institute for Studies in Education was it, until recently, a fd-fledged department that offered four graduate degrees in the field. Studies conducted in the United States have examined certain aspects of higher education doctoral programs including the surveying of al&, evaluation of pmgrams on specinc campuses, and an analysis of dissertations produced in a higher education administration program. No such study examining higher education theses has been done on a Canadian campus.
Research in the field of higher education is comrnonly dissemulated in professional jounials. The Canadian Jourd ofHigherEducation is the only scholarly periodical exclusively devoted to issues in the field in Canada. There exists minimal literature linking dissertation research with journal research. In order to relate the two bodies of literature, as a way of discerning trends in the field in Canada, this investigation attempts to compare specific attributes hmHigher Education Group dissertations with those fmm research articles published in the CanadianJournal of Higher Edm.on. This study sought to examine selected attributes of doctoral dissertations written in the Higher Education Group between 1970 and 1995 and compare specific features with ones found in the published literature in the field. The purpose of this chapter is to explain the pmcedures used to collect and analyze data for this study. This chapter first describes the type of methodology employed in this investigation and then details the data collection methods and mding procedures applied to the doctoral dissertations and journal articles. The validity and reliability of the data mdy~isare also disnissed. The chapter concludes by speciSing how data were presented and analyzed. Each section of the chapter ends with a summary of key points.
Research Design
The following section describes the type of research methodology used in this investigation. The method is first defined and its suitability in this thesis is then defended. Advantages and disadvantages of the methodology are then mnsidered and foilowed by a description of its application to other research projects that have examined doctoral dissertations and journal articles. This section concludes with a summary.
The research methodology employed in this study is content analysis. According to Krippendorf (l98O),content analysis is a research technique utilized when studying documents that provides %ew knowledge, new insights, a representation of 'facts', and a practical guide to action by processing scientSc data" (p. 21). It also allows researchers to 'make replicable and valid inferences by objectively and systernatically identifying specified characteristics of messages" (Holsti, 1969, p. 14) which can "uncover meaning, develop understanding, and discover insights relevant to the research problem" (Merriam, 1988, p. 118). Content analysis is also the appropriate means to mange data that are disjointed. Fraenkel and Wden argue it 'establishes a categorical system for organizing open-ended information" (1993, p. 548).
Content analysis is an appropriate methodology for this investigation and was used to describe data and trends in the content of doctoral dissertations and in research articles hmthe Canadian Journal of Higher Educdon. It was chosen as a suitable methodologicd procedure because it enabled the researcher to classe and examine information that addressed the three broad research objectives of this study:
(1) What are some of the characteristics of theses in the Higher Education Group?
(2) What relationships exist between selected characteristics of the dissertations?
(3) How do selected characteristics of theses compare with selected characteristics hmthe Canaàian Journal of Higlrer Education over the same time period? 80 Design Sbngths and Wealrnesses
This sub-section diseusses the suitabrlity of the methodology employed in this project. The advantages of using content analysis in this investigation are first presented followed by a discussion of its disadvantages. The section concludes with a summary.
Content analysis has a number of advantages. First, it is an unobtrusive form of research that allows written data to be categorized and analyzed. Accurding to Hardee (1972),its inconspicuous presence "provides a distinct advantage in that the producers of the content under analysis are not aware that their product is being scmtinized" (p. 5). This investigation does not require reactive techniques (experiments, interviews, questionnaires, etc.) but requires information retrieval and information recording that does not affect the 'subjects' under study.
Second, it is an appropriate approach to arrange a large volume of data. Hardee states it is a desirable procediire when "classi£ication of a given body of content" is planned that will "yield data relevant to specinc hypotheses concerning that contentn(Hardee, p. 3).
Third, content analysis permits the researcher to study phenornena over periods of the. In addition, Babbie argues, the issue of safety is an advantage of this methodology. A researcher may '%otch up a survey or experimentn which may result in having to redo the entire project (Babbie, 1995, p. 309). Likewise, damaged or botched field notes may force the researcher to repeat the entire enterprise. However, the pmject may be 81 impossible to recreate, since the uevent under study may no longer exist" (Babbie, 1995, p. 309). The use of content analysis however makes "it easier to repeat than other research methods" because the information can be recovered and subsequently recoded (Babbie, 1995, p. 309).
While content analysis is the optimal method for this investigation, it is important to note some of its limitations. For one thing, content analysis involves the examination only of recorded materials. Accordhg to Babbie (1979),it "is bhd to some aspects of human behavior, such as nonverbal communicationw(p. 309). This study was restricted to analyzing only printed material in theses and journal articles and did not take into account in its analysis oral statements by authors nor did the investigation attempt to interpret underlying meanings within the text.
In addition, content analysis has been criticized as a methodology for researchers who have an aflinity for tallying data but are less concemed with understanding a partîdar phenornenon. Cartwright (1953) noted this aspect when he wrote "one of the most serious criticisms that can be made of much of the research employing content analysis is that ... one is struck by the number of studies which have apparently been guided by a sheer fascination with cuunting" (p. 466). However, this study was concerned with specific characteristics that were available only in archival documents, and only selected data collected hmthose documents were used in order to answer specinc research questions. Incidental and mcillary data were not retrieved if they did not directly relate to helping answer the main points of inquiry in this study. One additional criticism of conductiog this particular type of skidy, which utilizes content analysis as its primary research tool, is its ovemelience on descriptive data. Its important to note, however, that this approach has been used in nearly all other studies that have examined properties of theses (Babbie, 1989) and is considered the most appropriate when an investigation's objective is to answer "questions about dissertation research in a given field... and concerned with a smd set of characteristics of a population* (Gillis, 1986, p. 24). This study seeks to extend inquiry employed in previous studies by attempting to compare characteristics of dissertations with ones found in the professional literature.
In summary, the use of content analysis offers several advantages in the analysis of Higher Education Group doctoral dissertations. It is an inconspimous method that does not require reactive techniques. It has the capability of organizing a considerable amount of data, allowing the researcher to study that data over periods of time. An additional benefit is that the method is repeatable since the data have already been recovered nom their original source. Its limitation lies in the fact that only recorded material is exarnined. As well, content analysis does not take into account the context in which the author wmte the thesis nor does it attempt to interpret underlying messages within text.
Research Design in Related Research
Several studies in the field of higher education have utilized the same methodology employed in this investigation. Pmjects using content analysis in both theses and journals are reviewed below. This sub-section concludes with a summary. 83 Content analysis has been the primary research design for a pair of studies that focused on the malysis of higher education dissertations. Kirk (1970)investigated the application of an instrument to evaluate dissertations in the Department of Higher Education at Indiana University. He examined a random sample of 13 theses out of a total of 127 written in the department between 1959 and 1968. Similady Sharpe (1993) studied specinc properties, including topic and gender, of doctoral dissertations written in the Higher Education Administration Department at the University of North Texas. He assessed a total of 280 theses written between 1971 and 1991. Neither of these models, which were initially tested by the researcher fitting ten randomly selected theses to each rnodel, were ut;ilized in this study because they reflected research done in a department of higher education administration and did not express the more eclectic nature of projects completed in the Higher Education Group.
Content analysis was also used as the methodological technique in three studies that have examined research articles fiom leading higher education journals. Adolphson (1985) analyzed student personnel journal articles published in the early 1980's to discern research trends in the field, such as author gender, institutional affiliation and topic tiequency. The four journals that were investigated were: Personnel and Guidance Journal, Journal of College Student Personnel, National Association of Student Personnel Administrators Journal, and the Journal of the National Association for WomenDeam, Administrators, and Coumelors.
Nelson (1986) also used content analysis to report what trends had taken place in the field of student personnel during the 1960's, 1970'9, and the 84 early 1980's. nie three journals she examined were the Journal of Colkge SentPersonne 1, the Journal of the Na-onal Association for Women Deans, Administrators, and Coumelors, and the Natiod Association of Student Personnel Administrators Journal. Thomas (1986) also used a form of content analysis to explore such characteristics as what types of institutions publish findings and what kind of research method is most often employed. He examined all articles published in Research in Higher Eduation and Yk Jownd ofHigher Education between 1975 and 1984.
This sub-section has attempted to identify research that has employed the same methodology and aims as this investigation. Two studies hm campuses in Texas and Indiana, in which doctoral dissertations in graduate higher education pmgrams were examined, were identified. Simüarly, three studies were reviewed in which content analysis was used to discern trends in higher education periodicals. No study, however, was identified that compared the two bodies of literature - theses and articles. This investigation attempts to highlight speeific attributes from doctoral dissertations and journal articles for comparative purposes.
Research Design Summmy
Content analysis was chosen as the most appropriate methodology to employ in this investigation. It has the ability to organize large volumes of disjointed data, it is unobtrusive, and has the capaeto discern trends over time. As well, content analysis is a common approach to analyzing documents. It has been the technique applied in several studies that have analyzed doctoral theses in various higher education departments. Content 85 analysis has also been used to discem trends in the literature in a variety of scholarlyjournals. This researcher determined that content analysis was the most desirable method in seeking to retxieve and organke data finm graduate theses in an attempt to illuminate the contribution doctoral dissertations make to the field of higher education. The next section describes the process used to collect information from Higher Education Group doctoral dissertations.
Dissertation Data Collection
The following is a description of the method used to gather data hm graduate doctoral theses. The coding of the infornation is also explaineci. The reliability and validity measures applied to the dissertations are discussed. The section concludes with a summary.
A list identifjing all graduates of the Higher Education Group program at the Ontario Institute for Studies in Education was generated by the Administrative Coordinator of the Higher Education Group program in September 1996. Degree recipients who were not granted either a Ph.D. or an Ed.D., the only two doctoral degrees offered by the Group, were elimuiated hmthe roster. In addition, graduates who received doctoral degrees aRer 1995 were removed. This resulted in a total of 115 individuals who were identined as having graduated hmthe Higher Education Group at OISERJT between 1970 and 1995 (inclusive) and who received an Ed.D. (Doctor of Education) or a PbD. (Doctor of Philosophy). AU 115 doctoral dissertations were then located in the R.W.B. Jackson Library at OISE/UT. In aukimn of 1996, each thesis was consulted to obtain the title and verify the authois degree type, dissertation completion date, and thesis supe~sor.The following describes how the data, specifically each property, were collected hmboth the dissertations and the Cadian Journal of Higher Education.
Student Name and Thesis Title
This information was orighdyobtained from the list generated by the Administrative Coordinator of the Higher Education Group. Each doctoral thesis was reviewed in the R.W. B. Jackson Library. A review of the completed manuscript confirmed data obtained hmthe Higher Education Group offices, though in some situations minor corrections were necessary and the name and thesis title found in the dissertation were treated as the more accurate source. A List of all the theses was then compiled and mangeci in alphabetical order by author (see Appendix II).
Degree Type
Authors were recorded as being awarded either a Ph.D. or an Ed.D. for their doctoral dissertation. Each thesis was consulted to verify which degree the doctoral recipient reœived. Date
The year in which the dissertation was completed was obtained hm consulthg the title page of each thesis. If a discrepancy existed between the Higher Education Group List and what was written on the titIe page of the thesis, then the date noted on the dissertation was remrded. The information in the thesis was considered a more accurate refiection of the publication date. Only dissertations written between 1970 and 1995 (inclusive) were included in this investigation.
Gender of Author
Gender of the thesis author was obtained by analyzing the given name of each researcher. If there was uncertainty about the author's sex, the acknowledgement section of the dissertation veritied the author's sex by revealing the gender of the recipient's spouse or other close family members. Al1 dissertations were classified as having male or female authors through this process.
Page Length
Page length was tallied for each dissertation. Page length was obtained by counting the tutal number of pages of text. Page length was defined as the total number of pages of the dissertation including dl appendices and other related material. The name of the supervisor of each dissertation was obtained fimm consulting the Higher Education Gmup List which specifïed the professor that was officidy responsible for acting as chairperson of the student's thesis committee. This idormation was originally collected by trying to find the name of the committee advisor on each dissertation's title page, acknowledgement section, or abstract. However, it was dismvered that not every thesis author printed the name of his or her supervisor. Hence, this information was obtained solely hmthe Group List which proved most reliable. A total of 23 professors semed as dissertation supeivisors.
Respondent Types
The types of siwey respondents, if any, that the thesis researcher investigated were also recorded. Subject me was determined by, most ofkn, reading the researcher's research questions and other appropriate sections of the dissertation. Respondent type was recorded only if the investigators sampled and used a specifïc population in the study as part of theïr data. In other words, for example, an historical thesis that focused on the exfracurridar Weof women engineering students in Nova Scotia during the Second World War, and used only documents in the study, would not have been assigned a subject type. However, if four women engineering students who attended university in Nova Scotia during World War II were intaviewed and included in that study, that thesis would be assigned a subject type (vniversity/Community College Skidents). ARer all the subject types were recorded, nine (9) categories emerged that enabled the researcher to place dl types into respective categories. They induded University and Community Cdege Faculty (including teaching assistants, professional faculty), University and Community College Administrators and Staff (including Deans, semetaries), and University and Cornmuni* College Students (including undergraduate and graduate, part tirne). Also included were Health Professionals (including nurses, physiotherapists, and physicians), Government Personnel (from the municipal, provincial, or federal levels), Corporate and Industry Personnel (induding human resource specialists and mrporate executives), and Post- Secondary Alumni (including wmmuni~coIIege, University and trade school).
In addition, there was an Other category (including secondary school students and inmates, for example) and a No Subject Type. If a study included more than one type of population, than each subject type was included in the total. A cornplete listing of subject type, with fiequencies, can be found in Table 11.
Publication of Findings
Publication of research results by dissertation authors was examined to see whether doctoral recipients disseminated their findings in a traditional academic journal. Publication of dissertation findings was sought by accessing the ERX database. ERIC, which acts as a search tool for nearly all publications in the field of education in North America, was eonsulted because of its reputation for being comprehensive in its holdings. Two versions of the database, an American and an international one, were 90 accessed. An inquiry on both the U.S. and Canadian version of ERIC was executed by searching for publications by author last name. The search included years 1968 to 1995.
AU publications located by the author's last name were recorded. A crosscheck of both databases was performed to avoid duplication. Any duplicate records were discarded. The roster of authors who specificdy published research hdings based upon their doctoral research was further narmwed by eliminating all publications that did not resemble the authois thesis study. This was completed by reading the publication title and detennining0. if the document was a report of the fhdiags.
F'urthermore, publications that were dated more than two years prior to the year the degree was awarded were removed. This was based on the assumption that dissertation research hduigs are traditionally disseminated aRer the thesis has successfidly been defended or afler the preliminary data used in the research have been gathered and analyzed. Although searches were conducted for them, it was assumed that thesis authors who received their degrees in the mid-1990's, the most recent years of dissertations investigated in this study, did not have adequate time to submit a document for publication that would subsequently be listed in the ERIC database.
It is important to note the limitations in seeking the dissemination of results of Higher Education Group thesis authors in the ERIC database. Although ERIC is a comprehensive database, and obnincludes documents not directly related to education, it does not collect all published scholarly materials. Thus it is conceivable that not aU dissertation authors who 91 published their results in a book, journal, or conference paper would be Iisted in ERIC. As well, some graduates may have changed their name aRer receiving their degree. They would not have been included in this roster. The total number of students who published any material, as well as those who published the* thesis hdings, is reported in the next chapter.
The spatial focus, or setting, of each dissertation was noted and recorded. Research setting was defbed as the predominant geographic setting that the investigation concentrated on. If the study was a survey of al1 the community colleges in the province of Ontario then that particular thesis would be classined as having a provincial focus. If, however, the study was looking only at specific characteristics of teaching assistants at Fanshawe College in London, Ontario, then the classincation would corne under the Post-Secondary Campus Focus. Skidies that had interprovincial settings (between two or more provinces) were classified as National (Canada).
Seven (7) categories feu under the Research Setting rubric. They included Post-Secondary Campuses; Provincial; National (Canada only); International (a non-Canadian nation or Canada and a nomcanadian nation (8)); and Municipal Area (including a village, tuwn, county, municipal region, a city or metropolitan setting). As weU, an 0thcategory was established (for institutions iike pn~~nsand hospitals) and a No Spatial Focus for stuciies that had no geographic setting. Dissertation Subject HeadingdWord Descriptors
Subject headings and word descriptors for each dissertation were sought as an initial means of categorizing the theses by topic. The Dissertation Abstract International (DAI)database was utilized as a first appmach to classmtheses. DAI is the main clearinghouse for all doctoral theses written in the United States, including a large number of Canadian dissertations. However, the researcher soon discovered that very few doctoral theses authored by Higher Education Gmup graduates were registered with DAI; hence *fis approach did not prove viable. Similarly, the National Library of Canada database was also consulted for its descriptor words of theses. Contact with The National Library, however, revealed that The Library does not docate descriptors to dissertations sent to its archives. It instead uses the descriptors sent to it by its participahg institutions.
Thus, through a pmcess of elimination, the only source where all theses utilized in this investigation were classified by word descriptors was by the Cataloging Department of the R.W. B. Jackson Library of the Ontario Institute for Studies in Education. The Jackson Library database was accessed for its subject headings of all theses included in this study. Each dissertation was called up on the Library database and its word descriptors were recorded. AU the subject headings/word descriptors were then organized alphabetidy and listed in Appendix III.
This descriptor data mlleetion method resulted in a total of 125 subject descriptors for the dissertations, with most theses having at least two descriptors each (See Appendix III). It was decided, however, that this 93 method could not adequately capture, on an aggregate level, the topics of the Higher Education Group doctoral theses since such a very large number of subject headings had been assigned by the Cataloging Department. As wd, the inconsistent assignment of subject headings to the dissertations by the Cataloging Department made the classification system, using this method, unreliable. The researcher, instead, assigned an appmpriate topic to each dissertation according to a categorization scheme developed by the Higher Education Group at OISE. This process is explained below.
In seeking an appropriate classification system with respect to topic, five taxonomies of topics of study within the field of higher education were identifid and applied to ten randomly selected theses. Dresse1 and Mayhew's (1974)mode1 leR out subjects such as history and comparative education, two topics in which the Group has a fair number of theses. This template was thus not employed. Two models, one conceived by Silverman (1987)and another one by Sharpe (1993), were also applied to randomly selected dissertations but were found to rely too heavily on administrative research and not incorporate reflective or philosophical investigation. Similarly, a categorization system by the Canadian researcher Dennison (1992) pmved to be too limiting as his template only mmprised of three groupings, an amount that was decidedly tno small to amply exhibit the diverse range of topics covered in the theses.
It was finally decided that a modified version of the taxonomy system which the Higher Education Gmup itselfuses to classify higher education 94 specializations would best categorize the theses and satisfacbdy reflect the various subjects that the dissertations addressed. The final topics included Teaching and Leaniing; Professional Education; Administration, Planning and Management; History and Philosophy; Comparative and International Higher Education; and Other. All dissertations were categorized into the six topicd pupings.
Determination of Codùlg for Topic
Theses were coded according to the academic specializations used by the Higher Education Group, plus a sixth category 'Other'. The other five classifications included Teaching and Learning; Professional Education; Administration, Planning and Management; History and Philosophy; and Comparative and International Higher Education. AU dissertations were organized into one of the six groupings.
In determining the topic of each thesis, the abstract was first consulted to establish the proper topic code. If topic selection was unable to be ascertained fimm the abstract, then the dissertation itself was mnsulted to obtain Merdata which helped codbm the appropriate topic category.
A thesis was placed into the History and Philosophy cluster if the mqjorinitiative of the research was to record and explain a phenornenon that had previously occumed. Similarly, a thesis was also placed in the same category if the primary thrust of the project included a discussion of epistemology. For instance, Abbott's 1985 thesis entitled The Ongin and Fomdation of the Canadian Association of University Teachers" descflbed 95 the historical beginnings of a facule imion and therefore was catalogueci into the History and Philosophy category. While the thesis does describe a professional organization, and pokntidy could be placed into the Professional Education category, its principal focus lay in outlining the history of the organization. Similady, Gardner's project 'The Generation of Ehowledge: A Late Twentieth Century Episoden (1993) was organized into the History and Philosophy category because epistemology was the focus of the thesis.
The Administration, Planning and Management topic category encompassed dissertations in which the fundamental thstof the pmject emphasized either higher education administration ancllor management, or an aspect of educational planning. While Caton's 1991 thesis UAPreference for Prestige?: Commentary on the Behaviour of Universities and their Benefactors" may appear appropriate for placement in the History and Philosophy category, a further reading of the project reveded it was a description of the clîmate in which university development and fundraising operates.
The Teaching and Learning topic grouping constituted dissertations that dedt with the academic and classmm-based aspects of education. An example of a suitable dissertation in this category is Barrett's 'An Examination of the Relationships among English Placement Testing, Remedial Intervention, and College Success with Attention to Implications for Students with Special Needs in a College of Applied Arts and Technology in Ontario 1989-1991" (1993). This dissertation, although embodying certain administrative aspects such as admissions and attrition, was found to be most relevant to the Teaching and Learning classincation. F'urther readuig 96 of the work reveals that it chiefiy looks at facto= that would enable students to succeed in a community college classn>om.
A thesis was best suited for the Professional Education topic category if it dealt primarily with issues sumunding credentialling or training of individuals for a specinc occupation or profession. An appropriate thesis for this category included Alleyne's The Preparation and Professional Development Needs of Non-Academic Student Services Staff in Ontario Univemities* (1987). The title may have led some to place the dissertation in the Administration, Planning and Management classification because of its administrative inclination, or even the Teaching and Leaming category because of its didactic nature. However, upon further examination, it was felt this thesis was most suited in the Professional Education topic category because its principal objective was to ascertain the skills that a specinc profession, in this case student service personnel, need to be successfid campus administrators.
While the Higher Education Group does not have a speciahation in student personnel/affairs, it should be noted that several theses had the potentid of being placed in such a category if one had been developed. A few dissertations did examine aspects of student culture and many made use of students as respondents for surveys. A mqjority of theses that highlighted student issues however examined graduate and/or professional student matters and thus fit in the Professional Education category. For instance, a thesis that investigated the ethics of business students or one that examined the values of social work students were both placed in the Professional Education grouping because the studies themselves sought to examine the 97 relationship between the beliefs of students and aspects of theh respective professions, rather than examine philosophy of university students who happened to be enroUed in a pre-professional course. As well, theses that focused on student admissions, attrition/retention, and alumni issues were classified in the Administrative, Planning and Management category, while studies that examined the history of specific student contingents were grouped in the History and Philosophy category.
Findy, dissertations which examined issues beyond the confines of Canada, or which compared aspects of Canadian education with that of a foreign nation or nations, were deemed ComparativelInternational in topic. An example of such a thesis included Shin's "The Connexions Between Education and National Development in East Asian Countries: With Special Reference to the Structural Analysis of Higher Education Expansion and Economic Growth in the Republic of Korea" (1993). Theses which enveloped administrative, historical, academic or professional perspectives in another country were placed in the Comparative/lnternational category.
Dissertation Research Methodologies
The research strategies of theses were initially categorized under a system developed by Light, Singer and Willett (1990) who argued that research in the field of higher education can be classified into either descriptive, relational, or experimental research. A similar classification system created by KeiIams (1975) sorted research methodology into four major categories: descriptive; theoretical; policy; and developmental. A random sample of ten theses was applied to each mode1 and placed into 98 appropriate categories. However, it was realized that both classification systems did not adequately reflect the true essence of methodologies employed by thesis authors, both being tao broad to make effective cornparisons of methodology type. It was therefore decided not to use those models.
The research types outlined by Fraenkel and Wallen (1993) provided an adequate number of categories (6) with which comp8Tisons codd be made and also captured the variety of research types conducted by dissertation authors in the Higher Education Group. The research types included Historical; Qualitative; Surrrey; Causal-Comparative; Correlational; and Experimental. A random sample of 15 theses was classified according to Fraenkel and WalIen's design. AU nReen dissertations could be organized into this model. It was therefore decided to utilize Fraenkel and Wallen's system for classincation of all doctoral theses in this investigation.
Determination of Coding for Research Methodolog,
Theses were organized acmrding ta the primary research methodology they employed. Six groupings of methodological type were used to classe each dissertation. They included Kistorical; Qualitative; Survey; Causal- Comparative; Correlational; and Experimental.
In determining the methodology of each thesis, the abstract was bt consuited. If the methodological type could not be established hmthe abstract, then the dissertation itself was consulted to confirm the appropriate methodological category. A table was created outlining the six 99 methodological types which guided the researcher in determining which research type each dissertation fell under. These data are summaTXzed in Appendix IV.
A thesis was placed in the causal-comparative grouping if the researcher concluded that there was a Merence between groups but codd not determine for certain the cause of the difference. For example, Thomas- Edding's (1987) research comparing two groups of physical therapists suggested that in a clinical environment, veteran therapists appeared to have more sound reasoning susthan novice therapists. Her hdings in 'Tmblem- solving in Physical Therapy: Implications for Curriculum Development" suggest that she could only assume, but not confirm, that the ciifference between the two groups lay in professional experience.
A dissertation utilizing swey research was placed in the smey methodology category if its primary thrust was an attempt to obtain data from members of a population to determine the curent status and specinc characteristics of that population. Quinn's thesis (1995) utilized survey methods, specincally a questionnaire, in helping her ascertain the numemus ways nurses in Ontario obtain continuhg education units, if at all. Her research, entitled "An Examination of Various Aspects of Continuing Education With an Emphasis Upon The Motivational Orientations of Registered Nurses in Ontario", indicated that close to 95% of the province's nurses participate in mnthuing education acüvities.
Research that focused on some aspect of the past was put in the historical classification if the overall aim of the thesis was an attempt to 100 reconstruct a period of history and explain why certain events occurred. Stone's (1984) historical analysis of the Tomnto Institute of Medical Technology (TtMT) from the 1950% to the 1980's revealed that the mle of the TIMT complemented the cornmunits mllege system's training of medical technologists by offering programs which the mainstream colleges did net undertake. The data for his thesis The Tomnto Institute of Medical Technology, 1958 - 1983: A Study of Its Development and &le in HeaIth Sciences Education Outside the Mainstream of Education" were coliected hmhistorical and archiva1 documents.
Theses that employed experimental-type methodology were plaeed in the experimental category. Research in which at least one independent variable was manipulated while other relevant variables were controlled was deemed experimental. Dolan's (1987) research, which measured the legibility of various mixtures of ooloured text, was able to control dl other variables to validate that the most legible colour combination was green on black
A thesis was plaœd in the correlational grouping if it involved wllecting data in order to detemethe degree to which a relationship existed between two or more variables. This was evidenced in Barrett's (1993) thesis entitled "An Examination of the Relationships Among English Placement Testing, Remedial Intemention, and College Success with Attention to Implications for Students with Special Needs in a College of Applied Arts and Technology of Ontario 1989 - 1991". His hdings included the conclusion that remedial intemention participants have a higher attrition rate than those who do not participate in such a program in a CAAT. Finally, dissertations in which the investigator attempted to study naturally occurring phenomena were placed in the qualitative category. Included in the qualitative grouping were case studies, ethnographie studies and content analysis. Bell's 1992 study of the "Accdturation of Cultural Mhority Social Workers to Canadian Values" is an example of the qualitative method in that her study involved in-depth interviews with twelve immigrant social workers.
Reliability and validity were measures employed in this projeet. Light, Singer, and WiUett describe reliability as "the extent to which two sets of measurements of the same characteristic on the same people duplicate each other" (1990, p. 165). Similady, Babbie defbes it as "that quality of measurement method that suggests that the same data would have been collected each time in repeated observations of the same phenornenon" (1989, p. G7). Validity, according to Babbie is "a descriptive term used of a measure that accurately reflects the concept that it is intended to measure" (1989, p. G8). Light, Singer, and Willett argue validity udescribeshow well a measure actually assesses what you want it ton (1990, p. 150).
In order to establish validity and reliability of the taxonomy system established for both determination of dissertation research methodology and topic, a jury of five individuals hm0.I.S.EAJ.T. was selected. The panel consisted of two Higher Education faculty members, including one who teaches research methodology and another who is extremely well versed in research methodology. ûther jury members included two recent doctoral 102 graduates in the Higher Education Group Doctoral Program, both familiar with higher education research strategies and subjects. The nfth member of the jury was a current doctoral student in the nnal stages of her studies in the Higher Education Program who was familiar with research methodologies as well as with higher education themes and topics.
In May of 1997, al1 five jury rnembers were given five randody selected doctoral dissertations authored by graduates of the Higher Education Group and asked to classifjr them by topic and research methodology. Dissertations had previously been numbered 1 to 115 and five were selected using a table of random numbers created by Babbie (1990,p. 529). The thesis sample constituted 4% of the entire collection-
Panelists categorized dissertations according to modified models established by Fraenkel and Wallen (1993) for research methodology and by the Higher Education Group (1992) for topic. An agreement rate of 92% was reached by al1 five panelists. A discussion with the panelists &r the categorization process revealed that the 8% discrepancy was due to slightly differing individual interpretations of rnethodologies and topics rather than the classification mode1 itself. Thus, the meeting with jury members revealed that all the panelists were in agreement, except for individual nuances in meaning, with the analysis of the randomly selected dissertations with respect to topic and methodology. In order to Merensure that the classincation of methodology and topic selection for each dissertation by the principle researcher was as consistent and accurate as possible, the investigator coded theses twice and compared results. Babbie states that it 9s appropriate to make the same measurement more than once* in order to strengthen reliability (1989,p. 122).
A secondary coding of the 115 dissertations, according to topic and research methodology, was performed and compared to the fbst coding procedure. Results indicated an 81% agreement rate (or 93/115)between the ktcoduig and second coding of the research methodologies for dissertations. An 88%agreement rate (101/115) resulted from comparing the fhtcoding of dissertations according to topic with the second coding. The test-retest application Merenhanced the reliability of the instrument used to denote the appropriate research methodology and topic for each thesis.
Dissertation Data Collection Snmmaiy
This study was designed to examine specific attributes of doctoral dissertations and analyze trends with the objective of contributing to our understanding of higher education as a field of study in Canada. hom a list generated by the department coordinator, Higher Education Group theses were consulted and data were retrieved which allowed this researcher to record specific information. As well, ERIC, DAI, and the Jackson (0I.SXN.T.) Library databases were consulted. Data were then coded and 104 measures of reliability and validity were made to test for consistency and accuracy. The next section describes the pmcess undertaken to collect data hmarticles published in the Canadian Jourml ofHigher EduCatt*on.
Journal Article Data Collection
The following is a description of the method used to gather information fkom Cartudian Journal of Higher Education articles. The coding of data is discussed and reliability and validity measures are erzplained. This section ends with a summary.
A secondary analysis was performed utilizing articles written for the Canadian Journal of Higher Educatzôn. A content analysis of volumes 1 - 25 ( 197 1-19%) of the Canadian Journul of Higher Education was wmpleted in order fn answer the third objective Listed in this study, in which a cornparison of selected dissertation and journal article data is attempted.
In order make cornparisons between information fkom dissertations and journal articles, it was necessary to create a journal article database. AU volumes of the Canadian Journal of Higher Education were located in the R.W. B. Jackson Library and appmpriate information was remrded. Only manuscripts listed under the heading 'Articles" of each Jownal index were included in the analysis. It was decided by the researcher that commentary, reviews, editorials, features, etc. did not constitute the type of research that would be able to be adequately compared with doctoral theses. As well, the prto,cipal investigator's inability to write or read French prevented him hm Mly comprehending articles written in that language. Although Engfish translations of the abstracts were available, the abstracts often did not include enough detail to ensure that a reliable classification could be made. Thus it was decided not to incorporate them in this study. Editorials (n=40), bibliographies (n=16),book reviews (n=248),notes and commentary (n=45). documentation (n=3),reports (n=4), special features (n=46), articles written in French (n=57)and prose listed under the title ?Dialoguemb=2) were not included. ARer the preceding works were excluded, a total of 262 articles hm the Canadian Jourml of Higher Education remained and constituted the universe for the secondary analysis.
Each article's title, volume number and nurnber of pages were then recorded. In addition, the name(s) of the author or authors of each artide was noted as was their institutional affiliation. Also recorded was the methodology employed and the topic and the geographical location that the article focused on. These attributes were also coded as described below.
The primary locale that the journal article focused on was determined and recurded. The same outline used in assigning spatial focus to the doctoral theses was used. The seven categories included: Post-Secondary Campus (es); Provincial; National; International; Municipal Area; Other and None. Campuses that were unnamed in the article, primarily for reasons concerning ddentiality, were included within the Campus grouping. Sample Number and Percentage Respollse Rate
Correspondhg to the sample numbers and response rates in the doctoral dissertations, similar information was taken hm the Jownal articles. Articles which had subject participation were recorded for both total sample size and response rate, if any, of a survey. If the authods) utilized more than one survey, then each sample size and response rate was recorded. Likewise, studies that fded to mention either the sample size and/or response rate were not induded in the categorization.
Respondent Types
As with dissertation subject types, article subject types were determined and recorded. Only articles that sampled specific populations were marked and included in the database. Appropriate articles were categorized using the same classification scheme applied to thesis research. They include: University and Cornmunity College Fadty; University and Community College Administrators and Staff; University and Community College Students; Hedth Professionals; Government Personnel; Corporate and Industry Personnel; Post-Seamdary Alumni; Other and No Subject Type.
Author's Institutional Affiliation
The institutional atnliation of the article author was recorded. This information was obtained by consulting the fïrst page of each article where the institution was often listed beside the authois name. Data for this attribute were obtained for all articles except for three (3) single authored 107 papers where the organizational aniüation was not provided. No attempt was made to locate the institutional atnliation of the three authors because they represented a smd fraction of the total number of papers analyzed in this study. As wel1, their placement was scattered thmughout the twenty-five year span of the CadianJournal of Higher Education and it was thought that the absence of this information would not greatly affect the outcome of this data. In three cases where an author had two affiliations listed in the article (for instance, Mr. Smith was a graduate student at OISElLPT but also worked as a researcher at McGill University) the nrst institution was the only one recorded and used in the data.
Authm Name and Article Title
Each issue of the Carcadian Journal of Higher EdiLcdon was reviewed in order to retrieve the name of the author (or authors) and the title of each article. The information was recorded and transferred onto a database dong with other attributes of the journal articles (See Appendix 5).
Article Date & Volume, Issue and Number of Pages
Every issue of the Jou~was consulted in order to obtain all necessary data. Each volume number, dong with issue number and year of publication, beginning with Volume 1in 1971thmugh to Volume 25 in 1995, was recorded. The number of pages of each article were also noted and appropriately recorded. Each article, manged alphabetically by author, cm be found in Appendix 6. Gender of Author
Based upon the name of author, a determination was made as to the author's sex. In cases in which the sex of the author was in question, either because the fkst name was ambiguous (Le. Chris or Leslie) or because the publication provided only the first initial of the autho?s first name, a notation was made.
The investigator then constructed a list of authors whose gender was unknown (n=24). The chairperson of the thesis committee then reviewed the list in order to determine familiarity with the author and confirmeci the gender of the majority of authors. Authors whose sex was still unable to be determined aRer this stage were confirmed by accessing the appropriate university bulletins and, in some cases, caKng faculty members directly. The gender of all the authors were determined through this pmcess with only one (1)exception.
While each author of every article was recorded, only the first author, and the author's gender, was included in the analysis. This was done to sirnplify the procedure of cornparhg dissertation authors, of which there is always only one, with joumal articles, which can have more than one. Therefore only the fïrst author, who traditionally is the lead investigator, was included in this research. Second, third and fourth authors were not tallied in the results. However, it is worth noting that this researcher is aware that second and thid authors may make an equal contribution to the article and yet only one individual is listed as htauthor. Journal Subject HeadingdWord Descriptors
The Candiart EcEucation Index: was consulted in order to obtain subject headings and document type for each journal article as a means of providing further classification. The Canadian Education Index (CEI) provides a Iisting of all Canadian based pubfications in the field of education. However, it was discovered that many of the articles fimm the Candian Journal of Higher Educution were not catalogued on the CE1 roster. This information source was incomplete and therefore not utilized.
ARer an analysis of severd other databases, the extensive inventory of catalogued articles was found on ERIC. AU articles fimm the Jownal during the years 1979 - 1995 (inclusive) were located in the database. Descriptor words, desQibing the terms ERIC used to summarize the content of each article, were recorded and arranged in alphabetical order in Appendix W for 224 articles out of the total 262. Five hundred twenty-three (523) subject headings were obtained hmthis categorization process. Thirty-eight of the articles, al1 dating hmthe 1970's, were not catalogued by ERIC and thus not included in the alphabetical listing in Appendix W.
Journal Article Type
The document type of each article, as classined by ERIC, was noted and arranged for articles written between 1979 and 1995 (inclusive). This approach produced a roster of 19 different document types reflecting 221 Canadian Journa2 of Higher Education articles listed on ERIC. Document types are not listed on ERIC before 1979, leaving a total of 41 artides 110 excludeci from the ERIC Journal Document Type.
The classification system for research methodology was based upon an expanded variation by Fraenkel and Wden (1993). While the dissertations adapted success~yto Fraenkel and Wallen's paradigm, the journal articles did not always follow the same research methodological pattern. Often articles that were examined in this secondary analysis did not have the same research base as the dissertations. The theses appeared to be more lirnited in the type of research employed because their purpose was narrowly detbed as a scholarly examination for the pupose of fdfilling an educational requirement. Articles published in the Canadian Journal of Higher Edzmztion, on the other hand, were more broad in research type and topic. Some articles were a review of Iiterature or policy while others were excerpts fimm commencement addresses or portions of conference papers. Journal articles were much broader in their hction and were not confined to the more nmwpurpose of being a scholarly piece used to complete a degree requirernent as dissertations were.
Thus, in addition to the six research methodology types listed by Fraenkel and Wallen, a new category was created to reflect the varie@ of research types of the articles. The additional grouping was labeled 'review'. The review categury included articles which were proposais, discussions, commentary, literature and research reviews, economic and program evaluations, and profile, policy, and planning reviews. It is important to note that none of the dissertations would have been classifïed 111 under this category. The 'review' grouping included pieces that were a few pages in length that txeated subjects in an expeditious manner. Dissertations didn't fit inta this category because they had greater breadth and depth. As well, like the thesis classificationsl an 'other' category was included.
JodArticle Topics
The classification of topics for the joumal articles also had to be slightly modined hmthe list of categorïes used to classify theses to include a topic which was not present in the dissertations but clearly emerged as a separate topic within the articles. The topic category that was added reflected research that included the non-acadernic issues of traditional, four- year undergraduate students. Such subjects as student sexuality, residence life and student acculturation were not present in Higher Education Group theses. This is primarily due to the fact that the Group, unüke some other Higher Education Departments, has no specialization in student life and personnel issues. Thus, a sixth eategory entitied 'Students' was created dong with 'Othe?. The same determination process to confïrm the proper topic for each dissertation was also performed onjoumal articles.
Reliabüity and Validity of Jonrnal Article APalysis
The same method used to ensure reliability and vaüdity in the classification of theses was also employed in the analysis of journal articles. A panel of five jurists, all affiliated with OISENT, was assembled to categorize journal articles amrding to methodology and topic. 112 An attempt was made assemble the same panel that evaluated the doctoral dissertations. Not all individuals who participated in the theses panel were available. However, the researcher was able to assemble four out of the five panelists who were previously involved while a nRh person was substituted. The panel consisted of an OISE/UT fadty member as well as two recent graduates of the Higher Education Group Doctoral Program. In addition, there were two mntlyenrolled Higher Education Group doctoral students. AU five were chosen to be on the panel because of their extensive knowledge of higher education as a field of study and their cornpetence in recognizing and interprethg various research methodologies.
In June 1997, five panel participants were given copies of seven randomly selected journal articles from the Canadian Journal of Higher Educdon published between 1971 and 1995. The seven CadianJownal of Higher Educatt*onarticles constituted appmximately 3% of all the articles used in this study. Prior to the meeting, al1 262 articles used in the investigation were numbered 1 to 262 and seven were then selected using a roster of random numbers pmvided by Babbie (1990, p. 529).
All five panelists then categorized the journal articles according to topic and research methodology. An agreement rate of 89% was reached. A further review after the discussion with three of the panelists conceniing the articles not in agreement reveded a cornplete agreement rate.
As with the dissertations, the investigator coded journal articles twice and compared results as a way to ensure that the classification of methodology and topic selection for each article was consistent and accurate. A secondary coding of the 262 articles, according to topic and research methodology, was performed and compared to the first coding procedure. Results indicated an 89% agreement rate (or 235/262) between the first coding and second coding of the research methodologïes for journal articles. An 92% agreement rate (242/262) resulted hmcomparing the btcoding of articles according to topic with the second mding. The test-retest application further enhanced the reliabüity of the instrument used to denote the appropriate research methodology and topic for each journal article.
JodArticle Data Collection Sflmmary
This investigation sought to compare doctoral theses char acteristics with similar attributes found in joumal articles in order to discern trends in the field. AU editions of the Canadian Journul of Higher Education were consulted and appropriate information was retrieved and recorded. The data were then coded and measures of reliability and vaiidity were calculated to ensure uniformity and dependability. The next section discusses the interviews conducted as part of this investigation.
Interviews
Two semi-skwtured interviews, and one informal interview, were conducted with three former and current Higher Education Group fadtyin order to gain more insight on the department's history. One interview was with a former chairperson of the Group, one with an emeritus professor of the 114 department, and the third with a curent fadty rnember. These interviews were conducted in August 1997 and recorded on cassette tape. As a result of these meetings, a timeline was developed by the author highlighting major events in the department with respect to fadty appointments and program changes. The historical timeline and the transcripts of all the interviews are displayed in Appendix MI.
Several databases were used to identify research conducted on doctoral dissertations in education, its cognate areas, and the professional fields of business, library and information science, iaw, and medicine to ascertain if studies of dissertations have been undertaken in other academic fields. A total of 53 descriptor terms were applied to nine databases. A roster of key terms used is provided in Appendix M.
To research studies focushg on doctoral dissertations in higher education and related areas, the Canadian Education Index (1966-19971, Dissertations Abstracts International ( 1899-l987), ERIC ( 1966-19971, and Wilson (1981-1997) databases were consulted. In addition, searches were conducted in other professional areas in which doctoral level degrees are awarded. Studies in commerce and business administration research was located in the American Business Periodical Index for years 1969 to 1997. A search in the field of law and jurisprudence was undertaken in LegalTrac for years 1980 to 1997. Medline (1969 - 1997) and Medical and Pharmaceutical Biotechnology Abstracts (1976-1997) databases were consulted for the field of medicine. Searches in the pmfessional area of Iibrary and information 115 science was conducted in the Information Science Abstracts database for years 19794997. As well, database searches were also conducted to ascertain whether research similar to any of the 115 dissertations exAmined in this investigation have been previously carried out elsewhere. Searches for this information was conducted on the Canadian Education Index, Dissertations Abstracts International, and ERlC and International ERIC.
Procedures For Data Analysis
Descriptive statistics were used to analyze the dissertation and journal article data. AU information collected about the theses, in order to best answer research question (1) was tdied, and sums, frequencies and percentages were calculated. Simüarly, data collected nom the Canadian Journal of Higher Educdott were enumerated using descriptive means, with frequencies, percentages and sums used to appmach the second (2) research problem.
In order to compare certain pmperües of the theses with selected characteristics fkom the Jou~,as posed in research question three (31, statistical applications were employed. SpeQncally, Fischer's Exact Test proved to be the most appropriate method in comparing properties fimm the dissertations with attributes hmthe Jounial. Results are reported and presented in Chapter Four. Content malysis was the methodology employed in this study because of its ability to classify and examine information. Data extracted from 115 Higher Education Group doctoral dissertations were coded and catalogued. Selected data from articles written in the Canadian Journal of Higher Educdon, and hmother related databases, were also collected and coded appmpriately. Tests of reliabiIity and validity were performed on data hm the theses and journal articles to ensure coding accuracy and consistency. Semi-structured intemiews were conducted with several faculty members to provide an historical background of the Higher Education Gmup.
This chapter has described the methods used to collect, organize and code the data in this investigation. The next chapter reports and discusses thefindings. FINDINGS & DISCUSSION
Using content analysis, the broad purpose of this pmject was to analyze particular characteristics hmthe doctoral dissertations pduced in the Higher Education Group at the Ontario Institute for Studies in Edumtion at the University of Tomnto between 1970 and 1995. This analysis was performed in order to identi trends in doctoral dissertations in higher education and trends in the field of study of higher education in Canada. The appropriate data were gathered and tallied. A secondary analysis comparing specific characteristics of the dissertations with research hmthe Ca7UZdian Journal of Higher Education was also peflormed.
This chapter reports and diseusses the resdts of the data collection process as described in the previous chapter. Three primary research questions were investigated in this study. --four subordinate questions were developed in order to more Uyaddress the three principal objectives. These questions are individudy addressed below and serve as the outline for this chapter. Each research question is addressed, immediately followed by discussion. However, responses to some questions were brïef and only required a reporting of redtsthat did not necessitate discussion. Regardless, each hding is summarized after each of the major research objectives has been addressed. AU findings are summarized at the end of this chapter. Tables, found in the appendices, were created in order to display the information and address the research problems. QUESTION ONE
Primary Question i asks, What are some of the characteristics of doctoral dissertations in the Higher Education Group at the Ontario Institute for Studies in Education of The University of Toronto?
Question1.1
How many dissertations were completed between 1970 and 1995 (the first twenty-five years of the existence of the Higher Education Group) ?
A total of 115 doctoral theses were completed during the time period 1970 - 1995. An annual average of 4.6 dissertations were completed in the department during this time period. Table 1reports the number of doctoral theses written each year between 1970 and 1995.
In order to examine trends over time, the twenty-five year time period was divided into five-year intervals. This is displayed in Table 2. Ninety-one percent (105) of the theses in the Higher Education Group were completed &r 1981. The most proMc time interval was 1991 - 1995 when nearly 37% (42) of the dissertations were produced. A total of ten theses (9%)were produœd during the bttwo five-year intervals (1970-1980).
The low number of graduands in the early 1970's reflected the smallness of the early doctoral program in which only a handful of students were enrolled (Rone, E. [Interview with Cicely Watson], p. 2). The drop in the mid and late 1970's is most probably attributable to the poor redtment 119 efforts by facule and administrative members of the Higher Education Group, resulting in a lack of new students which threatened the viability of the program's future (Hieher Education gr ou^ Notes on a Meetùig, Se~tember.17. 1975, p. 1). Subsequently, after 1981, doctoral graduates increased in number, refiecting a deliberate initiative by Charles Pascal in 1977 to increase emhentin order for the graduate program to continue its existence and to grow (Rone, E. bterview with Charles Pascal], p. 3).
Question1.2
How many of the dissertations were PhD.'s and EdD.'s ?
Fifky-three percent (61) of the doctoral graduates were awarded a Ph.D. and the remaining 47% (54) received an Ed.D. Degree types listed by year are displayed in Table 2. In order to examine degree type over time, the twenty-five year time period was separatecl into five-year intervals displaying degree types awarded between the years 1970 - 1995. This is displayed in Table 1.
Numerically, more Ph.D. than Ed.D. degrees were eamed for each five- year period, except between 1991 - 1995 when Ed.D. degrees (22) outnumbered Ph.D. degrees (20). This same time pdod was also the most productive in terms of total output of both degrees, generating 37% (42)of ail dissertations examined in this investigation. The least productive time period appeared in the mid and late 1970's when only 3 Ph.D. dissertations (2.6%) were produced. There were no Doctor of Education degrees awarded in the 1976 - 1980 time intervd. 120 WMe there was a slight preference to enml and complete a PhD. program over an Ed-D.,the numbers indicate that the preference was smd (53%versus 47%), with the last five-year interval showing that slightly more students preferred writing a dissertation for the EdD. degree (22) than the Ph.D. (20). The preference for the Ph.D. degree by students is mirrored in other departments of the Ontario Institute for Studies in Education. Full-the enrollment figures for the Institute indicated that, in 1991, the latest year for which figures were available, 63% of doctoral students were enrolled in the Ph-D.degree at O.I.S.B. and 37% were seeking the EdD. (Watson,p. 15). In addition, Nelson and Coorough (1994) reported that in the United States the percentage of Ph.D. degrees versus Ed.D. have been increasing over time and continues to do so. This suggests that students in the Higher Education Group are more evenly distributed among the two doctoral degree types than other departments within the Institute and in other schools of education.
Carpenteis (1987)analysis of the PhD. and Ed.D. degrees found that "Zittle distinguishes the two degrees* (p. 283). At O.I.S.E., and in particdar the Higher Education Gmup, the clifferences between both degrees are found in the number of required courses and in the length of residency (OISE Bulletin, 1995-1996,p. 34). The relatively equal number of degrees conferred to Higher Education Gmup graduates perhaps indicates that the Ph.D. is sought for its prestige and the Ed.D. is sought because many students in the Group have been granted only a one-year sabbatical hmtheir work with which to complete the doctorate. Question1.3
How many theses were authored by males and how many by females?
Females and males each authored essentially half of the doctoral dissertations in the Higher Education Group between 1970 and 1995. eight (50.5%) of all the theses were written by men while women wrote 57 (49.5%). Table 4 presents the breakdom, by gender, of the annual production of theses during the twenty-five year time period.
Women produced only three doctoral dissertations in the years 1970- 1980, or 30% of the total completed during that decade. Between 1985 and 1995 however, women authored the majority of theses in seven out of the eleven years. The most prolific year for women occurred in 1987 when ten dissertations were completed by females, 71% of the total fmished that year. The most productive years for male doctoral recipients occurred in 1983 and again in 1993 when they produced 75% and 55%, respectively, of the total theses during those years.
In order to examine trends over time, the twenty-five period under investigation was divided into five-year intervals. During the first three intemals (1970-1975;1976-1980; and 1981-1985)men wrote the majority of dissertations in the department but the percentage of female graduates increased dwing each time interval. By the late 1980's (19861990)women wrote two-thirds (66%) of the dissertations in the department. In the last interval (1991-1995)females and males authored an equal percentage of d theses written in the department (50%/50%). Table 5 displays the gender of 122 dissertation author and year of degree by percentage.
The increasing number of women over time in the program has resulted in gender parity among doctoral recipients. This statistic does not mimr the student body at O.I.S.E.,which has been described as a "fernale place" (Watson,p. 12) and where seventy-four percent of students are women (O.I.S.E. Bulletin, 19954996,p. 6). The gender equity among graduates, however, suggests that the Higher Education Group is in line with higher education as a field. merhigher education units report that appmximately half of their students are female (Budig, Hammond, and Bailey, 1984; Crosson and Nelson, 1986; Gallagher and Hossler, 1987; and Townsend and Mason, 1990).
Questionf .4
What are the page lengths of the dissertations?
The mean, or average, page length of a Higher Education dissertation is 323 pages. Two theses were produced with each of the following page lengths: 201; 215; 229; 240; 242; 264; 273; 279; 367; 376; 406; and 505. AU other dissertation page lengths only occurred only once. The median, the point in the distribution in which fifty percent of theses page lengths were above and fiRy percent below the number, was 287. More about page lengths and their relationship to other attributes will be discussed in responses to Question 2. Question1.5
What were the primary research rnethodologies employed in the theses?
Dissertations were categorized into six methodological types. The classification system was based on a common categorization system developed by Fraenkel & Wallen (1993). The six methodological groupings are: Hi~torîc;Swey; Qualitative; Correlation; Causal-Comparative; Experimentd; and mer.
The rnajority of theses (90%) were classified as employing either Historie, Survey, or Qualitative research strategies. As expressed in Table 6, 27% (31) of theses were Histuric, 28% (32) utilized Survey methods, and 35% (40) employed Qualitative research methods. The remaining ten percent of theses were categorized under the three other methodological gmupings. Eight dissertations (7%)were listed as Correlation, two (1.5%) as Causal- Comparative and two (1.5%)as Experimentd. None was classifiecl as Other.
This data suggest that Higher Education Group theses have a different pdein tems of research methodologies compared to some other divisions of education such as educatiod psychology (experimentaVcausd-a>mpmative) and curriculum (correlational). The large number of theses utilizing surrrey and histone methods perhaps indicates the fact that most students and fadlyprefer to employ relatively orthodox methods of inquiy. However, the substantial number of qualitative dissertations (over one-third) and their increased use over the past quarter century suggest that students 124 and fadty have embraced alternative methods as well. Methodology in dissertations is MerdeScTibec3 in problems podin Question 2.
Question 1.6
In what research se* did dissertation authors focus their studies ?
The spatial settings of theses were classifïed into seven categories. They are: Post-Secondary Campus(es); Municipality; Provincial; National (Canadian);International; Otheq and None. 'henty (20) dissertations (17%) focused on pst-secondary campuses. Specificdy, seven (7) concentrated on the University of Toronto, and two on Mernorial University in Nedoundland. The Universities of Alberta, Waterloo, Calgary and Guelph as well as York University (Toronto) and Queen's University (Kingston,Ontario) were each the setting of a single dissertation. The remahhg five (3%) dissertations in this category limited their research setting to community colleges and a technical institute. AU five were located in Ontario; four of them were Colleges of Applied Arts and Technology. The nRh was the former Toronto Institute of Medical Technology.
Eight (7%)theses focused on municipalities and metroplitan areas. AU were Ontario based. Seven focused on aspects of Tomnto Metroplitan and one concentrated on the ûttawa area.
The most common research settïng was at the provincial level. Over one-third (39%) of theses focused on this setting. Thirty-seven of the dissertations examined Ontario while two looked at Quebec. No other 125 provinces were included as the pximary researeh setting for theses.
The second most popular research setting occurred on the pan- Canadian level. Twenty-three (20%) theses focused theïr research on Canada as a whole. Beyond the nation's borders, eight dissertations (7%) were counted among those whose research focal point was international in scope. Nations included the United States, the United Arab Emirates, Trinidad and Tobago, China, India, France, Germany, Tanzania, Kenya, Guyana, South Korea, England and Australia Several of the dissertations included more than one country as part of their research. Ten percent (12) of dissertations did not have a geographic setting.
The majority of thesis research conducted in the department concentrated on Ontario as the primary setting for the study. Nearly al1 dissertations that featured a university or provincial setting were based in Ontario, while all of the studies conducted in a community mllege or municipal context were set in Ontario. This indicates that the preponderance of dissertation authors in the Higher Education Group have found research problems mostly within a local setting. For the most part, most students have chosen not to place their research setting in other areas of Canada. The, financial constraints, and physical restrictions may also be factors in explaining why most investigations are based in Ontario.
Studies focusing on the university outnumber, by a ratio of three to one, investigations that focus on the community college, all of which are ûntario-based. While the number of community deges exceeds the number of universities in Ontario, graduate students in the Higher Education Gmup 126 prefer to research universities. Charles Pascal noted that traditiondy OISE has neglected to produce research focusing on the community wllege system (Rone bte~ewwith C. Pasd],1997). nie small number of dissertations could be refiective of his observation. Table 7 displays the research setting for the theses.
Question 1.7
Who, if any, were the respondents of the studies?
Twenty-two out of 115 studies included university and cornmunity wilege fadtyamong the populations examined. Fif&en theses involved the study of health professionals, including physicians, nurses, and physiotherapists. Corporate and industry personnel appeared in eight studies, including engineers, employers, corporate executives and human resource personnel.
The population that was most investigated were post-secondary students. TPPenty-four studies involved the collection of data on some aspect of the University or community coIlege student body. By contrast, university and community college administrators and staff were the respondent population in only twelve studies.
Govemment personnel were respondents in four theses. --four of 115 dissertations did not involve the collection of data hm specific populations. The 'ûther' category had ten groups of subjects which muld not be classified into the other groupings. They included professional association 127 members; hospital patients; inmates; primary and second- schad teachers and students; board of education members; recreation directors; young deaf adults; and high school and dropout youth. See Table 8 for a summary of the populations studied in theses.
While the Higher Education Group does not have a specialization in student personneUstudent &airs, many doctoral studies utilized community college and university students as their research subjects. As well, community college and university faculty were well represented in the respondent population. These two populations, dong with administrators, perhaps represent an easily accessible population for higher education graduate students to study. In addition, the menstudies that utilized health professionals may reflect the fact that health professionals are an important component of the student body in the Higher Education Group.
Question1.û
What were the topics of the dissertations?
Topics were divided into six categories: History and Philosophy; Administration, Planning & Management; Professional Education; Comparative and International; and Teaching and Lemming. An 'Other' category was added as well. Table 9 presents the dissertations classined by topic.
Thkty-two (2846)of the studies primarily dealt with issues mmding Administration, Planning & Management of higher education. Thirty-one 128 (27%) of the investigations concentrated on the historical or philosophic elements of higher education. Twenty-seven (23%) of the dissertations were primarily conœrned with Professional Education.
Eight theses (7%) were classified as having a Comparative andlor International focus. Teaching and Learning was central to eleven (10%) of the theses. A total of six (5%)of the dissertations could not be categorized in the five other classifications and thus were included in 'ûther'.
Nearly four-fifths (78%) of the theses were clustered in three topic areas: Administration, Planning and Management; Professional Education; and History and Philosophy. The data indicate that theses in the HistoricaVPhilosophical topic have ben relatively stable over the hventy-five year time span. Dissertations in the Administrative category have gmwn in number since 1980 when they fïrst appeared. It may be assumed that a large number of dissertations exist in the Administrative and Historical/Philosophic categories because of student interest in both areas. As well, a number of faculty, both recent and in the past, have been interested in these two topics within the field, thus pmviding students with adequate academic support in these areas. The relatively large number of theses devoted to professional educational issues is most pmbably a result of the department's history of enrolling health professionals (OISE Bulletin, 1970-1971, p. 139) and also of the department% M.Ed. specidization in health professional education, which has attracted a number of students interested in professional education. The relatively low number of Comparative/Internationd and Teaching and Learning theses suggest that these areas, at least for dissertation investigation purposes, are not as PO PU^^^ 129 among students in the Higher Education Group as are the other three areas. However, both the Comparative/Intemational and TeachingLeamhg categories have inu-eased since 1980.
How many theses authors published th& dissertation hdings?
A total of 45 (38%) out of 115 dissertation authors had publications Listed in the ERIC database. Collectively they either authored or coauthored a total 167 publications listed by ERIC. Eighteen (41%)of the 45 authors, or 16% of all the dissertation authors studied in this investigation, produced papers based on their thesis research. Twenty-two documents, which included journal articles, conference papers, and book chapters, reported the results of dissertation research. The twenty-two documents represent 13%of aIl publications of the total of 167 works authored by the 45 reseders who =te dissertations in the Higher Education Gmup between 1970 and 1995.
FiReen (83%)of the eighteen authors who published their fïndings did so in the same year as the* degree was awarded or after. Three (17%) authors published their findulgs the year before they were granted a doctorate. Fourteen (78%) of the eighteen authors published their findings in one publication. Four authora (22%) disseminated their dissertation research in more than one publication. Table 10 lists the graduates of the Higher Education Group doctoral program who published their hdings. A small percentage (16%)of dissertation authors published their hdings in scholarly publications, most of whom published their results in just one publication. The majority of Higher Education Gmup doctoral graduates do not disseminate their research findings once the thesis has been completed. This supports other hdings that attest to the fact that the majority of doctoral recipients "never publish a single article" (Ward & Grant, p. 176). One may assume possible reasons for the low dissemination rate may include the reluctance of students to submit their work for journal publication or conference presentation or the rejection by scholarly joumal editors of such submissions. One might also assume that for many doctoral graduates, publication is not a requirement of their occupational positions and therefore there is little professionaVcareer motivation for publication. However, a low dissemination rate prevents important research fïndings conducted by graduate students hmcontributing to kmwledge in the field.
Question One and its subquestions formed the foundation of the database used in this study. A summary of its major points is described below .
QUESTION ONE - S-Y
A total of 115 doctoral dissertations were completed in the Higher Education Gmup between 1970 and 1995 with the mqjority completed ahr 1980. Essentidy half of the dissertations were written by females and half by males. Although men authored 70% of the studies during the first ten years of the doctoral program, an equal nurnber of males and females authored dissertations during the last five-year intemal 131 (1991-1995). Fm-three percent of theses were written for the Ph.D. and the remaining 47% were written for the Doctor of Education (EdD.) degree. Although there appears to be a slight preference for the PU.among doct~d recipients, since the early 1990's an equal number of both degree types were completed in the Higher Education Group. The average length of a dissertation was 323 pages.
Ninety percent of theses employed either Historie, Survey, or Qualitative research methods. The remaining ten percent utilized Correlational, Causal-Comparative, or Experimental research designs. Over three quarters (78%) of the dissertations were in three topic areas: Administration, Planning, and Management; History and Philosophy; and Professional Education. The balance of studies (22%) focused on Comparativehtemational Higher Education, Teachiag and Learning, or were assigned to the category 'Othe?.
Faculty and postsecondary students were the most frequently used research participants in theses. The most popular research setting for the studies were either provincial or national. Just 16% of the 115 authors examined in this investigation published their research findings in books, conference papers, or scholarlyjomals.
In the next section 1 address associations that exist, if any, between the attributes derived from answering the first set of questions above. A summary of the major points addressed follows. Question 2 broadly asks, What relationships exist between selected characteristics of the theses? Supporting questions specincally address associations, if any, between partidar attributes of Higher Education Group doctoral dissertations.
What is the relationship between supemisor and degree type?
A total of 23 O.I.S.E. professors supervised 115 doctoral dissertations in the Higher Education Group over the 25 year period hm1970 to 1995. A total of eleven (11)supervisors were associated with just 1 dissertation. Two supervisors were responsible for overseeing two theses each and three pmfessors managed three theses each. The five most pmlific supervisors included Professors Geis, H&s, Skolnik, Watson, and Winchester. Together they were responsible for 70% (80) of all theses written in the Higher Education Group between 1970 and 1995.
FiRy-three percent (61)of the theses were written for the Ph.D. degree and forty-seven percent (54) were written for the Ed.D. AU supervisors except four (4) oversaw at least one Ph.D. dissertation. FiReen (15) pmfessors supedsed at least one Ed.D. thesis while the remaining eight (8) did not direct any Doctor of Education research. Table 11 displays all advisors and the number and percentage of dissertations each supervised. The rnainly even distribution of degree types among supemïsors indicates that faculty do not disthguish between the PhD. and Ed.D. at the supervisory level of graduate studies. An examination of the top five theses advisors shows that these advisors oversee supervised a nearly equal amount of degree types. As in many educational institutions, very little differertce exists between the Ed.D. and the Ph.D. degrees (Nelson and Coomugh, 1994). The Higher Education Gmup, with respect to supervisory preference, reiterates this characteristic.
Question2.2
What is the relationship between supervisor and advisee gender?
A total of seven theses advisors oversaw dissertations authored only by men. Six supervisors directed projects exclusively authored by women. Wo supervisors had an equal number of male and female supervisees. It must be reiterated that nearly half (48%) of the advisors in this study only supervised one graduate student. Table 12 displays the gender of each advisor's students included in this study.
A total of 45 females and 35 males were supervised by the top five advisors. A majority of women wrote under Professors Geis (56%), Watson (64%) and Winchester (67%). Males were the majority advisees under Professors Harris (70%) and Skolnik (54%). For the most part, these ciifferences are relatively small. The comparatively even gender distribution of advisees among supervisors suggests several scenarios occurred in the Higher Education Group. Female and male students, when seiecting advisors, chose a particular professor based on their gender or mother variable, such as the instructois academic interest or particular methodological perspective. Conversely, professors may have indicated their willingness to serve as a student's advisor either based on gender or another attribute, such as an interest in the topic or an eagerness in working with the student to develop their project. Most pmfessors in the Higher Education Gmup who are supervisors have advised a fairly even number of male and female students.
Question2.3
What is the relationship between superpisor and page length?
Cher two-thirds (69%)of all dissertations were clustered in the 200-299 and 300-399 page-length groupings. As well, over seventy percent (72%) of dissertations written for the top five pmlific supemisors were in these two groupings. Ten percent of theses were between 100 and 199 pages long while twenty-one percent were over 400 pages in length.
Thirty-five percent (8)of the professors who supeivised doctoral theses in the Higher Education Group generated dissertations in which the average page length exceeded 400 pages. The highest average, 579 pages, as well as the lowest, 215 pages, belonged to faculty who only supemised one doctoral thesis. One faculty member supervised a total of thirty-three dissertations with a page length total of 10,818 pages. The least amount of pages produced was 215 pages for a professor who only advised one doctoral thesis. A total of 36,990 pages was generated in all theses examined in this study. Tables 13 and 14 display the page length of dissertations supervised by each facul@ member.
Most fadty advisors in the department appear to have their advisees write dissertations between 200 and 399 pages in length. This suggests that an acceptable and standard length of a theses in the Higher Education Gmup is approximately between 200 and 400 pages long. In recent years, the length of theses in the department has decreased considerably. Changes in page-length over time will be discussed later in this chapter.
Question2.4
What is the relatiomhip between dissertation supervisor and methodolo&y?
Three professors advised projects that covered four of the methodologies (Geis, Holland, and Skolnür) and one faculty member (Watson) supervised research which employed five of the six methodologies outlined in this study. However, no faculty member supervised projects which covered all six methodologies. Table 15 displays each supervisois theses methods.
Five faculty members fkom the List of 23 advised 80% of all theses written in the Group. Table 15 displays the five professors (Geis,Harris, 136 Skolnik; Watson, and Winchester) and the distribution among methodologies. The most fiequent methodology utilized under Professors Hds(90%) and Winchester (40%)was historical. Sweymethods were the most pop* for students supe~sedby Professors Geis (45%)and Watson (37%). Professor Skolnik's students preferred qualitative methods (46%)over other research designS.
The distribution of the various rnethodologies among dissertations supemîsed by higher education faculty suggests that professors have the capability and knowledge to supervise projects that use different methodological approaches. This factor may be a result of the relatively small size of the Higher Education Group, placing fadty in the position of supemising as 'generalists' in response to the large number of supervisees . It may also be reflective of the fact that higher education is a field of study, not a discipline, and thus employs a variety of methodological appmaches.
Question2.6
What is the relationship between supervisor and topic?
Almost three-quarters (74%) of all advisors supe~sedtheses which fell into three or less topic categories. Three supervisors advised dissertations which spanned dl six topic categories. These three pmfessors (Skolnik, Watson, and Winchester) also supemised the largest number of theses during this time period. More doctoral theses (32) were classified as administrative, management and planning pmjects than any other classification. Tbelve professors, or 52% of all theses advisors, supervised at least one dissertation that fell into this category. Ten advisors (43%) oversaw 31 theses in the history and philosophy grouping. An equal number of faculty (9 or 39%) supe~sed27 doctoral theses in professional education and 11 in teaching and learning. A total of eight comparative and international dissertations were supe~sedby seven (30%) advisors. The six theses in the 'Othe? category were supervised by five (22%) professors.
An analysis, by percentage, of the most productive supemisors, accounting for a total of 70% all theses, was performed. Three of the top five professors had at least one dissertation in all topical categories, one encompassed four, and the remaining one in two. The majority of two of the supervisors' (Drs. Hdsand Winchester) theses (90% and 528, respectively) feu within the history and philosophy category. The most fkquent topical areas for two other professors, Drs. Geis and Watson, came under the professional education rubnc (34% and 46% respectively). Administration, management, and pIanning of higher education was the most popular topical area for Professor Skolnilr's advisees (46%). One could argue that this analysis corresponds to the major research interests of the faculty involved. Tables 16 displays the topics distributed among all23 supervisors and Table 17 among the top five producing supercTisors.
The broad range of thesis topics supervised by higher education fadty suggests several broad conclusions. Many supervisors in the Higher Education Gmup have interests in the various subfields of higher education 138 which equip them to supervise studies in those areas. As well, the srnaIl number of core faculty in the Group necessitates that advisors may have to supervise a bmad range of topics rather than a select few.
Question2.6
What is the relationship between gender and degree type?
The majority of Ph.D. recipients were female (36 or 59%). Women authored 3996, or 21, of the Ed.D. degrees written in the Higher Education Group. Conversely, men wrote the majom (61%)of EdD. dissertations and two Ws(41%) of the Ph.D. theses. Tables 18, 19, and 20 outline the fkquency and percentage figures with respect to degree type and sex.
In the Higher Education Group, women eamed more Ph.D. degrees and men eanied more Doctor of Education (Ed.D.) degrees. Several reasons rnay exist. Men enrolled in the program, moreso than women, may be in professional positions that have allowed them to procure a leave of absence in order to complete the residency and dissertation requirement of a doctoral program. The Institute's residency requirement is one year for the EdD. and two for the PILD. Conversely, more women regîstered in the doctoral program may have decided to leave work pemanently or may not have had a permanent position, and thus enrolled in the W.D. program, which involves a longer residency requirement. Question2.7
What is the relationship between gender and page length?
A total of 36,990 pages of text was written for 115 dissertations. Male dissertation authors wrote a total of 19,409 pages of text and women were responsible for 17,581pages. The average page-length of a thesis written by a man was 338 pages. The average for a female author was 3 12.
Females mtemore dissertations in the lowest page-length category. They were responsible for eight theses in the 100-199 page range, representing 14% of all dissertations written by women. In the same category, men wrote three theses, representing five percent of all the male authored dissertations.
The highest page range category, six hundred plus pages, had two female authors, accounting for four percent of all dissertations authored by women. The same category contained five percent (3) of d dissertations written by men. Numerically, males and females wmte an equal amount of theses in the 200-299 page-length category. They authored 25 dissertations each, both accounting for 43% of theses written by males as well as females. Tables 21, 22 and 23 display the relationship between gender and page- l=&-
One may assume that the discrepancy in page length among males and females exists because of the type of dissertations that were generated by males. During the first decade of the pmgram, the mqjority of authon 140 were men. Many of the dissertations written during that time period were lengthy historical theses. As well, over one-thhd (38%)of dissertation research written by male graduate students in the Higher Education Group was histuricd. Women, as noted below, produced shorter dissertations that utilized survey and qualitative methods. This may provide an explmation for the difference in page length between sexes.
What is the relatiomhip between gender and resedmethodology?
Women and men had different profiles in terms of research methodologies for dissertation research. The most utilïzed type for males was historicd research, which was used by 38% (22) of men. The most popular research methodology for females included sumey (2 1) and qualitative (21) both of which were applied in thirty-six percent of ail theses written by women. The least employed methodology was experimental research in which one (2%) was written by a male and one by a female. No causal-comparative (0%)studies were written by women and only two (3%)by men.
Within each methodological type, it was found that men wrote the majority of historicd (71%) and causal-comparative (100%) type theses. Women authored the majorïty of smey (66%), qualitative (52%), and correlational (62%) type dissertations. Both males and females wrote the same number of dissertations (1) using experimental research procedures. See Tables 24,25, and 26, for a display of gender and methodology. One possible explanation for different methodologies employed by men and women is that the research problems they attempt to address are diEerent. Other studies have suggested that women produce more research that is more subjective and humanist while men tend to use appmaches to inquiry that are perceived to be more objective and gromded in the traditional scientific method (Menges & Exum, 1983; Sampson, 1978). On the other hand, given the smd sample size, it is dinicult to know whether these clifferences are a fûnctim of gender or simply a function of individual interests or other cornplex variables.
What is the relationship between gender and topic?
The mqjority of historical and philosophical theses were written by men (68%). Males also authored the majority of administration, planning and management dissertations (66%)and comparative and international theses (62%). The majority of research dealing with professional education (89%) and teaching and leaming (55%)was conducted by females. Men and women wrote an equal number (n=3) of dissertations classified in the 'Other' category.
Among males, the most fkequent dissertation topics induded those de- with history and philosophy (36%)and administration, planning and management (36%). The topic with the least frequency among male researchers was professional education (5%). The most popular topics among female authors included professional education (42%), administration, 142 planning and management (19401,and history and philosophy (18%). Women wrote the least number of theses dealing with compmative/international issues (5%).
One possible explanation as to why most dissertations in the history/philosophy and administrati~n/planning/managementcategories were written by males may be because many more men enrolled in the Higher Education Group during the first -en years of the doctoral program than women. Since those two topics were the dominant ones in the early years of the program, and since women students emlled in greater numbers only more recently, this may explain the male majority in those topic categories. One possible explanation for the preponderance of females produchg work in the professional education category may be the number of nurses who enroll in the program. Bean and Kuh's (1988) reseatch found that women tend to research topics "that are consistent with traditional fernale 'personality characteristics F. e. nurturance]" which may provide an explanation for the majority of research on teaching and learning being conducted by women (Bean & Kuh, 1988,p. 141). Of all the topical categories for the dissertations, teaching and learning is possibly the most associated with the notion of succor and assistance. Data that address this question are displayed in Tables 27,28,29, and 30.
Question2.10
What is the relationship between methodology and degree type?
Theses utiüzhg historical, qualitative and correlational research 143 methodologies were mainly written for the Ph.D. degree. Percentage wise, they are, respectively, 55%, 58% and 88%. Causal-Comparative (50%)and Experimental(50%)theses were evenly split between the Ph.D. degree and Ed-D. degree. The mqjority of dissertations (62%)using survey research methods were written by Dodor of Education recipients.
The methodology most mmmonly employed by theses written for the Ph.D. was qualitative. Twenty-three dissertations (37%) of dl Ph.D. dissertations used this application. The most hqpently used methodology for Ed.D. research was the survey method. Twenty (37%)prajects utilized this methodology. The least used methodological types included causal- comparative and experimental, in which both the Ed.D. and PhD. shared two each. Tables 31, 32, 33 and 34 display data on the relationship between degree type and methodology.
Question2.1 1
What is the relationship between methodology and page length?
More pages were written for dissertations that utilized qualitative research than for any other type of methodology. A total of 40 theses (34%) employed qualitative methods. Collectively they accounted for 13,972 pages of text with an average page length of 349. Thllty-two theses (28%) that primarily used survey research methods accounted for 8,834 pages of text with an average page length of 276. Data that address this question are displayed in Tables 35,36,and 37. Within methodological categories, historical theses were found to have the highest average page length. The mean length of an historical dissertation was 357 pages. Historicd theses accounted for 11,069 pages of text located in 31 dissertations and represented 27% of all theses. A total of eight theses (7%) were coded as utilizing correlational methods. They accounted for 2,071 pages of text with a mean length of 259 pages.
Two experimental and two causal-comparative dissertations were identified in the theses collection. Ekperimental research represented two percent of all dissertations written and was responsible for a total of 590 pages. The average length of an experimental thesis was 295 pages. Causal- comparative research represented two percent of all dissertations as well, and accounted for a total of 454 pages. The average page length of a causal- comparative dissertation was the lowest of aU six research methodologies - 227.
Within methodological categories, the longest theses (600 pages or more) all employed historical research methods. They represented a total of four theses. The thirty-one theses in the historical method grouping were the only ones that spanned alI six page-length categories, ranghg bm148 pages to 757 pages. No other methodological types had lengths that ranged fkom 100-199 to 600+ pages.
Numerically , dissertations utilizing both survey and qualitative methods in the 200-299 page-length category had the most cases. Eighteen dissertations were found in this page-length category, accounting for 56% of all theses written using survey methodology. Eighteen qualitative 145 dissertations were also placed in the 200-299 page-length grouping, accomting for 44% of dl qualitative dissertations. Tables displaying the relationship between methodology and page-length can be found in Tables 35, 36, or 37.
Question2.12
What is the relationship between methodology and topic?
The majority of theses (90%) utilizing histurical data collection methods were placed in the history and philosophy category. For@-four percent of researchers using surrrey methods did so in the area of professional education as did forty percent of qualitative-type studies. The most &quent use of correlational studies occurred in both administration, management and planning (38%)and teaching and learning (38%). Causal-comparative research was conducted solely in the area of administration, management and planning ( 100%). Experimental type research was evenly split between professional education (5û%) and 'Othe? (50%).
Within topics, theses in the area of history and philosophy primarily used historical methods (90%). Ten percent of history and philosophy dissertations utilized qualitative data collection methods. The majority (54%) of administration, management, and planning studies used qualitative methods, as did comparative and international higher education (62%). Survey methodology (52%) was the most frequent research design for professional education dissertations. Teaching and learning favored bo th survey (36%)and qualitative (36%)methods equdy. The majority of studies in the 'Othe? 146 grouping utilized smeymethods. See Tables 38,39 and 40 for a description of methodology and topic.
Question2.13
What is the relationship between topic and degree type?
History and philosophy (30%)was the most popular topic of Ph.D. dissertation authors, followed by administration, management and planning (25%). Twenty-one percent of Doctor of Philosophy dissertations focused on professional education and eleven percent concentrated on teaching and learning. The least fiequent topics among Ph.D. projects included comparative and international (82) and 'Othe? (5%).
Among Doctor of Education theses the most common topic was administration, management and planning (31%)followed by professional education (26%). Tkventy-four percent of EdD pmjects focused on history and philosophy and seven percent on teaching and learning. As in Ph.D. theses, the least common Doctor of Education theses topics included comparative and international (6%)and 'ûther' (6%). Tables 41, 42 and 43 exhibit the relationship between topic and depetype.
Question 2.14
What is the relationship between topic and page length?
Cher two-thirds (68%)of doctoral theses in the Higher Education Group were between 200 and 399 pages in lem. Eleven percent (13) were five hundred or more pages long and ten percent (11) were between 100 and 199 pages. Tables 44,45, and 46 display how many dissertations fd into each of the page length categories.
Within higher education topics, 35% of history and philosophy theses were between 300 and 399 pages in length. Only three percent were between 100-199 pages long. In the administration, planning and management category, nearly half (47%) were between 200 and 299 pages long. SK percent were six hundred pages or longer and six percent were between 100- 199 pages. The mqjority (51%)of professional education dissertations were between 200-299 pages long. Only four percent were five hundred pages or longer.
Over four-fifths (82%) of teaching and leaming theses were between 100 and 299 pages in length with the remahhg eighteen percent evenly split between the 300-399 page category (9%) and 400-499 pages (9%). Nearly two-thirds (63%)of comparative and intemational theses exceeded 300 pages in length with the remainder (37%)being between 200 and 299 pages long. There were no comparative and international theses under 199 pages. Almost half (49%) of dissertations in the 'Other' category were between 200- 299 pages long. The three remaining dissertations in the 'Other ' gmuping were evedy divided into the 100-199, 300-399, and 400-499 page length categories.
Within page length divisions, almost half(46%)of dissertations written in the 100-199 page category were in professional education. None was 148 written in comparative and international higher education. Of theses between 200-299 pages long, twenty-nine percent were in administration, planning and management. Six percent were written in comparative and international higher education and six percent in 'ûther'. The most fhquent topic for theses between 300-399 pages in length was history and philosophy (40%).Ody four percent were written as teachùig and learning dissertations as weil as in the 'OWclassifiication. Thirty percent of theses in the 400-499 page category dealt with both historical and philosophical topics in higher education as well as in administration, planning and management. Eight percent were each written in teaching and learning, comparative and international higher education, and 'Othe?.
Over two-thirds (37%)of theses between 500 and 599 pages in length were in the historicd and philosophical topic category and just 13% were in professional education. There were no cases in teaching and learning and 'Other'. Only two topic categories had dissertations that exceeded 600 pages. The history and philosophy category was associated with the mqjority of long dissertations (60%),and administration, planning and management projects made up the balance (~WO).
Question2.16
What is the relationship between year and degree type?
In the past, a greater number of Higher Education Group students completed the Ph.D. degree versus the Ed.D. In recent years an almost equal amount of Doctor of Education and Ph.D. theses have been written. 149 The twenty-nve year time period being exaniined was divided into five- year intervals in order to display changes over tirne. Duriag the entire 197OYs, the number of Ed.D. degrees completed (3) was less than half of the total number of Ph.D. dissertations (7). During the 1980's (1981-1990) the gap diminished, with 34 Doctor of Philosophy theses produced and 29 Ed.D. dissertations. A btal of forty-one PhD. theses were written during the 1970- 1990 time span while 32 Ed.D. dissertations were produced during the same period. The last five-year intemal, 1991-1995, reveds that more Ed.D. theses were written (22) than PhD (20). Table 2 displays degree type within each five-year intemal and Table 47 displays degree type by year .
Question2.16
What is the dationship between year of dissertation and gender?
A total of 57 men (49.5%) wmte both Ed.D. or PhD. theses between 1970 and 1995. Fifty-eight women (50.5%)wmte Doctor of Education or Doctor of Philosophy dissertations during the same period. As previously mentioned in Question 1and displayed in Tables 4 and 5, males authored the majority of dissertations in the Higher Education Group during the 1970's. Beginning in the early 1980's, women started writing more doctoral dissertations, with females authoring the maijority of theses in years 1982, 1986, 1987, 1988, 1990, and 1992. Exactly half (50%)of the dissertations were written by women in 1985 and 1994. Question2.17
What is the relationship between year and page Iength?
A total of 115 doctoral dissertations were produced between 1970 and 1995 in the Higher Education Group. These theses generated 36,990 pages of text. nieaverage page length of a doctoral thesis is 322 pages.
In order to esnmine page length, years 1970-1995 were divided into five-year intervals. The average page length between the ktinterval (1970- 1975) and the last interval (1991-1995)dropped hm499 pages to 284 pages, or 57%. A Merreduction in theses page length is seen in the average of shortest and longest theses written during the five-yea.intervals. The shortest thesis is reduced in page length for each five-year interval, hm 324 pages in 1970-1975 to 125 pages in 1991-1995. An exception exists for years 1976-1980 when the shortest jumps up nearly 50 pages to 376. hirther evidence of decreasing page length is seen when examining longest page length for each of the five-year intervals. Between 1970 and 1995, the longest dissertation went hm757 pages to 536 pages, a ciifference of nearly 220 pages. Thus, one can conclude that the average length of a dissertation has decreased over time. Table 48 displays page length according to the five- year intemals.
On an annual basis the most prolific years for dissertation production were 1987 and 1993. A total of 14 dissertations were produced in 1987 yielding a total 4,573 pages, with an average page length of 327. 1993 pmduced eleven dissertations totaling 2,521 pages, with an average page 151 length of 229. The years that generated the most pages were 1987 and 1983 and the years with the highest page averages were 1974 and 1977. No dissertations were written in years 1971, 1978, and 1980. Table 49 exhibits page length total and average for each year between 1970 and 1995.
Question2.18
What is the relationship between year and methodology?
The first decade (19704980) of the Higher Education Group doctoral program generated a total of ten dissertations. Eighty percent were classihi as utilizing historical methodology. The remaining twenty percent (2) used qualitative methodology. nie data that address this question are displayed in Table 50.
Prior to 1983, no theses used survey research methods as the primary means of colIecting data. Also, prior to 1982, the use of correlational methodology was not used in dissertation research. Causal-comparative type research ktappeared in 1988. Oniy two experimentd studies were counted among the 115 dissertations, both appearing in 1987. These data indicate that there has been a gradua1 increase in the diversity of research methodologies over the past twenty-fïve years.
Question2.19
What is the relationship between dissertation year and topic? The first dissertation written in the doctoral program (in 1970) was focused on the history and philosophy of higher education. A total of 31 theses focused on this topic category with a majority of them (77%) written aRer 1980. Theses dealing with administration, management and planning of higher education were all completed after 1981. Research focusing on professional education in the Gmup was fkst produced in 1973 however 9696 of theses concentrating on this topic were mïtten aRer 1980. As well, all pmjects emphasizing comparative and international higher education were completed &er 1980. The &st teaching and learning dissertation was mmpleted in 1979 but 91% of the dissertations in this topic category were completed in 1983 or later. AU of the six dissertations in the 'Othe? category were completed during the years 1984 - 1988.
Doctoral dissertations were not eompleted in 1971, 1978, and 1980. In nine calendar years one topic was the only topic for all theses produced in those years. Ody in two years, 1983 and 1993, did all completed theses include at least one study fimm each of the five topical areas. See Table 51 for a display of topics by year.
Question2.20
What is the relationship between degree type and page length?
A total of 36,990 pages of doctoral research were WTitten in the Higher Education Gmup between 1970 and 1995. Of that, nRy-four percent (20,128 pages) were vmitten for Ph.D dissertations. Forty-six percent (16,862pages) were authored by EdD. recipients. The average page length of a WD degree 153 was 330 pages and 312 for the Ed.D. This Merence is obviously not significant.
In order to examine dissertation page Length and degree type, theses were divided into six categories according to page Iength: 100-199 pages; 200- 299 pages; 300-399 pages; 400-499 pages; 500-599 pages; and 600 pages or higher. The shortest dissertation was 125 pages while the longest was 757. Tables 52,53,and 54 display the relationship between page length and degree type-
Within the page length categories, 28 Ph.D. dissertations (258 of all dissertations) were written in the 200-299 page range. This number represents the most hmany single page range category. The smallest number of theses were found in the 600+ category in which both 2 Ph.D. and 2 Ed.D. dissertations were written. These four represent 4% of all theses written. Aside nom relatively minor variations, the data did not indicate signincant differences in average page length by degree type. QUESTION THaEE
This question was, How do theses characteristics compare with the corresponding characteristics of the Canadian Joudof Higher Educdon articles between 1970 and 1995?
The following research objectives were addressed in order to ~onstnict a J0wm.d database. They included specincdy,
Question3.1.1
How many articles were published between 1970 - 1995 indusive?
A total of 723 article-length compositions hmall issues (1970-1995) of the Canadian Journal of Higher Education were initidy counted and remrded. Only manuscripts listed as 'ArticIesY in each issue were included. Editonals (n=40),bibliographies (n=16),book reviews (n=248),notes and commentary (n=45),documentation (n=3), reports (n=4), special features b=46), articles written in French (n=57)and prose listed under the title 'Dialogue' (n=2)were not included in this study. Afbr they were excluded, a total of 262 articles from the Canadian Journal of Higher Education remained and mnstituted the universe for the aaalysis of Journal articles.
To examine trends over time, the twenty five year period was divided into five-year intemals. Both sets of data are also displayed in Table 54A. The smallest number of articles were published in the first intemal (1971- 1975). Each of the three succeeding intervals (1976-1990) was 155 responsible for generating appmximately 20% of the articles investigated in this study. Articles written between 1991 and 1995 constituted over 25% of the journal manuscripts examined in this thesis.
When exsmining the five-year interval table, it appears that the growth in the number of studies published in the Jodclosely corresponds to the growth in the number of doctoral dissertations in the Higher Education Gmup. Both the periodid and the Higher Education Group began generating research in essentially the same year (1970). ARer 1980, the number of studies hmboth bodies of literature increased vastly. This concurs with the author's discussions (Rone, 1997) with Pascal and Watson in which it was reported that graduate doctoral theses in the department began to substantially increase around 1980. An increase in the number of articles appearing in the Canadian Jourd of Higher Educcrtion is evident around the same time, most probably attributable to a number of factors including a possible change in editorial policy which sought empirical growth in the periodicd as well as an increasing interest among researchers to publish in the Journat. Lt shodd be noted that the increase in the number of articles mund 1980 also corresponds to an increase in the number of issues per year and in the number of articles published per issue in the Jod.
Question3.1.2
How many articles were authored by males and how many by fernales?
Tables 55 and 56 display the gender of article authors for each year of the Jownal behveen 1971 - 1995. A total of 204 authors (78%)were male 156 and 57 (22%) were female. This andysis included only single-authored articles and individuals listed as ktauthors. Non-lead authors were not included in this malysis.
For twenty-two out of the twenty-nve years, the majority of published articles were Wfitten by men. In 1986,1992, and 1993 women authored the majority of articles. In six years (1971, 1972, 1973, 1974, 1977, and 1980) men wrote all the articles or first-authored all the articles.
To further examine trends over time, the twenty-five year period w as divided into five year intemals. A growth in female participation is noted between the early 1970's and the early 1990's. During the first interval (1971-1975) men were responsible for 94% (32) of the articles and women (6%). In the second interval (1976-1980) males first-authored 92% (54) of articles and females 8% (5). In the early 1980's (1981-1985) males first- authored 85% (44) of the articles and females fht-authored 15%(8). Just under one-third (31%)of the articles written during the period 1986-1990 were bt-authored by women and men were the lead writers in 69% (33). During the ha1 intemal (1991-1995) men first-authored 61% (41) of articles and women first-authored 39% (26).
The likelihood that a woman was a lead author in a research article in the CadianJournal ofHigher Edudon during the years 1970 - 1995 was less than 25%. While more articles by females have been published in recent years, the majority of lead authors continue to be males. This is consistent with other studies that found that "women continue to be less likely than men to authorjournal articles, even in fields such as education, where they earn 157 the majority of doctorates* (Creamer, 1994, p. 35). One such study found that 83.7% of journal article authors were male (Silveman, 1987). Only in the early 1990's has the Jownal moved toward gender parity with respect to article authorship.
The Jownal is considered the m Jor peer-reviewed journal dealing with higher education in Canada and is considered uliterature-in-the-field" (Kirkness, 1987). Thus, it appears that the mqjority of authors in the field of study of higher education in Canada were male researchers. Since the early 199OYs,however, more women have becorne involved in publishing research in the Jownal. This supports recent studies in education that have noted that "more recent research finds that the publication productivity of women and men scholars is converging (Ward and Grant, p. 175). However, the mqjority of Literature-hthe-field, as published in the Cadian Journal of Higher Edzmztion, was until recently authored mostly by males.
Question3.1.3
What were the primary research methodologies employed in the articles?
The Fraenkel and Wallen (1993) research classincation system, used to categorize dissertations, was modified and then applied to Journal articles. The modification was required in order to reflect the more eclectic nature of research styles found in the JO-. The methodological categories for the articles were: Historical; Sume3r; Qualitative; Correlational; Experimental; Causal-Comparative; Review; and 'Othe?. 158 Surrrey and Review were the most fkequently used methodologies with the most cases (35% and 32% respectively). Thirteen percent of articles were Qualitative, eleven percent were Historical and seven percent were Correlation. The methodology categories with the least number of cases were Causal-Comparative (0.75%) and Experimental(0.25%).
In order to examine methodological trends over time, the twenty-five year period under examination was divided into five-year intervals and frequency and percentages were caldated (see Tables 57 and 58). During the est couple years of the Jownal, only articles utilizing Historical or Review/Reflective methodologies only appeared. Articles employing these two methods have been published less frequenty as the Joudhas matured over the last tmenty-five years. Qualitative methods ktappeared in articles published in the second time interval (1976-1980) and this category of research method has been used with greater fkequency since that tirne. The first article employing sweymethods appeared in 1973, and the fkquency of use of this category of research has increased more than other research method categories.
Articles employing experimental and causal-comparative methods appeared in the Journal only in the last decade. Only a hmdful(1 and 2, respectively) have been published in the Jowral. Articles utilizing correlational methods first appeared in 1979 and by the last interval examined (1991-19%) have showed decreased utilization.
Aspects of the Journal's development and maturation can be seen by examining research methods used in articles over time. Early issues of the 159 publication ofben included pieces that sought to record signincant events in higher education in Canada, perhaps as a way to stimulate scholarly thought and discussion in the field. One might speculate that since little empirical research was available for publication in the early years of the Jod,more pieces that were reflective or historical were published. Swey and correlational methods created empirical knowledge that perhaps lessened the need to look to the past and shiRed the emphasis of the field in favour of generally accepted scientific methods of creating new knowledge. In addition, qualitative research, which made its htappearance in the Jodin the mid-1970ss,represented alternative methods of creating new knowledge in the field. Upon examination of the five-year time intervals, this type of researeh has remained a staple in the kind of methods employed in Jou~articles, perhaps a testimony to researchers in the field who have welmmed its use in research, especially in the rather ecledic field of study of higher education.
Only a small number of studies focusing on experimental and causal- comparative research, first appearing in the late 1980's, were found in the Jownal. It appears that the research printed in the CadianJour& of Higher Education mostly utilized historical, survey, qualitative and correlational methods. Experimental and causal-comparative methods were minimdy employed. This finding supports Kirkness's conclusion about the methods employed in the Canadian Journal of Higher Education articles in which "the popular method of research used by contributors to the Journal is the empirical, descriptive studf' (Eirkness, 1987, p. 83). His findings must be interpreted with slight caution, however, since his analysis of the Jownal only covered the years 1971 - 1986. Nevertheless, he did note that the 'Lusual purpose of the authors (in the Jod)is to describe" and observe phenornena, not test it (ICUkness, 1987, p. 83). This may assist in explaining the minimal number of experimental skidies published in the Jounal.
Question3.1.4
What were the topics of the articles?
A modified version of the template used to classify the theses topics was applied to Joumd articles. The modification was necessary in order to reflect the wider varie@ of subjects found in the Journal. Theses did not contain topic categories which focused on the traditionally aged liberal arts oriented undergraduate student. Jownrrl articles, however, did represent this category and thus this category was established to reflect this area of higher education. The topical categories for the Journal articles were: History and Philosophy; Administration, Planning, and Management; Professional Education; Comparativehternational;Teaching and Learning; Student; and 'ûther'.
Table 59 displays the classification of articles according to topic. Nearly half (45%)of the articles dealt with Administrative, Planning, and Management issues in higher education. Eighteen percent focused on Student and seventeen percent examined Teaching and Learning situations. Eight percent of articles were classined in the Pmfessional Education grouping and seven percent in History and Philosophy. Three percent were placed in the Cornparative/Lntemational category and two percent in 'Other'. In order to examine the tupics over time, the twenty-five year period was divided into five-year intemals. A growth in the number of articles devoted to student personneYstudent &airs issues occurred in all five interval years. A relatively small increase in the number of artides covering comparative and international higher education also took place over the twenwfive year period.
There were two topic groupings which saw a decrease in the number of articles over the twenty-five year period. A marked drop in the number of articles devoted to history and philosophy occurred between 1971 and 1995. A slight drop in the number of articles Wlltten in the topical area of higher education administration, planning and management also occurred during the twenty-five year period.
The number of articles classfied in two topical areas remained relatively stable over the twenty-five year period. Research in professional education and teaching and learning remained primarily constant between 1971 and 1995. There were four articles that were categorized in the 'Othe? rnuping-
The JO-, perhaps reflecting the development of the field of higher education in Canada, showed a diminishing number of studies devoted to history and philosophy as well as administration, planning and management over the twenty-five year period. This trend may be a result of a realization that as the body of literature in higher education expands there dstsless of a need to record early history of the field, as is done in history and philosophy, and less interest on the part of contributors to pay attention to traditional 162 subjects like administration and management. While articles in these two topic areas continue to be present, an increasing diversity of topics is indicated by the data. This may refiect the eclectic nature of the field and its hmasing boundaries.
A steady interest by researchers, as recorded in the Jod,has been maintained in professional education and teaching and learning. There also appears to be an increasing awareness of issues surromding student affairs, as judged by the growth in the number of articles devoted to student issues. This last aspect is supported by Kirkness's finding that issues smunding students is one of the %pics that predominate" in his admis of the Journal completed in 1987 (Eirkness, p. 85). As weU, an Index of the Jodedited by Gregor, indicated that there have been an increasing number of articles. since the fhtedition of the Jownal, devoted to student Sairs (Gregor, 1996, p. 32)
Question3.1.5
In what research setting did journal articles fm?
Joud articles were coded according to the research setting. There were seven categories in all. They included: Post-secondary campus (es); Provincial; Canada (national); International; MunicipaVMetropolitan Area; Other; and None.
Table 60 displays the fkequency and percentage of research se- in articles published in the Canadian Jowdof Higher Education. The 163 category with the most cases was Canada, with 37% (99) of the 262 articles. Eighteen percent (47) of the articles had a provincial focus. Twenty-seven percent (71) of artides focused on pst-secondary campuses. Three percent (8)of the articles were international in scope. Fourteen percent of the articles had no discernible geographic setting and 1%was placed in the 'Other' grouping. No articles were found that focused on a municipal or metropoLitan area.
In order to examine the research setting of articles over a period of time, the twenty-five year span was divided into five-year intervals. Studies that were national in scope remained stable during the first two decades (1971-1990)and grew substantidy during the early 1990's. As weU, the international research set- remained comparatively constant in terms of numbers of publications hughout the twenty-nve year time period.
The mix of research settings found in published articles changed over time, and the number of articles fming on some settings increased. Articles that focused on the pst-seeondary campus grew the most in number, with almost a four-fold increase between the fint intemal (1971-1975)and the early 1990's. Sporadic growth in articles which had a provincial focus occurred during the twenty-five year period. These articles only numbered in the single digits during the 1976-1980 and 1986-1990intervals but doubled in number during the other three intervals.
The ody noticeable grouping which had substantially diminished numbers was 'None'. Only one article was placed in the 'Other' category. Unlike the dissertations, no journal articles focused on a municipal or metroplitan area. 164 The geographic setting of the research is reflective of the kinds of research bWig conducted and the evolution of the field. A large percentage of articles published in the Journal in the 1970's were based on reflective commentary and historical analysis, but as the fkequency of these articles decreased and were replaced with more empirical, positivist forms of analysis, there was a decrease in the number of cases in the 'None' classification. The rise of sweyand qualitative research dowed studies to have a 'setth&, for instance where the questionnaire was administe~dor where the pdQpmt- observation took place, whïch may have accounted for the increase in the number of articles that focused on campuses. This hding also suggests a move away corn regionally based provincial research to studies that are national in setting. This may be perhaps a reflection of a growth in research that is more universal in scope as the Joddeveloped over time and as researchers contributhg tn the Journal broadened their previously more parochial outlook
Question3.1.6
What were the institutional affiliations of article authors?
A total of 80 institutions were afnliated with Canadian Journal of Higher Educatim authors covering 259 articles between 1970 and 1995. This figure represents aIl authors (3841, primary and secondary, involved in writing. Three authors did not list any institutional atnliation. Table 61 displays each institution. Seventy percent (54) of the institutions represented were degree granting universities. Fourteen percent (1 1) were departments, agencies or commissions aligned with the federal government of Canada or provincial goveniments. Seven (9%)community colleges were listed by authors as their home institutions. The remaining five institutions included foreign goveniments and governmental agencies (2.5%), a hospital(1.5%),a school board hman dancenter in the Maritimes (1.5%), and a large international corporation (1.5%). Table 62B displays the type of institutions classified acmrding to seven categories.
The most tiequently cited institutions included the Universities of Toronto (uicluding the Ontario Institute for Studies in Education) (45), Alberta (31), Manitoba (23), and British Columbia (20). McGilI University was listed as the nRh most cited institution (17) followed by York University (16), the University of Victoria (15), the University of Calgary (14) ad Queen's University (11). Table 62 displays the top ten most cited institutions
The majority (81%)of institutions, 65 in all, were Canadian. Twelve percent (10) were located in the United States. Of the remaining organizations, two were located in England (2.5%), one in Germany (1.5%), one in Venezuela (1.5%),and one in Israel(1.5%). Table 62A illustrates the national location of institutions.
Most research published in the Canadian Jourd of Higher Eductztion is conducted by researchers who are afnüated with Canadian-based degree- granting universities. This hdingis consistent with Shenield's estimate that 166 over two-thirds of the approximately 750 individuals engaged in higher education research in Canada are associated with pst-secondary institutions (Sheffield, 1982). Authors housed at five institutions spread across five provinces have contributed the most, in terms of number of articles, to the JournaL.
The University of Toronto was the most frequently listed institutional affiliation of Journal authors. Thus, Canada's largest university (the University of Toronto) and its largest graduate school of education (the Ontario Institute for Studies in Education) containing, dduring this time period, the only department of higher education in the country, seems to have the most number of contributors, out of all of Canada's universities and colleges, to literature in the field of study of higher education in Canada. The other most frequently cited institutions (Alberta, Manitoba, and British Columbia) also house degree programs in higher education (Skolnik, 1991) although contributors are not necessarily &ated with those pmgrams and may be involveci in other deparhnents within th& respective universities.
It appears that researchers based in other universities, government, community colleges, hospitals, schools, and corporations comprise the balance of contributors to articles in the Jownal. Nearly twenty percent of contributhg authors were associated with institutions located outside of Canada.
Questions 3.1.1 through 3.1.6 formed the foundation of the journal database used in this investigation. A summary of its major points is describeci below , WOhundred sixty two articles fimm the Canadian Jourd of Higher Educdon formed the foundation of the journal articles database in this investigation. Commentary, reports, reviews and French-laquage articles were excluded hmthis study. All articles were published between 1971 and 1995.
The majority of lead authors in the Joumd were male. Seventy-eight percent of writers were men and twenty-two percent were women. Recent trends indicate however that more women are participating in published research, as displayed in the Journal, although men form the bulk of lead authors. Most writers (81%) were based at Canadian post-secondary institutions.
Half of the articles examined were devoted to the topic of administration, planning, and management of higher education. Articles appearing in the early years of the periodical msjnly employed Historic or Review/Reflective methods. Suroey and Qualitative research first appeared in articles in the late 1970's and are now the dominant types of method utilized in journal articles. The research setting for over one-third of the articles was national (Canada). Nearly one-fifth were pmvincial in se-.
Addressing Questions 1 and 3.1.1 - 3.1.6 allowed for the creation of databases of doctoral dissertations and journal articles. Questions which relate to the rest of query 3 address associations that exist between specific 168 dissertation attributes and those derived hmpublished material in the Canaclian Journal of Higher Educatim. A summary of the major points addressed fi,Uows.
QUESTIONS 3.2 - 3.5
Question 3 bmadly asks, How do theses characteristics compare with select characteristics fkom the CadianJournal of Higher Education articles between 1970 and 1995? The questions below address the specsc associations, if any, between partidar attributes hmdoctoral dissertations and the JoumaZ. A discussion of the results follows each question, and a summary of all findings and discussions concludes this section.
Question32
How does gender representation compare between the Journal and theses authors?
A total of 262 articles from the Canadian Journal of Higher Etducation were reviewed in order to detennine cornparisons between fiterature in the field and research emaaating from doctoral dissertations. One-hundred and fifteen dissertations were included in this analpis. Two-hundred and sixty- one articles were classified according to the gender of the lead author, but this information could not be obtained for one article. The gender of each dissertation author was determined. It was established that two-hmdred and three males were Iead authors of articles written for the Jownal. Finy-eight articles were written by females. This represents a htaI of 78% of articles written by men and 22% written by women. Of the 115 doctoral dissertations, nRy-seven were written by females (49.5%)and sRy-eight written by males (50.5%).
A two-tailed Fisher>s fiad Test was applied to data hmthe Jownal and dissertations in order to determine the relationship between them according to gender. It confirmed that the distribution of Journal articles by gender of author was sigdicantly different fimm the distribution of theses by gender of author (p< 0.0001). Table 63 displays the summarized data exhibiting the relationship between the Jownal and theses.
The likelihood that a woman will produce a thesis study is much greater than the likelihood that she will be the primary lead author of research published in the Canadian Journal of Higher Education. Conversely, a male will more likely author a research article than write a doctoral dissertation. As the training ground for higher education scholars in Canada, the Higher Education Group has achieved gender pari* with respect to doctoral recipients. This hding supports another study that found that other higher education departments enrol a relatively equal amount of male and female students (Budig, Hammond and Bailey, 1984). It must be noted that this investigation only recorded the number of female and male doctoral graduates, not the gender of students enrolled, either current or in the past, of the Group. However, assuming that a doctoral recipient continues on a scholarly career path and generates furthex- research in the field aRer complethg her degree, she confronts publications, like the Canadian Journal of Higher Edzuation, which are responsible for disseminating research in the field in Canada but have published research artides written by men more fkquently than by women. Ward and Grant (1996) acknowledge that women face gender bias in scholarly publications but argue in the social sciences that "women's publication rates and presence as authors of articles in joumals are beginning to equal that of men" (Ward & Grant, p. 177). This statement appears to confirm the situation in the Journal as is seen in the recent gmwth, especially in the last time interval examined 1991-1995, of the number of women authors.
Thus, based upon this content analysis, it appears that the Higher Education Group achieved gender parity, with respect to doctoral theses producers, approximately five to ten years before a similar situation ocmed with respect to research published in the Canadian Journal of Higher Education, although in aggregate terms many more men have published in the Journal than women.
Creameis (1994) research seems to confirm this finding. She noted that while "women eam the mqjority of doctorates in education, they are less likely than men to author journal articles" (Creamer, p. 35). Creamer cites several reasons for the low representation of female authors in scholarly joumals: a la& of access to mentors, a lack of co&dence and expertise about conducting research, a lack of support for research activities during graduate sch001 and in the current work environment, and a lack of professional networks. While the admis of why women remain underrepresented in the Journal and not in doctoral theses is beyond the scope of this study, Creamer suggests that some of the problems stem kma lack of an equitable and supportive environment in a researchei..'~training ground - graduate school. As shown in this study, the output of dissertations by both males and femdes is equal. Based upon this fact, the Higher Education Gmup, it appears, already began laying the groundwork for malring the field in Canada more inclusive with respect ta gender. It may indicate that the Higher Education Group at O.I.S.E., as a preeminent institution for producing higher educationists, perhaps helped initiate a more indusive research environment for women, which later permeated into the field at large. On the other hand, one might also argue that the Group has failed to create an environment where graduates proceed to disseminate their research findings through scholarly publication, a notion that I will return to in the final chapter.
Question3.3
What is the relationship between theses and the Journal in terms of research methodology?
Theses were categorized into six classifications according to research methodology. Journal articles were categorized into eight classifications. Six of the thesis classincations were used with the journal articles; and two were added in the articles coding process to reflect methodologies found in research articles but not in dissertations. Table 64 displays the comparison of methodologies between journal articles and theses. A total of 262 articles and 115 dissertations were included in the analysis. Twenty-nine articles and thirty one theses were classined as employing historical methods. Thirty-four articles and forty dissertations used qualitative procedures. Ninety-two articles and thllty-two theses utilized surrrey methods. Nineteen articles and eight theses employed correlation procedures. A total of two dissertations and two articles were classif'5ed as causal-comparative and two theses and one article were experimental in methodology. Eighty-four articles were deemed reviews. No dissertations were grouped in the review categury.
The two sets of data hmtheses and articles were compared according to methodological type. A Fisher's Exact Two-tail Test established that the distribution of Journal articles according to methodologies was different fimm the distribution of dissertations. The test confïrmed a strong relationship (p< 0.001).
A Meranalysis was completed in which the 'review' category was deleted and a cornparison was made between the remaining research article methodologies and those employed in doctoral theses. Data displaying the frequency and percentage of the methodologies hmboth bodies of literature are in Table 64A
The data obtained to answer this question demonstrate that doctoral dissertations and journal articles investigated in this study employ a different mix of research methods. Doctoral dissertations in the Higher Education Group included many more studies usingqualitative and historicd methods. 173 Jownal articles employed more sumey research and utilized methods, such as reviews and reflections (commentary), that do not appear in theses. It appears Higher Education Group theses record a greater number of historicd aspects of Canadian higher education and also employ more studies that involve newer and alternative forms of research such as qualitative designs.
Werences in these two bodies of literature may be a consequence of the fact that theses and articles serve different purposes and therefore employ distinct research methods. Doctoral dissertations are used to fulnll specific degree requirements while publications such as the CuIGadian Journal of Higher Education seek to 'jxovide a Canadian forum specincally devoted to the publication of the results of scholarly research and reflection on higher education in Canada" (Editois Note, Canadian Jourml of Higher Educcztion, 1971, p. 1).
Question3.4
What is the relationship between theses and the Journal articles in terms of topic categories?
Dissertations were categorized into six groupings according to topic. Journal articles were classifïed into seven types, six of which were of the same categories as theses. A seventh category was created to reflect a topic which emerged from article classification but was not found in the dissertations. One-hundred eighteen articles and m-twotheses were classifieci as administration, planning and management. Twenty-one articles and twenty- seven dissertations focused on professional education. Forty-six articles and eleven theses were grouped in the teaching and learning category. Seventeen articles and thhty-one dissertations were history and philosophy. Eight dissertations and eight articles were comparative/intemational. Four articles and six theses were classined in the 'OWcategory. Forty-eight articles were coded as having a 'Student' topic. No dissertations were grouped in the 'Student' category although, as previously mentioned in Chapter 2, many did examine aspects of student culture and utilize students as research participants.
Dissertation topics and article topics were compared. A Fisher%Exact Two-tail Test was applied to the data. nieTest revealed that the distribution of journal articles into the seven topical areas was different from the distribution of dissertations into the same topical areas (p4.0001). Table 65 exhibits the data related to this question.
The ciifferences in the topics among the two bodies of literature Mer illustrate the distinctive nature of theses and joumals and the topics they address. While dissertations may "reflect state-of-the-art developments" in a field they are foremost studies used 'Yo satisfy requirements for a graduate degree" (Williams, 1986, p. 13). Journal articles, on the other hand, are usually written as "a research report for publication in a professional journal" (West, 1992, p. 132) but have also been characterized as a medium that $rovides state-of-the-art fiterature" (Silverman, 1987, p. 39) in which new lmowledge is disseminated. 175 Doctoral dissertations appeared more international in scope by induding studies that aualyzed internationakomparative higher education; they also examined more epistomological issues and recorded more higher education history, and investigated more professional education research pmblems. Articles in the Canadian Jownal of Higher Education ded more higher education administrative issues and also dealt with student affairs/student personnel matters, a deldof higher education in which the Higher Education Group does not have a specialization.
Question3.5
How many theses authors published their findings in the Canadian Journal ofHigher Educ&*on?
Six individuals who completed dissertations in the Higher Education Group between 1970 and 1995 also wrote or coauthored ten articles in the CadianJournal of Higher Education. Dm.Bell, Campbell, Elrick, Jones, Kapoor, and Nicholson represent five percent of all thesis authors in the Group who published in the CadianJournal of Higher Edwcztion.
A total of eighteen authors disseminated their fidings in publications such as the CadianJoud of Higher Edwdon, in other research journals and scholarly texts, or in conference papers. Sixteen percent of all dissertation authors published a total of 22 articles, books (or chapters of books), or reports that illustrated findings from their theses. They are listed, dong with the publication names, in Table 10. A relatively small number of Higher Education Group doctoral recipients (5%)have published their thesis hdings in the Canadian Joud ofHigher Education. Several reasons may exist for the low publication rate. This may be a pmduct of the fact that the mqjority of doctoral students do not disseminate th& dissertation hdings at all (French & Rayknovitz, 1984; Gibbons & Fish, 1988; White, 1986), as illustrated in this study. Also the Jou~may be one of many publications to which students have submitted findings. In turn,the Jownal may have received Higher Education Group dissertation findings fmm students but decided to not publish them. As well, while the Canadian Journal of Higher Mucation rnay be the only publication exclusively devoted to the field of study in Canada, higher education students rnay view its status as less than that of other prestigious journals in the field, especially those emanating hmthe United States.
A cornparison of three attributes within dissertations and articles appearing in the Journal revealed that the *O bodies of literature are quite different in gender of author, research methodology and topic. Men and women have written doctoral dissertations in the Higher Education Gmup in equal numbers. Gender parity, however, in terms of ktauthors of articles in the CaMdian Journal of Higher Education does not appear to exist. Articles appearing in the Canadian Jourml of Higher Education over the last twenty-five years have overwhelmingly been written by male lead authors (78%). Only in nRy-articles (22%) have females been the primarg authors. This suggests students studying the field of higher education at OISE are studying in an environment that has achieved gender parity. These students, subsequently, are graduating into a field of study that, based upon an analysis of the gender of article authors, is dominated by male researchers.
Perhaps cttrrent or future doctoral recipients who have graduated fimm the Higher Education Group will seek to make the published professional literature in the field more gender balanced. However, this may not occur, since the vast mqjoriw of Higher Education Group doctoral recipients do not publish research after receiving their degree. It was discovered that just sixteen percent of all doctoral recipients in the department publish the findings of their doctoral research. Only six students in the Higher Education Group, who represent five percent of all doctoral recipients in the department between 1970 - 1995, published their fhdings in the Canadian Journal of Higher Education.
The content of articles and dissertations also vary considerably in terms of topic mix of topic categories. Dissertations are more likely to indude studies in the areas of professional education, internationaVcomparative higher education, and history and philosophy. More Jou~articles focus on administration and teaching and learning. As well, articles that focus on students and student issues appear in nearly one out of five cases in the CaMaian Journal of Higher Education.
This cornparison of topical areas reveals the gaps in specific aspects of higher education associated with both the Higher Education Group and the Joud. It is suggested that rather than complement one another, research topics in higher education would be more abundant and varied if both Higher 178 Education Gmup theses and articles published in the Canadian Jownal of HigherEducation f5ll in the gaps and generate more research in the topical areas that they lack.
Journal articles and dissertations also difEered in terms of the mix of research methodologies. Dissertations were almost three thes as likely to contain qualitative methodology and almost twice as likely to include historical methodology. Journal articles employed considerably more surrrey research. As well, articles engaged in a methodology which did not appear in dissertations: Review and reflective research. Authors of theses and Jountal articles employed a similar number, albeit a smd amount, of studies that used correlation, experimental, and causal-comp~tivemethods.
A content analysis of doctoral dissertations written in the Higher Education Group was performed. Data were retrieved from 115 theses between 1970 and 1995 to ascertain specific attributes about the research produced by graduate students over a twenty-five year period. A secondary analysis comparing certain characteristics of the dissertations with that of attributes from the Canadian Journal of Higher Education was also performed for comparative purposes.
This chapter reported and discussed the fïndings that address the research problems in this study. The next chapter, Chapter 5, first summarizes the Gndings and then diseusses the conclusions developed in this investigation. Suggestions for Merresearch in this area are offered as well, 179 The broad purpose of this investigation was to examine doctoral dissertations in the Higher Education Group at the Ontario Institute for Studies in Education at the University of Toronto fimm 1970 to 1995. The three principal questions addressed in this study were: 1. What are some of the characteristics of theses in the Higher Education Group?; 2. What relationships exist between selected characteristics of the dissertations?; and 3. How do theses characteristics compare with selected characteristics of articles published in the CandianJournal of Higher Educdon?
The fbdamental stimuli guiding this pmject is that: (1) little research has been conducted analyzing the content of doctoral dissertations, and (2) such an investigation would help auminate certain aspects of the field of higher education in Canada and (3) students in the Higher Education doctoral program at O.I.S.E. contribute a considerable, but ofken overlooked component, of research generated in the field of study of higher education in Canada.
No study of this kind has been done utiliPng Higher Education Gmup dissertations. Furthermore, education theses have been examined in Canada only in the fields of General Education (Brehaut, 1958), Educational Administration (Miklos, 1991),Adult Education (Draper, 1981),Social 180 Studies Education (Dhand, 1988), and Native Education CBarnett and Dyer, 1983). A fiwther premise of this study is that doctoral research can be compared with research published in a scholarly periodical. The Canadian Jownal of Higher Eddon is the only broadly-based publication that wholly publishes research in the field of higher education in Canada. A cornparison between the two bodies of literature was attempted in order to discern trends and correlate specfic attributes between journal articles and dissertation research.
Thirty-four subquestions were developed to specifically address the four broad questions in this study. AU 115 Higher Education Group theses were located and a database was established to answer the hrst and second research objectives. A database of articles hmthe Canadian Journal of HigherEducation was then created so that specific attributes from both theses and Jountal databases were able to be compared in the third objective.
The htsection of this chapter summarizes highüghts of the fïndings which were previously reported in Chapter IV. The second part of this chapter derives and discusses conclusions based upon the finduigs hmthis project. The chapter concludes with suggestions for further research.
A total of 115 doctoral theses were written in the Higher Education Gmpat the Ontario Institute for Studies in Education at the University of Toronto between 1970 and 1995. Ninety percent of them were completed afkr 1981. Males and females each wrote approximately half of the dissertations. Females authored 59% of PbD. dissertations and men wrote 61% of Ed.D. theses. Eighteen percent of dl dissertation authors had their fïndings published in journal articles, conference papers, books, or in chapters of books.
A total of 36,990 pages of dissertation text were written. The average length of a dissertation was 323 pages. The average length of a thesis written by a man was 338 pages and for a woman was 312. The mean length of a PbD. (330 pages) dissertation was 18 pages longer than that of a Dodor of Education thesis (312 pages). Theses employing historical research techniques had the highest page lengths among ail methodologies. Likewise, dissertations in the historical topic category were longer than other categories. Thesis length has decreased since the doctoral program's inception. The mean page length feu578 hm499 pages in the 1970 - 1975 interval to 284 pages in the 1991 - 1995 time ped.
The majority of dissertations (53%)were written for the Ph.D. degree. Forty-seven percent were authored for the Doetor of Education degree. In the 1970's. seven Ph.D. and theEd.D. theses were written It the 198OPs,thirty- four Ph.D. and 29 Ed.D. projects were completed. The 1991-1995 time intemal marked the kttime in the Higher Education Group's history that more EdD. degrees (22) were awarded than Ph.D. degrees (20).
The most fiequent topic areas of research were Administration, Planning, and Management; History and Philosophy; and Professional Education. The most fiequent topics for men were History and Philosophy 182 followed by Administration, Planning, and Management. For women, the most frequent topics were Professional Education followed by Administration, Planning, and Management. The most frequent topic authored by Ph.D. degree graduates was History and Philosophy; for Ed.D. candidates it was Administration, Planning, and Management.
Ninety percent of theses employed one of three research methodologies: Historical; Surve~~;and Qualitative. During the first decade of the program (1970-1980) theses in the areas of Professional Education, History and Philosophy, and Teaching and Learning and employed ody Historical or Qualitative methodologies. Two additional dissertation tupics emerged during the latter fifteen years. They included Comparative/International and Administration, Planning, and Management. Four other research methodologies were intmduced as well. They included Survey, Correlational, Causal-Comparative, and Experimental methods. The most utüized methodology for males was Historical and for femdes was both Smey and Qualitative. The most utiIized methodology for PhD. theses was Qualitative and for Ed.D. theses was Survey. The data have indicated that the trend has been toward more qualitativetype dissertations.
The most common geographic setting for doctoral research was provincial-wide studies of Ontario. Studies focusing on Canada were the second most common in terms of geographic setting. The most popular pup of human subjects investigated were university//communitycollege students, followed by university/mmmUIiity degefade. Health professionals were the third most utilized subjects. A total of twenty-three professors supervised 115 dissertations. Most (83%)advised at least one Ph.D. candidate and slightly less than two-thirds (65%)supervised at least one Ed.D. student. Five of the twenty-three dissertation advisors supervised 70% of al1 theses. Eleven professors supervised just one dissertation each.
Dissertation research was compared with researeh hmliterature in the field. A database of articles fkom the Canadian Journal of Higher Educdon was created. Two-hundred and sixty two articles constituted the universe for this database.
Seventy-eight percent of the articles were fbst-authored by males. Females first-authored 22% of Journal articles. The mqjority of article authors were aniliated with Canadian universities. Geographicdy, most article research mncentrated on Canada-wide investigations, followed by those that focused on the pst-secondary campus. Survey research was the most prevalent research methodology appearing in Joudarticles. Higher Education Administration, Planning and Management was the most popular topic appearing in articles.
Statistical analysis was applied to both sets of data to discern what relationship exists between specific dissertation and Journal attributes. A two-tailed Fischer%Exact Test was performed comparing dissertation and Journal properües. Results indicated that very strong relationships eBst when a cornparison of gender, topic, and research methodology is made between theses and Journal articles. CONCLUSIONS & OBSERVATIONS
Based upon the examination of data in this study, the following conclusions and observations were developed and organized into three sections.
1. The Contribution of Dissertation Research
1.1 This analysis ascertained that doctoral dissertations contain material not available elsewhere and its authors pmduce diverse that have not been previously investigated. Searches on several databases revealed that all 115 doctoral graduates have researched topics which have not been undertaken anywhere else, and one must look at Higher Education Gmup theses in order to lem about specific subjects. For instance, the histories of Canadian faculty (Abbott, 1985),Adventist education in Canada (Obradovic, 1983) and the education of military cadets at the University of Toronto (Leatch, 1995) have aU been documented in doctoral dissertations in the Higher Education Group and this research is only found in theses.
Studies of speciflc institutions have included an examination of continuing education at Queen's University (Dunlop, 1981), an exploration of the goals and mission of the University of Alberta (Campbell, 1972), and a history of Mernorial University (Johnston, 1990) and the Tomnto hstitute of Medicd Technology (Stone, 1984). As well, theses have examined such diverse topics as the giving behavïcm of individual (Caton, 1991) and corporate donors (Dellandrea, 19871, the professional needs of student service personnel (AUeyne, 1987), and the fkancophone experience in anglophone universities 185 (Bindseil, 1991). These are important works in higher education that have not been reported elsewhere and are of both regional and national intemst and importance.
While research in higher education has ofbn been criticized as being tao Yinward-looking" on the grounds it %as generated too few new hdinon (Conrad, 1989, p. 202), graduaads in the Higher Education Group have produœd research that dlbenefit knowledge in other fields and disciphes as well. This aspect reflects the view that doctoral recipients of the Higher Education Gmup are members of a multidisciplinary field of study as opposed to a discipline. Students in the Gmup have investigated diverse subjects and have discovered such interesthg and important hdings as:
i. The need for social work CulTida to become more multidtural in order to reflect the increasing number of minority members of the profession and their growing multiethnic clientele (Bell,1992);
ii. Nurses who receive training in universities, as opposed to comllluniw colleges, have stronger Qitical thinking sus(Janzen, 1990) and are more likely to participate in continuhg education qui^, 1995);
m..*. The average deaf adult faces workplace discrimination and ofken doesn't achieve the same occupational status in the workplace as do hearing workers (Raz,1988).
Higher Education Group doctoral dissertations have examined vital and consequential issues in the field of higher education in Canada. Theses 186 produced in the department reflect a diverse range of topics that have contributad to higher education and various cognate fields.
1.2 Many researchers who have examined theses as a research subject have noted that dissertations are underutilized in tems of contributhg to the field of study. Whüe this assumption may have merit, it is not backed with empirical research. Perhaps researchers are utilizing dissertations in their work but no one has yet studied to what extent they are using them. Future investigations on this matter could include a citation study which may help reveal just how much theses are used in research.
1.3 A mechanism exists, developed in this study, to analyze doctoral dissertations in the Higher Education Group. Such a tool is useful in order to uncover research embedded in theses. In addition, this instrument dows one to compare research emanating hmO.I.S.E. with research found in the field and doctmal research produced in other higher education departments. As well, this instrument has the capabiliw of being modined for ana1yzin.gother dissertations pmduced in related departments at O.I.S.E. This mechanism has the potential of being usefid because it provides researchers with an easy and unobtrusive way to access and analyze research concealed in doctoral dissertations. For instance, this instrument could examine higher education theses found in the Adult Education Department of the Institute and those written in French in other parts of Canada. Further studies cddthen compare those theses with ones in the Higher Education Group using an identical research design. 2. The Disseminlition of Dissertation Research
2.1 The data presented in this study suggest that very few graduates publish th& dissertation findings in periodicals or in other media This fïnding corresponds with other studies that have also noted that relatively few students disseminate their thesis hdings. This situation should be taken seriously by programs in higher education as well the field of study itself. What cari academic departments like the Higher Education Gmup do to urge more of its students to publish their findings? Perhaps more departments should sponsor a student-ledjournal or provide additional support for doctoral students to present their findings at major academic conferences. As well, can a small, interdisciplinary field of study like higher education afford to ignore a multitude of new research each year? More effort by the gatekeepers in the field should be placed in making the results of doctoral dissertations available and known to more scholars.
2.2 Scholars contend that dissertations are an underutilized resource in tems of research bdings (Davinson, 1997; Novak, 1975; Skolnik, 1991). While this may be true, this study found that there are difndties in locating theses using conventional mechanisms. Databases such as Dissertation Abstracts International and ERIC do not use the same iiniform key-words when classifying theses. As well, the National Library of Canada, the institution where all dissertations in this country are deposited, relies on its member libraries to categorize theses, and there is no standard system of doing so. Thus, no universal glossary exists for researchers trying to locate doctoral dissertations. Perhaps leaders in the field of study should make the titles and abstracts of theses more easily accessible by such means as 188 posting them on the intemet or thmugh a traditional periodical. Such dissemination will dow theses authors a chance to gain greater exposure of thW work and dlpmvide researchers with an easily available means of utilMng doctoral dissertations for their own academic work
3. Academic Pmgrams, the JO&, and Higher Education
3.1 An examination of Higher Education Group doetoral dissertations reveals that they generally resemble other higher education department theses and mirror research published in the Canadian Jownal of Higher Educution. A comparison of fidings in this study and those of a similar skidy conducted at North Texas State University, for example, showed that both departments showed a substantial Uicrease in dissertations pmduced after 1980, indicated that the most fkequent topic was administration and management, and revealed an increased use of qualitative methodology. An older study by Irwin (1960) at Wayne State University's department of higher education also found that the most fkequent topic found in dissertations was administration. Thus these data provide evidence that research emanating hmHigher Education Group has characteristics in common with research in other higher education departments and research in the field.
3.2 The fîndings of this study reinforce the substantial dethat academic programs like the Higher Education Gmup have within the field of higher education. The data indicate that the institutions that house higher education departments or units were the mqjor contributors, in tems of number of articles, to the JoumuZ. Research created by students in academic 189 departments (dissertations) as well as research published in periodicals like the Journal (articles) provide the field with a growing knowledge base. The continued association between these three entities is vital in such a smd, interdisciplinary field like higher education. In order for the field, academic programs and vehicles like the Joud to continue to generate new knowledge, hancial support for them must be maintained. An examination cornparhg Journal articles with theses research afbr 1995 may provide the basis for a fûture study of the field which wilI help reveal the status of the field then and buüd upon this investigation.
3.3 This analysis suggests that research in higher education has evolved fimm essentially a male dominated endeavor with a traditional mode of inquiry, to one that is eclectic and more inclusive. Topics during the early 1970'~~as revealed in theses and articles, mainly focused on administrative issues. Over tirne, the research has expanded to cover additional topics including teaching and learning, student affairs, and professional education. Likewise, research methods during most of the 1970's primarily utilized historieal and reflective approaches. By the mid-1990's, the use of other methodologies, including survey and qualitative inquiry, had enlqed the various approaches to research in the field. As well, the increasing number of women conducting research during the 19809s,based upon dissertation and article authors, had changed higher education fimm an almost exclusively male dominated field to one that is more gender balanced.
The evolution in the field differed slightly from the one found in the United States. Cooper (1986) noted that in the United States mund 1980, due to budget cuts and diminishingjob opportunities, the field began to 190 contract as evidenced by department closures and enrollment declines. At the same the in Canada, however, as evidenced by the number of Higher Education Group theses and articles published in the Canadian Jowdof HigherEducation, graduate emllment and research in the field began a long ascent and the body of knowledge published in this country has greatly increased.
3.4 This analysis suggests that speQnc attributes bmtheses and Journal articles followed similar patterns of development. Both bodies of Kterature suggest that in the early 1970'9 the field was quite small, both in terms of the numbers of scholars involved in research and in how the field was defined. Few doctoral dissertations were completed during this period and the Jownd mainly published commentary pieces. Over tirne, the Higher Education Group grew, both in terms of the number of faculty associated with the program and in terms of the number of doctoral students enmlled. Data hmthis study suggest dissertation research came to include a broader mix of research methodologies and topics. Similar conclusions can be reached concerning the evolution of the Jod.While the Ievel of content analysis conducted in this investigation does not allow one to comment on the degree to which research in either medium could be regded as "leading edge", it is worth noting that the Jodhas not recently published research that could be classified as history or philosophy, in terms of topic, or that employs historical methodologies. This is not so in doctoral dissertations. Thus, one may euggest that the field, as reflected in the Joud,has begun to define itself more in terms of the social sciences and less in terms of the humanities - a feature that does not seem to have been made yet in the Higher Education Group. Iftrue, this has implications in terms of how one 191 conceives of the boundaries of higher education as a field of inquizy.
3.5 This research only examined theses and analyzed selected attributes with similar ones hmthe Journal. Another possible way to examine the relationship between students enrolled in higher education programs and the field would be to survey students to hdout to what extent they participate in pmfessional conferences, meetings, workshops, etc. This would be most usefid for researchers in an interdisciplinary field like higher education because it would reveal how students "align"themselves. Do they see themselves as higher educationists or do they feel more associated with other professional communities (such as physicians, accountants, social workers, etc.) ? Findings of such a study may provide some explmation for the differences that appear to exist between Higher Education Group dissertations and the Canadian Journal of Higher Education research articles,
3.6 This analysis has developed a database of Higher Education Gmp doctoral dissertations that can be used to provide information about future decisions concerning various aspects of the higher education program at O.I.S.E. For example, this study found that more students prefer pursuing the Ph.D. versus the EdD. degree. Such data, for example, could help faculty and students decide if the Higher Education Gmup shodd continue to offer the both degrees or consolidate the academic program into a single degree stream. As well, data now exist which provide the basis of a discussion among the stakehoiders in the Group who may be considering adding a student aff" specialization. This was a major area of research in the Jownal but noticeably absent hmresearch in theses. 192 Recommendations for Further Study
The following remmmendations are suggested for fiitwe studies:
1. The study should be replicated in other departments of the University.
2. A similar study should be conducted employing master's theses within the field of higher education.
3. A corresponding study should be conducted that incorporates dissertations that were not written under the auspices of the Higher Education Group but have a high concentration of higher education content within other departments of the Ontario Institute for Studies in Education of The University of Tomnto.
4. Comparative studies of dissertation research in other university higher education pmgrams should be conducted.
5. Related research could be undertaken using French language dissertations, which this study did not employ, in order to obtain analogous data hmFrench speaking doctoral pmgrams in higher education in Canada.
This study represents an important contribution to the field of higher education and to the study of doctoral dissertations. This investigation has attempted to uncover knowledge that has been overlooked by the scholarly communïty and provides a starting point for Merresearch in this area. 193
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DA Doctor of Arta DA Ed Doctor of Arts in Education DAIS Doctor of Arts in Information Science D Arc. Doctor of Architecture DATL Dodor of Arts in Thinhg and Leaniing DBA Doctor of Business Administration DC Doctor of Chiropractie D Chem Dodor of Chemistry DCL Dodor of Civil LawDoctor of Canon Law DCrim Doctor of Criniin010~ DDS Doctor of Dental Surgery DE Doctor of Engineering DEDP Doctor of Environmental Design and Planning DEng Doctor of Engineering D Env Doctor of Environment D Env Des Doctor of Environmental Design DES Doctor of Engineering Science DI? Doctur of Forestry DFA Doctor of Fine Arts DFES Doctor of Forestry and Environmental Systems DGS Doctor of Geological Sciences DHL Doctor of Hebrew Letteddrof Hebrew Litsrature DHS Doctor of Hwnan Services 226 DHSA Doctor of Health Sciences Administration DH Sc Dodor of Health Science DIBA Doctor of International Business Administration DIT Doctor of Industrial Technology DJS Doctor of Juridicial Science DJur Doctor of Jurisprudence DLA Doctor of Library Administration DUS Doctor of Library and Information Science DLS Doctor of Library Science DM Doctor of Music DMA Dodr of Musical Arts DMD Doctor of Dental Medicine-r of Medicd Dentistry Dm Dodur of Music Education D Mgt Doctor of Management DMÙl Doctor of Ministry D Miss Doctor of Missiology DML Doctor of Modem Languages DMM: Doctor of Music Ministry DMS Doctor of Medical Science DM Sc Doctor of Medical Science D Mus Dodrof Music DN Doctor of Nursing DNS Doctor of Nursing Science DN Sc Doctor of Nursing Science DO Doctor of Osteopathy DPA Doctor of Public Administration DPC Doctor of Pastoral Counseling 227 DPE Doctor of Physical Education DPH Doctor of Public Health DPM Dodor of Podiatric Medicine DPS Doctar of Professional Studies D Ps Doctor of Psych010gy DRE Doctor of Religious Education Dr PH Do&r of Public Hedth D Sc Doctor of Science DScD Doctur of Design Science DScD Doctor of Science in Dentistry DSM Doctor of Sacred Music DSN Doctor of Science in Nwsing DS Sc Doctor of Social Science DSW Doctor of Social Work Dm Doctur of Theology Dm Doctor of Veterinary Medicine DV Sc Doctor of Veterinary Science Ed D Doctor of Education HSD Doctor of Health and Safety JD Doctor of Jurisprudence (JUnsDoctor) JSD Docbr of Law LLD Doctor of Laws MD Dhrof Medicine OD Doctor of Optometry Pham D Doctor of Pharmacy Pm Doctor of PhiIosophy Psy D Doctor of PsychoIogy 228 Re D Doctor of Recreation Rh D Doctor of Rehabilitation Sc D Hyg Doctor of Science in Hygiene SD Doctor of Science STD Doctor of Sacred Theology VMD Dodor of Veterinary Medicine
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Pattison, M. S. (1988). En* Into Em~loment:The Influence of Individual Graduate Characteristics and Educational Processes on the Successfid Job Placement of the CAAT Graduate. Unpublished doctoral dissertation, University of Toronto.
Pearce, J. (1995). Im~adof Accreditation on Canadian University Nutsinp Proms: Costs and Benefits as Viewed bv Nursing Facultv. Unpublished doctoral dissertation, University of Toronto.
Perry, C. 0. (1985). The ûreanizational Effectiveness of the Universitv of Guyana: A Case Studs of an Emerging: University in a National Develooment Context. Unpublished doctoral dissertation, University of Toronto.
Perry, L. J. (1985). Committment to Change: Ex-Inmates' Intentions to Cease Criminal Activity. Unpublished doctoral dissertation, University of Toronto.
Pilkington, G. (1974). A Historv of the National Conference of Canadian Universities. 19 11-1961. Unpublished doctoral dissertation, University of Toronto. Power, T. E. (1985). The Developrnent of a Teachhg Hospital. St. Michael's Hos~ital,Toronto. Unpublished doctoral dissertation, University of Toronto.
Preece, M. (1995). Profiles of College Professors CollaboraW with Students to Im~rovetheir Tea chk. Unpublished doctoral dissertation, University of Toronto.
Prymych, M. C. (1987). Alternatives in Medicai Education: The Case of the Ontario Communitv TeackPracticeProgram s 1965-1985. Unpublished doctoral dissertation.
Quinn, M. J. (1995). An Examination of Various Aspects of Continuhg Education with an Em~hasisUpon the Motivational Orientations of Re&tered Nurses in Ontario. Unpublished doctoral dissertation, University of Toronb.
Rakoczy, M. (1983). Deve1o~i.wEffective Instructional Desirrns for Adult Patients and Imdications for Nurse Education Programs. Unpublished doctoral dissertation, University of Toronto.
Ramdeen, K. K. (1987). Perceived Barriers to the En- of CoUeae Women into Non-Traditional Technical and Blue Collar Training: Impfications for Career and Pro- PlEinninP. Unpublished doctoral dissertation, University of Toronto.
Reid-MacNevin, S. k (1994). Ideoloev. Critical Thinking and Curent Criminological Issues: us in^ Debates as a Pedamerical Tool in Undergraduate 243 Education. Unpublished doctoral dissertation, University of Toronto.
Ross, P. N. (1972). The Orieins and Development of the PhD. Demee at the University of Toronto. 1871-1932. Unpublished doctoral dissertation, University of Toronto.
Rmers, M. D. (1982). A Generalizability Theof'y A~~roachto Estima- the Reliabib of Nursine Students' Chical Performance Scores. Unpublished doctoral dissertation, University of Toronto.
Scarfe, J. C. (1982). Letters and Mection: The Recruitment and Restmnsibilities of Academics in English-s~enkingUniversities in British North America in the Mid-Nineteenth Centm. Unpublished doctoral dissertation, University of Toronto.
Scragg, M. C. (1995). Curriculum Innovation: The Perce~tionsand Practice of Business Corn~uterEducators at Ontario's Commwiitv CoUeg'es. Unpublished dodord dissertation, Univemity of Toronto.
Seto, J. (1994). Understanding Intentional Action: An Information and Svstems Theorv Account. Unpublished doctoral dissertation, University of Toronto.
Shaw, W. k S. (1983). Inauirv into the Selection Process for Instructors of Continuinp Education Courses in Ontario Universities. Unpublished doctoral dissertation, University of Toronto. Shin, T. J. (1993). The Connexions Between Education and National Develo~mentin East Asian Corntries: With S~ecidReference to the Structural Analmis of Hidm Education Ebmansion and Economic Gmwth in the Re~ublicof China. Unpublished doctoral dissertation, University of Toronto.
Smyth, D. M. (1972). Structures for University Government to the Beguining:. . of the Twentieth Cen-. Unpublished doctoral dissertation, University of Toronto.
Sone, D. K. (1987). Senior Citizen Students: The First Generation of Graduates hmthe Waiver of Tuition and Admission Reauirement Program at the Universitv of Toronto. Unpublished doctoral dissertation, University of Toronto.
Stenton, J. P. (1992). The Ontario University O~eratingGrants Formula: Its Develo~mentto 1986. Unpublished doctoral dissertation, University of Toronto.
Stewart, E. E. (1970). The Role of the Provincial Government in the Develo~mentof the Universities of Ontario. 179 1-1964. Unpublished doctoral dissertation, University of Tomnto.
Stokes, N. 1. (1988). Universi& or Colleee: Institutional Demand for Higher Education in Canada. Unpublished doctoral dissertation, University of Toronto. Stokes, P. B. (1990). A New Role for the Universitv in Canada's KnowIeQe- Based Society: The Deliverv of Advanced-Level Continuine: General Education to Post-Baccalaureate Practitioners. Unpublished doctoral dissertation, University of Toronto.
Stone, C. (1984). The Toronto Institute of Medical Technolow 1958-1983: A Studv of its Development and Role in He& Sciences Education Outside the Mainstream of Education. Unpubfished doctoral dissertation, University of Toronto.
Thomas-Edding, D. 0. (1987). Problem-Solvine: in Phvsicai Thera~x Imolications for Curriculum Develomrmtt. Unpublished doctoral dissertation, University of Toronto.
Thorsen, E. J. (1988). Occupational Stress in the Professoriate. Unpublished doctoral dissertation, University of Toronto.
Tumber, k (1993). Labour Relations and Orwmizational Climate in Ontario Communitv Colleges. Unpublished doctoral dissertation, University of Toronto.
Weir, R. (1984). Religious Thought and Evolutionarv Ideas: Damin, Reliejous Belief and Education in Ontario. 1860-1890. Unpublished doctoral dissertation, University of Tomnto.
Wilson, B. P. (1991). Access to and Success in Promams at Mernorial Universitv - An Examination of the Importance of Isolation as a Determiiaant. Unpublished doctoral dissertation, University of Toronto.
Wilson-Pauwels, L. (1993). The Develo~mentof Academic Proarams in Medical Illustration in North America hm1911 to 1991. Unpublished doctoral dissertation, University of Toronto.
Woods, M. J. (1987). The hoduct Life Cvde as a Review Instrument for Selected Business Proarams in the Colleges of A~~1iedArts and Technolom. Unpublished doctoral dissertation, University of Toronto.
Woolley, F. J. (1983). Occupational Stress Amone Communitv Colleee Administrators. Unpublished doctoral dissertation, University of Toronto.
Young, J. A. (1991). Nurses' Work Satisfaction. Unpublished doctoral dissertation, University of Toronto.
Young, R. M. (1992). T.inkinP.. the Sectors of Post-Secondaw Education: A Com~arativeStudv of Australia and Ontario. Unpublished doctoral dissertation, University of Toronto. OISE Descri~torsof Theses and their Freauenw Fmm merEducation Gronp Doctoral Dissertations 1970 - 1996
Academic Achievement 1 Academic Libraries 2 Accreditation 1 Accounting 1 Acculturation 1 Administration 5 Admissions 2 Adult Education 3 Aged 1 Arab Countries 1 Attitudes 11 Australia 1 Basic Education 1 Benefactors 1 Business, Industry and Corporations 7 Canada 11 Canadian Association of University Teachers 1 Canadian Union College 1 Children of Immigrants 1 China 3 Classification 2 Collective Bmgaining 2 College Dropouts 1 College Graduates 1 College Presidents 1 College Student Personnel Administrators 1 College Students 8 College Teachers 6 Coiieges of Applied Arts and Technology 14 Cornmunity College Students 2 248 Comparative Education 1 Cornputers 1 Continuhg Education 6 Council of Ontario Universities 1 Criminology2 Cunicula 3 Deaf 1 Doctor of Philosophy Degree 1 Econornic Development 1 Education and State 6 Educational Comeling 1 Educational Equalization 2 Educational Planning 5 Educational Tests and Measurements 2 Employment 5 Endowments 1 Engineering 1 E-h Language 1 Evaluation 5 Evolution 1 Faculty 2 Finance 8 Foreign Students 1 French Canadians 1 Graduate Work 3 Guyana 2 Hedth 1 Hgher Education 12 Higher Education and State 1 History 15 Hospital Patients 1 India 1 InComation Theory 1 Inquiry and Knowledge 3 Job Stress 2 249 Kenya 1 K0m8 1 Law and Legislation 2 Learning2 Literacy 1 Management 2 fipower Policies 2 Medical Illustration 1 Medicine 4 Memorial University 2 Military 1 Minorities 1 Motor Learning 1 Multiple Choice Examinations 1 Music 1 National Conference of Canadian Universities and CoUeges 1 Non Profit Organizations 1 Nursing 13 Ontario 36 Ontario Coumil on Graduate Studies 1 People's College 1 Philosophy 3 Physical Education 2 Physical Therapy 2 hb1em Solving 1 Professional Education 5 Provincial Aid to Higher Education 3 Psychdogy 8 Public Health 1 Queen's University 1 Research 3 St. Michael's Hospital Satisfaction 1 Secondary Education 2 Seventh Day Adventists 1 250 Sex Discrimination 1 Social Work 1 Student Adjustment 2 Student Aid 1 Student Aspirations 1 Students 1 Subsidies 1 Tanzania 1 Teaching 6 Technicd Education 1 Toronto 6 Toronto Institute of Medical Technology 1 Trent University 1 Wdadand Tobago 1 Universities and Colleges 16 University Extension 1 University of Alberta 2 University of Toronto 6 University of Waterloo 1 University of Western Ontario 1 Visual Perception 1 West Indians 1 York University 1 Key To Methodolosp T5mes
HISTORICAL QUALITATIVE SURVEY CAUS-COMP CORRELATION EXPERIMEKTAL
Focus on.,, Past Quality CharacteristicDetermine Discover Establishes description di fferences associations cause (not confimi) (can't determine cause)
ethods.. Documents Observation Cross- Data in ûata in Independent Archives Interviewing sectional & a quantified a quantified variable is Numerical Document Longitudinal fom so fonn so manipulated records Anaiysis Surveys descriptive correlation thraugh Oral Ethnography statistics statistics randomitation
Staternents can be used cari be used Reli CS
Eomrnon key words History of... Observation Questionnaire Effects of Relationship Randornized Case study Panel Study Prediction Factorial Desig Fieldnotes Trend Study Effects of Comparativev Cohort Study APPENDIXV
Canaclian Journal of Hxgher Education Data YR V # PAGES AlJTHOR SE INSTMiON ME TC GE #SUB SUB 71 1 1 5-1 3 Smith M Guelph HA8 71 111 1 27-33 Dennison M UBC RA4 72 2 1 5-1 3 Cameron M Roy Corn Edu R A 5 72 2 1 23-29 Stager M Toronto HP 5 72 2 13'1-37 Black M Calgary RS 5 72 2 2 5-1 6 Sibley M Manitoba RA8 72 2 2 17-23 Hansen M Toronto RA4 72 2 2 37-46 Sheehan M Calgary RA8 73 3 15-16 Proulx M Montreal RA S 73 3 1 17-28 Nicholson MW HP 5 73 3 1 47-52 Konrad M Alberta SE S 73 3 2 105-1 11 Oliver M Carleton RA 5 73 3 2 113-140 Hartle M Treas Bd Can R A 5 73 3 2 141-149Patt M Ont Min C& U R A 4 73 3 2 1 57-1 74 Macdonald M Cwn Ont Univ R A 5 Sheffield M Toronto ST 5 Hartman M Toronto RT 8 Good M Ont Pr Ins Dev R T 5 Pi tman M Trent Dennison M UBC Sirluck M Manitoba Lang M Toronto Shore M McGill Stein M Winnipeg Si bley M Manitoba Sullivan M Mernorial Carter M Queen's G0od M Queen's Campbell M Alberta Fotfl M UBC Morton M Toronto Hutton F Manitoba Denis F Ottawa Adel f M Queen's RAS Pollock M Trent SA lfl Kcnrad M Alberta SE 4 Si bley M Mt Allison HA8 Lee M Toronto QP 4 MacDonald M York RA4 Simpson M Toronto SS 1 Farster F Canada Counl QI 6 Fiorino M OISE HP 4 Fisk M Mt St Vincent Q P 8 Gl asm an M U Oregon RT 8 Burch M Toronto HP 8 Smith M Toronto MA 4 Sirluck M Manitoba RA8 Rot hman M Toronto S T 6 114/213 11 Campbell M Alberta RA8 Taylor M Victoria QT 5 Bissel l M Toronto HP 5 Lee M Toronto Qs 1 Beach M Victoria MS 5 Evans M Toronto RA 5 Stefan M Toronto MA 8 Stager M Toronto MA 5 Noble M Ont Min C& U HP 4 Desroches F Oep Sec State S T 4 Creet M Queen's RA4 Garry M York QE 4 Worth M Alberta HA8 Dennison M UBC RA4 Verner M UBC RE 8 Zur-Muehlen M Stats Cari MA 5 Jones M UBC RA8 Bissel1 M Toronto QA 1 Fleming M Victoria RA8 Ralston F St. Mary's S S 1 Hurka M Saskatchewan S E 5 Geis M McGiII R08 Cranton F McGill RT 1 Pascal M OISE RT 8 Dowdeswell M U. Bath, UK S T 1 Furedy F York RT 5 Marx M Simon Fraser S T 5 Sheffield M Toronto Ml 5 Gregor M Manitoba RA 5 Beianger M No affiliation C A 1 Daniel M Athabasca H P 1 Watson M Victoria SA 1 Dennison M UBC HP 4 Mehmet M Ottawa MA 4 Saywell M Toronto Hl 6 ûuguid M Victoria R07 Darling M McMaster S A 4 Ungar M Toronto S S 1 469/395 13 Ayers M Victoria S T 4NR 13 Hurka M Saskatchewan S S 5 513 13 Irving M Toronto HP 1 Goy der M Waterloo MO 5 80 10 2 53-72 Konrad M Alberta SE 5 280 11 80 10 2 73-84 Griew M Toronto MA 8 80 1O 2 85-1 01 Sullivan M Mernorial CS 1 80 10 2 104-1 1 5 Fleming M Victoria MA 8 81 11 1 1-16 Ahmed M Ottawa SS 1 165 13 81 11 127-43 Grubel M Simon Fraser Q E 5 81 11 1 45-57 Rennie M York SS 1 325 16 81 11 1 73-81 Cranton F McGill ST 1 28 11 81 11 21-25 Pike M Queen's QA 5 81 11 2 27-47 Dmdd F McGiII RT 5 81 11 2 49-66 O'Neill M Brock CS 4 81 11 2 67-77 McCready M WiI Laurier C T 1 81 11 279-89 MOSS F Saskatchewan S A 1 2212 13 82 12 1 17-28 Stager M Toronto RA 5 82 12 1 29-41 Derinison M UBC S S 4 3923 13 82 12 1 43-55 Barrington F MacEwan CC S A 4 17 12&15 82 12 21-16 Garnier M Laval S A 4*2 11&12 82 12 2 1 7-31 Hopkins M Simon Fraser Q E 5 82 12 2 33-42 Devlin ? Victoria SS 2 711 13 82 12 2 43-57 Oennison M UBC CS 1 82 12 3 1-9 Lawless M Manitoba RA 5 82 12 3 1 1-24 DowdesweIl M U. Bath, UK Q A 4 * 3 * 3 82 12 3 25-35 Bdanger M Montreal CA 1 82 12 3 37-46 Oodge M lmmig Canada MA 5 82 12 3 47-58 Meng M Carleton MA 5 82 12 3 59-64 lngalls M Mt St Vincent Q A 1 83 13 1 1-15 ROSS M Memorial CT 1 83 13 117-31 Taylor M Calgary QA 1 83 13 133-45 Kemerer M N Texas State S A 6 105 71&12 83 13 2 1- 12 Montagnes M Toronto R08 83 13 2 13-25 Konrad M Alberta SE 5 25 11&12 83 13 2 27-40 Zur-Muehlen M Stats Canada M A 5 83 13 2 41-49 Dickson M New 8runsw S A 1 245 11 83 13 3 1-34 FOO~ M Toronto MA 4 83 13 3 37-54 Allan F McMaster C A 1 83 13 3 55-76 Harris M Alberta RA 1 83 13 3 77-95 Skolnik M OISE MA 5 84 14 1 11-29 RO~OW M Simon Fraser H A 5 84 14 1 31-40 Konrad M Alberta SA 538116 12 84 14 141-58 Oug~id M Simon Fraser H P 8 84 14 2 13-31 Dennison M UBC SA4 150 12 84 14 2 49-62 Vanderkamp M Gudph MA 5 84 14 263-73 Botman F Manitoba ST 1 213 11 84 14 3 19-34 Flanagan M Calgary RA 5 84 14 3 79-93 Guppy M UBC HA 5 8s 15 111-23 \Irlc1 M Manitoba MA 5 85 15 1 25-38 Sheehan F Calgary HP 5 Lam M Brandon S T 4 374/366 13 Donald F McGiII RT 8 AI exander M Simon Fraser Q S 1 i=107 13 Church M Laurentian S S 1 438 13 Kapoor M Concordia S E 5 76 17 Southern M Univ Coun BC Q A 5 i=30 12&1S Traub M OISE SA4 58 12 Durnorit M McGill RP 8 MI M Regina MA 5 Weller M Lakehead Hl 6 Watson M Victoria SA1 227 11 Bel anger M Montreal XA 5 Collis F Victoria ST 5 43 11 Decore F Alberta CA 5 Pain F Saskatchewan SS 1 514 13 Eastman F Dalhousie HE 1 Kavanagh M NSERC HE 5 Debellefeville F Concordia C S 4 Archer M Calgary SS 1 199 16 Zur-Muehlen M Ottawa MA 5 Bateman F McGill CT 4 Holdaway M Alberta SS 1 641 13 Hardy F McGill QA 1*4 *4 Skolnik M OISE MA 4 Chadwick-Jones M St Mary's M A 5 Shamai M Golan Inst, ISR M O 5 Kavanagh M NSERC HE 5 Oean M Manitoba RA 5 Palmer M McMaster H T 4 Nevitte M Windsor SS 5 204 13 Dennison M UBC S A 5 9911 08 12&15 Al bas M Manitoba Qs 1 Hum M Manitoba MA 5 Pineo M McMaster C 1 6 Church M Laurentian S S 1 427 13 Wright M Guelph SE 1 72 13 Holdaway M Alberta SI 1 797 13 Zel mer F Alberta SI 1 28 13 Albas M Manitoba Qs 1 Anisef M York CS 5 Blakely M York RA 5 GUPPY M UBC CS 5 Levin M Kwantlen, BC Q A 5 Mazurek M Lethbridge R E 5 Lundy F York ST 1"s 13 Edwards F New Brunsw H T 1 89 19 3 53-71 Tomlinson M OlSE 90 20 1 7-20 Schaafsma M Victoria 90 20 1 43-56 Renner M Dalhousie 90 20 1 57-73 Bell M OlSE 90 20 2 9-26 Schell F Laurentian 90 20 2 45-59 Foley F UBC 90 20 2 61-79 Elrick M Guelph 90 20 3 17-28 Axelrod M York 90 20 3 29-42 Williams F Ryerson 90 20 3 43-63 Stewart F Dalhousie 90 20 3 65-84 Dietsche M Humber CC 90 20 3 85-102 McWilliam F ClWO 91 21 1 13-36 Thacker F Winnipeg 91 21 1 37-53 Levin M N Island CC, Br Q A 4 27 12 91 21 1 71-89 Mahaffey M St Franc Xav S S 8 91 21 2 1-27 Pike M Queen's QA 4 91 21 2 28-52 Crespo M Montreal SA 4 1225 11 91 21 2 53-76 Evers M Guelph ST 1*7 '-7 91 21 3 1-23 Grubel M Simon Fraser S E 5 91 21 3 24-46 Cofarelli M Cent Mi& U S E 6 91 21 3 47-58 OtBrecht M Med Res Coun S S 5 92 22 1 1- 1 3 Swartzrnan F LlWO SA 1 92 22 1 14-26 Hoflingsworth M No Affiliation R O 5 92 22 1 24-47 Decore F Alberta SE 1 92 22 1 48-83 Hill F Victoria SS 5 9222 2 1-14 Owen M Athabasca S A 5 92 22 2 15-40 Michael M U Alaska RA 5 92 22 2 41-59 Rajacich F Windsor RS 5 92 22 2 60-72 Swell F Queens Co, NY E S 1 92 22 2 73-91 Woiceshyn F Calgary HP 8 9222 3 1-13 8eil M York SA4 92 22 3 14-27 Corman F Brock RI 6 92 22 3 28-45 Levin M N Island CC, B( Q A 4 92 22 3 46-56 Brown F Victoria RE 5 92 22 3 57-75 Thmpson M Saskatchewan Q S 5 9323 11-18 Oagg F Waterloo SA 1 93 23 1 19-36 Leiper F Guelph CO 5 93 23 1 37-55 Hughes F Cambridge, UKS S 5 93 23 1 56-73 Skohik M OISE SA 5 93 23 2 1-1 8 Schonwetter M Manitoba RT 8 93 23 2 19-43 Looker F Acadia QA 1NR 118~12 93 23 2 44-64 Pyke F York CA 1 93 23 2 65-85 McKeown M New Brunsw R S 8 93 23 2 86-103 Amos F NS Oept Educ S S 1 187 13 93 23 2 104-1 17 Piccinin M Ottawa ST S 34 11 93 23 2 1 18-1 44 Hart M OISE HA4 93 23 3 1-1 7 Etcheverry F Manitoba SS 1 308 13 93 23 3 18-35 Gomme M Mernorial SS 1*7 * 7 93 23 3 36-63 Sweet M Lakehead RE 5 93 23 3 64-79 Taylor F Manitoba RT 5 93 23 3 80-92 McNay F WW RE 1 93 23 3 93-106 Wall F Calgary QA 5 93 23 3 107-1 15 Blair F Mt St Vincent Q T 4 94 24 1 1-29 Holdaway M Alberta S A 5 94/112 11&12 94 24 1 3-47 Wilkinson M Laurentian C S 5 94 24 1 48-71 Rosenblum M McMaster S A 5 NR NR 94 24 1 72-87 Levin M Arizona SA4 10 12 94 24 1 88-99 Dickon M New Bninsw C A 5 94 24 2 1-15 Small M Alberta SA 5 57 12 94 24 2 16-42 Grayson M York Sf 1 141 13 94 24 2 43-67 Ross F Lakehead SS S 123 13 94 24 2 68-88 Sheridan M York XS 1 94 24 2 89-1 14 Redpath M Athabasca S S 5 487 13 94 24 3 1-25 Scott F Alberta QT 1 14 11 94 24 3 26-57 Wright M Dalhousie ST 5 51 11 94 24 3 58-70 Piccinin M Ottawa ST S 34 13 94 24 3 87-1 14 Dean M Manitoba RA S 95 25 1 1-18 Saroyan M McGill ST 1 48 11&12 95 25 1 19-39 Levin M Arizona QA 1 95 25 1 41 -61 Jones M OISE QT 4 22 11 95 25 2 1-1 6 Corson F Wilf Laurier S S 5 * 8 -8 95 25 2 17-28 Page M Windsor RAS 95 25 2 29-51 Dorialdsori F Calgary ST 1 574 13 95 25 2 53-77 Johnson F Alberta SS 1 498 13 95 25 2 78-91 Grayson M York SS 1*9 * 9 95 25 3 1-29 Holdaway M Alberta S A 5 7361582 11 95 25 3 31 -48 Williams M Toronto SA 1 4084 13 95 25 3 49-70 Casas M Toronto MA 4 95 25 3 71-92 Donald F McGill ST 1 48 13 Canadictlt Journal of Higher Education Articles
.. Ade11, B. (1975). The Legal Framework of Fadty Collective Bargaining: Some Short Questions and Some Long Answers. The Canadian Journal of Higher Educdon, 5 (2), 57-75.
Ahmed, S. A. (1981). Relationships between MBA Program Attributes and Personal Charadristics of Students. The Canadiun Journal of Higiw Eduation, 11 (1). 1-16.
Albas, D., & Albas, C. (1988). The Staging of Examinations: A Student Response. The Canadian Journal of Higher Educ&*on, 18 (3), 69-81.
Albas, D., & Albas, C. (1988). The Institutional Staging of an Examination. The Canadian Jourd of Higher Education, 18 (I), 65-73.
Alexander, B. K. (1985). Dmg Use, Dependence, and Addiction at a British Columbia Universi* Good News and Bad News. The Canaclkzn JoudofHigkr Education, 15 (2), 13-29.
Man, L. G.,Darling, k L., Hughes, IL C., & Rosenfeld, J. M. (1983). An Examination of Performance of FhtYear Students at an Ontario University: An Admisgion Perspective. The Canadian Joudof HigherEd~c~on,13 (3),37-54. Amos, M., Day, V. H., Power, E. (1993). Student Reactions to a Fadty Strike. T7ze Canadian JowdofHigher Educattion, 23 (2), 86-103.
Anisef, P. (1989). Studying Part-Time in Canada's Universities: A Social Change Perspective. The CadianJournal of Higher Edzaation, 19 (11, 11-28.
Archer, K. (1986). Political Science BAGraduates fimm the University of Calgary: Education and Career Paths. T%e Canadian Jountal of Higher Edumtion, 16 (2). 65-76.
Axehd, P. (1990). Student Mein Canadian Universities: The Lessons of History. 77~Canadian Journal of Higher Education, 20 (31, 17-28.
Ayers, J. D. (1980). Relationship of First-Year University Grades of Non- High School Graduates with the Tests of General Educational Development. The Canadian Jourd of Higher Edzmztion, 10 (l), 75- 82.
Barriogton, G. V. (1982). Do Community College Presidents and Government OniQals Share the Same Perspectives? The Canadian Journal ofHigher Educattucatton,12 (l), 43-55.
Bateman, D., & Donald, J. G. (1987). Measwing the Intellectual Development of College Students: Testing a Theoretical F'ramework. The CandianJournal of Higher Education, 17 (11,47063. Beach, H. D. (1977). Higher Education and Student Employment Needs. 17re Canadian Jownal of Higher Educ&*on, 7 (3), 1-22.
Belanger, C.H. (1979).Managerial and Discipluiary Constraints Applied to FadtyStafnng. The Canadian Joudof Higher Educdon, 9 (2), 51-62.
Belanger, C. H., & LaCroix, R. (1986). Measuring the ESectiveness of Research Grant Getting. The CadianJoud ofHigher E~uc~o~~ 16 (11, 25-38.
Belanger, C. H., & Tremblay, L. (1982). A Methodological Approach to Selective Cutbacks. The CadianJournal ofHigher EdrccationY 12 (3). 25-35.
Bell, S. (1990). Using Matching Grants to Facilitate Corporate-University Research Linkages: A Preliminary Examination of Outcornes From Une Initiative. The Canadian Journal of Higher Educcztion, 20 (l),57- 73.
Bell, S., & Jones, G.A (1992). Paid Consulting in Ontario Colleges of Applied Arts and Technology. The Canadian Journal of Higher Edrccdon, 22 (3), 1-13.
Bissell, C. T. (1978). University Presidents and Politicians. The Cadian JOU~of Higher Education, 8 (3), 19-31. BisseU, C. T. (1977). The Reeovery of Canadian Tradition in Higher Education. The Canadian Journal of Higher Education, 7 (2),1-10.
Black, D. B. ( 1972). Farewell, Drop Out: Hello, Drop In. 13Le Cadian Journal of Higher Education, 2 ( 1), 3 1-37.
Blair, S., & Uhl, N. P. (1993). Using the Delphi Method to Improve the Curridum. 27re Canadian Journul ofHigher Education, 23 (3), 107- 115.
Blakely, J. H. (1989). What Should the Goals Be? Employment Equity for Female Faculty in Canada. The Canadian Journal ofHigher Education, 19 (l),29-48.
Botman, E. S., & Gregor, A. D. (1984). Faculty Participation in Teaching Improvement Pmgrams. 17re CadianJournal ofHigher Eclucation, 14 (2), 63-73.
Brown,L. k (1992). Social Work Education For Aboriginal Communities. The Canadian Journal of Higher Education, 22 (3), 46-56.
Burch, R. (1976). Jaspers' Concept of the University. The Canadian Journal of Higher Educ&.on, 6 (3),1-41.
Cameron, J. R (1972). Measuring the &uaüty of Higher Education. me CadianJownal of Higher Education, 2 (11,543. Campbell, D. D. (1977). The University in Public Semice: Some Rdections. The CaMdian Jownal ofHigherEdwation, 7 (l), 37-42.
Campbell, D. D. (1975). Determininp the University's Goals: The Setting of the Prublem. The CadianJournal ofHigher Educution, 5 (1). 53-64.
Carson, A, Duplessis, D., & Mïghty, E. J., (1995). Creating an Academic Culture: Issues in Residence Administration at Institutions of Higher Education. ZkCanadian Journal of Higher Edwation, 25 (2), 1-16.
Carter, D. D. (1975). Collective Bargainhgfor University Fadm ALegal Perspective. The Canadian Journal of HigherEducattatton,5 (l), 25-31.
Casas, F. R., & Meaghan, D. E. (1995). Grade Inflation and University Admissions in Ontario: Separating Fact fimm Perception. T%e CartadianJournal of Higher Education, 25 (3),49-70.
Chadwick-Jones,J. K., CarceIler, A., & Vaisey, D. (1987). Canada Council's KUam Research Fellowships: Distribution of Awards 1968-1984. The Canadian Journal of Higher Educution, 17 (2). 27-36.
Ch&, J. H.,& G;iiinaham, D. W. (1988). Benefit Segments for Full-Time Undergraduate Students. The Cà&ian Jouml ofHigherEducatlDon, 18 (2), 55-73.
Church, J. H., & Gillingham, D. W. (1985). Situational Position and Student Choice Criteria. The Canadian Journal ofHigher Educution, 15 (2), 31-51. 264 ColareIli, S. M., Dean, R. A, & Konstans, C. (1991). Relationships Between University Characteristics and Early Job Outcornes of Accountants. The CadianJournul of Higher Education, 21 (3), 24-46.
Collis, B., & Muir, W. (1986). A Sweyof Cornputer Education Courses in Canadian Fadties of Eduœtion. The CadianJoud ofHigher Educdon, 16 (1). 61-71.
Corman, J., Barr, L., & Caputo, T. (1992). Unpacking Attrition: A Change of Emphasis. The Canadian Journul ofHighsEducdon, 22 (3), 14-27.
Cranton, P. A. (1979). The McGill Fadtyand Course Evaluation System. The Canadian Journal of Higher Education,9 ( l),1 1- 16.
Cranton, P. A., & HiUgartner, W. ( 1980). The Relationships Between Student Ratings and Instnictor Behavior: Implications for Impmving Teaching. The Canadian Jowndof Higher Eddon,11 (2), 73-81.
Creet, M. & Trotter, B. (1978). Statistics for Policy and Planning in Canadian Higher Education: An Ontario Perspective. The Canadian JO& ofHigher Edu&*on, 8 (1),47-59.
Crespo, M., & Acevedo, D. (1991). The Future of the University.. A Contingency Analysis of Professors' Perspectives. The CaMdian Journal of Higher Education, 21 (2), 28-52.
Dagg, A . 1. (1993). Academic FadtyWives and Systemic Discrimination - 265 Antinepotism and "Inbreeduig". The Canadian Joudof Higher Ed~~ony23 (l), 1-18.
Daniel, J. S. & Smith, W. k S. (1979). ûpening Open Universities: The Canadia.Experience. The Canadian Journal of Higher E~UC~OIZ~9 (3). 63-74.
Darling, A L. ( 1980). The Impact of the Participation Rate - Whatever it is - on University Emhent. me CandianJournal ofHigher Educati-on, 10 (l),37-56.
Dean, J. M. (1987). Cash Traders Matter! A Critique of the Senate Report on Postsecondary Education. The Cartadian Joudof Higher Ed~cationy1 7 (3), 17-31.
Dean, J. M., & Clifton, R. k (1994). An Evaluation of Pay Equity Reports at Five Canadian Universities. The Canadian Journal of Higher Ed~catt'~ny24 (3), 87-114.
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Zur-Muehlen, M. V. (1978). The PhD. Dilemma in Canada Revisited. 171e Canadian JoudofHigkEducation, 8 (21,49959. APPENDIX VZI F'requency of ERIC Descriptors From CanadianJournal of Higher Educdon Articles 1971- 1995
Academic Achievement 15 Academic Education 5 Academic F'reedom 2 Academic Libraries 2 Academic Persistence 7 Academic Rank 3 Access to Education 9 Accessibility 1 Accountability 5 Accountants 2 Accreditation 1 Acculturation 1 Activism 3 Administrative Policy 10 Administrative Organizatiom 6 Administrator Attitudes 9 Administrator Characteristics 6 Administrator Education 1 Administrator Rde 10 Administrator Sdection Admission Criteria 9 Admissions OffIcers 1 Adult Learning 5 Adult Students 3 Advisory Cornmittees 1 Age 3 Age Differences 2 Age Groups 4 Agency Role 2 Aging in Academia 3 296 APPENDIX VLI Frequency of ERIC Descriptors hmCadian Joud of Higher Eddon Articles 1971-19% Alcoholic Beverages 1 Allied Health Occupation Education 1 AliImni1 hdragog~1 Art Appreciation 1 Aspiration 2 Attendance Patterns 4 Attitudes 6 Authors 1 Bachelors Degrees 2 Behavior Patterns 2 Bias 1 Bibliographies 1 Biiingu&sm3 Blue Ribbon Commissions 1 Board 14dministrator Relationship 2 Budgeting 8 Bueaucracy 2 Business Education 6 Canada Natives 1 Career Change 2 Career Choice 6 Career Ladders 3 Career Planning 2 Case Studies 13 Cataloging 1 Centralization 1 Certification 2 Change Agents 3 Change Strategies 17 Citations 1 297 APPENDIX VII Fkequency of ERIC Descriptors From Canadian Journal ofHighEddon Articles 1971-1995 Citizenship 2 Classroom Communication 2 Classroom Environment 2 Classroom Techniques 2 Cognitive Processes 2 Collective Bargaining 3 College Administration 32 College Admission 4 College Attendance 1 College &und Students 1 College Choice 4 CoiiegeCurridum6 College Credits 1 College Entrance Examinations 2 College Environment 11 ColIege Fadty 56 College Freshmen 10 CoUege Governing Cound 1 College Graduates 5 Cdege Instruction 19 College Outcornes Assessrnent 3 College Planning 6 College Prepmtion 2 College Presidents 7 College Pmgrams 1 College Role 19 College Students 27 Commiinism I Community Colleges 18 Comparative Analysis 33 Comparative Education 7 298 APPENDIX VII Frequency of ERIC Descriptors From CanadMn JoudofHigher Educcztion Articles 1971-1995 Cornpetence 1 Cornpetition 5 Cornputer Oriented Programs 2 Computer Uses in Education 2 Cornputers 2 Conflict Resof ution 2 Cowrtia 1 Consultants 1 Consumer Economics 1 Continuing Education 1 Cooperative Programs 2 Coordination 1 COping 1 Core Curriculum 1 Correctional Education 1 Correspondence Schools 1 Cost Effectiveness 4 Costs 3 Court Litigation 1 Creativity 1 Crime Prevention 1 Critical-2 Cultural Werences 2 Culturd Pluralism 2 Curridum Design 6 Curriculum Development 6 Data Analysis 3 Data Processing 2 Dating 1 Deans 3 DecentrRlization 1 299 APPENDIX VII Frequency of ERIC Descriptors From CadianJounal of Higher Edrcdon Articles 1971-1995 Decision Making 11 Deelinuig Enrobent 6 Degree Requirements 1 Delivery Systems 1 Delphi Technique 3 Demography 8 Departments 8 Developed Nations 1 Developmental Stages 2 Diagnostic Tests 1 Differences 2 Disabilities 2 Distance Education 1 Doctoral Degrees 6 Dormitories 1 Dramatics 1 hinkingl Dmpout Characteristics 9 Drug Abuse 2 Dnig Addiction 1 Drug Use 1 Economic Change 7 Economic Climate 2 Economic Factors 2 Economics Education 3 Education Mqjors 2 Education Work Relationships 8 Educational Administration 3 Educational Attainment 2 Educational Attitudes 2 Educational Background 1 300 APPENDIX VII Frequency of ERIC Descriptors Frorn CadianJoud of HIgher Education Articles 1971-1995 Educational Benefits 5 Educational Change 21 Educational Demand 4 Educational Economics 15 Educational Environment 1 Educational Equity 1 Educationd Finance 12 Educational History 11 Educational Innovation 2 Educational Needs 4 Educationd Objectives 13 Educational Philosophy 6 Educational Planning 2 Educational Policy 15 Educational Psychology 1 Educational Quality 6 Educational Research 10 Educationd Strategies 2 Educational Supply 1 Educational Television 1 Educationd Trends 9 Efficiency 2 Elementary Secondary Education 4 Eligibility 1 301 APPENDlX VII Frequency of ERTC Descriptors hm Canadian Journal of Higher EdmoonArticles 1971-19% Employed Women 1 Employment Experience 2 Employment ûpportunities 10 Employment Patterns 9 Employment Potential2 Engineering Education 2 English Instruction 2 Enrollment 4 Enrobent Muences 8 Endment Projections 2 Enrobent Trends 13 Enbrepreneurship 3 Entry Workers 2 Epistemology 2 Equal Education 4 Equal Opportunities 6 Ethnic Groups 2 Ethnography 1 Evaluation Criteria 5 Evaluation Methods 6 Evaluation Needs 2 Evenhg Programs 1 Examiners 1 Expenditure per Student 1 302 APPENDIX VTI Frequency of ERIC Descriptors F'rom Canadian Joudof Higher Eddon Articles 1971-19% ExteIlSion Education 1
Fadty 4
Faculty College Relationship 2
Faculty Development 10
Faculty Evaluation 4
Fadty Promotion 1
FadtyWorkload 2 Family 1
Family Ineome 1
Family Muence 1
Federal Aid 8
Federal Govemment 2
Federal Legislation 3
Federal ProgramsFederal Rate Relationship 2
Females 10
Finance Reform 1
Financial Aid Applicants 2 APPENDIX VLI: Frequency of ERIC Descriptors Fmm CanadianJounal ofH&herEddon Articles 1971-1995 Financial Pmblems 6
Financial Support 12
Foreign Countries 179
Foreign Nationals 1
Foreign Students 2
billTime Fadty 2
Full Time Students 4 Fund Raising 1 Futures 10 General Education 1 Geographic Location 2 Global Appmach 1 Govername 13 Governing Boards 3 Government Employees 2 Government Role 8 Govenunent School Relationship 8 Grade Inflation 2 Grades 6 Graduate Students 6 Graduate Study 12 Graduate Surveys 7 Graduation 2 Grants 3 Grantsmanship 2 304 APPENDfX VII Frequency of ERIC Descriptors hmCanadian Joudof Higher Eddon Articles 1971-19% Gmup Membership 2 Health Semices 1 Higher Education 243 Higa Sch001 Students 2 High Schools 4 Historiography 2 Humanistic Education 3 Humanities Instruction 1 Immersion 2 uidigenous Populations 1 Individual Characteristics 1 Individual Development 2 Individual Merences 1 Industry 1 Incorne 2 Inflation 1 Idormation Dissemination 1 Information Needs 3 Information Seekhg 1 Information Sources 2 Information Systems 3 Information Technology Information Utilization 2 Institutional Advancement 1 Institutional Autonomy 6 Institutional Characteristics IO Institutional Environment 2 Institutional Mission 4 Institutional Research 1 Ixistnictiond Design 3 Instructional Impmvement 11 305 APPENDIX VIZ Frequency of ERIC Descriptors hmCanadian Journal of Higher Education Articles 1971-1995 Intellectual Development 2 InteUectual Disciplines 10 Interaction 1 IntercoUegiate Cooperation 1 International Education 5 International Relations 1 Interpersonal Ihlationsbips 1 Job Performance 1 Job Satisfaction 2 Job Search NLethods 1 Job Skills 2 Labor Force Development 3 Labor Market 9 Labor Needs 4 Labor Supply 2 Labor Turnover 1 Language of Instruction 2 Languages 5 Leadership 3 Leadership Styles 2 Learning Experience 4 Learning Problems 1 Leisure 1 Legal Problems 2 Liberal Arts 1 Lilnmy Collections 4 Library Cooperation 1 Library Services 4 Literacy 1 Literature Reviews 1 Zocus of Controll 306 APPENDIX VII Frequency of ERIC Descriptors From CanadianJournal of Higher Education Articles 1971- 1995 Longitudinal Studies 4 Long Range Planning3 mors4 Males 6 Management Information Systems 1 Mathematics 2 Marketing 1 Masters Programs 3 Measurement 1 Middle Aged Adults 1 M1Iiority Gmups 3 Models 16 Money Management 2 Moral Values 1 Mothem 1 Multiple Employment 1 National Programs 3 National Surveys 14 Natural Sciences 1 Newsletters 1 Nontraditional Occupations 1 Objectives 1 Occupational Information 2 Occupational Mobility 2 Occupational Sumeys 1 MceAutomation 2 Onice Occupations 1 Open Universities 3 ûrganizational Change 7 ûrganizational Climate 11 Organizational Communication 2 307 APPENDIX VII Frequency of ERIC Descriptors hmCanadian Journal of Higher Eddon Articles 1971-1995 Organizationd Effectiveness 2 Organizatiod Theories 3 Outcornes of Education 7 ûutreach Progtams 1 Parent Attitudes 1 Participant Satisfaction 2 Part The Fadty 2 Part Time Students 5 Peer Evaluation 2 Personnel Policy 5 Personnel Selection 2 Perspective Taking 1 Philosophy 1 Policy Formation 15 Political Attitudes 1 Political Tnfliiences 8 Politics of Education 5 Population Trends 1 Positive =orcement 1 Postsecondary Education 20 Postsecondaiy Education as a Field of Study 5 Power Structure 4 Pragmatics 1 Prediction 1 Predictive Measurement 1 Predictor Variables 8 Private Cdeges 4 Private Sector 2 Pnva~tion1 Ebblem Solving 3 Productivity 9 308 APPENDE Vü Frequency of ERIC Descriptors hmCanadian Journal of ;HigherEddon Articles 1971-19% Professiond Associations 2 Professiond Education 7 Program Administration 5 Program Descriptions 7 Program Design 3 Program Development 8 Program Effectiveness 10 Program Evaluation 10 hg- Le-2 Psychology 2 Public Agencies 1 Public Colleges 3 Public Officiais 1 Public Opinion 4 Public Policy 11 Publications 4 Publlish or Perish Issue 1 QiislityConhI 1 Questionnaires 8 Race 1 Rape 1 Rathg Scales 2 Reentry Students 1 Regional Planning 1 Regression 1 Relevance 2 Religion 1 Remedial htniction 2 Reputation 2 Research 6 Research Administration 5 309 APPENDIX Vfl[ Frequency of ERTC DeSCTiptors From CaMdian JourrzaL of Higher Eddon Articles 1971-1995 Research and Development 1 Research Methodology 9 Research Needs 6 Research Opportunities 1 Research Problems 3 Research Projects 8 Research Universities 1 Researchers 1 Resource Allocation 19 Retirement Benefits 2 Retrenchment 13 Rural Urban DiBerences 1 Rewarda 2 Role Perception 3 Sabbatical Leaves 1 Sdary Wage Differentids 8 Scholarly Jounials 1 Scholarships 5 School Business Relationship 1 School Commdty Relationship 1 School Holding Power 6 School Policy 4 School Responsibility 1 School Size 2 School Sweys 11 Sch001s of Education 4 Science Education 7 Second Languages 4 Self Concept 1 Self Concept Measures 1 Self Esteem 2 3 10 APPENDIX VII Frequency of ERIC Descriptors Fmm CanadianJoud of Higher Educatt*onArticles 1971- 19% Self Evaluation 1 Sex 2 Sex Bias 2 Sex Merences 11 Sex Discrimination 4 Sex Faimess 1 Single Sex Colleges 1 SkilI Development 1 Small CoIleges 4 Social Change 5 Social Integration 4 Social Responsibiüty 1 Social Sciences 3 Social Work 2 Social Values 4 Walization 1 Socioeconomic Status 5 Spaœ Utilization 1 Special Libraries 1 Specialization 1 Standardized Tests 1 Standards 1 State Aid 3 State Boards of Education 2 State Coueges 1 State Govemment 1 State Standards 1 State Sumeys 3 State Universities 1 Statewide Planning 4 Statistical Analysis 8 311 APPENDIX VII Frequency of ERIC Descriptors From CadianJournal of Higher Edudon Articles 1971-19% Strategic Planning 1 Stress Management 1 Stress Variables 3 Strikes 1 Student Adjustment 7 Student Attitudes 24 Student Attrition 3 Student Behavior 2 Student Charactenstics 14 Student College Relationship 6 Student Costs 5 Student Development 7 Student Educational Objectives 4 Student Evaluation 5 Student Ekperience 2 Student Financial Aid 7 Student Impmvement 2 Student Inkrests 3 Student hanPrograms 2 Student Motivation 3 Student Needs 5 Student Participation 1 Student Personnel Services 2 Student Reaction 2 Student Rights 1 Student Subdture 1 Student Teacher Relationship 6 Success 1 Supervision 2 Surrreys 21 Systems Approach 2 312 APPENDIX VII Frequency of ERIC Descriptoft From CadianJoud of Higher Edudon Articles 1971-1995 Taxes 2 Teacher Attitudes 10 Teacher Certification 1 Teacher Characteristics 5 Teacher Education 6 Teacher Effectiveness 7 Teacher Employment 1 Teacher Improvement 7 Teacher Participation 4 Teacher Qualifications 1 Teacher Retirement 3 Teacher Role 4 Teacher Salaries 3 Teacher Supply and Demand 4 Teaching Assistants 4 Teaching Load 1 Teaching Methods 6 Technical Education Technical Institutes 6 Technologicd Advancement 3 Technology Transfer 1 Telecourses 1 Tenm 2 Test Reliability 1 Test Use 2 Test Vaüdity 2 Testing 2 Theories 1 Transfer Students 5 Trend Analysis 14 Trustees 3 3 13 APPENDIX VII Requency of ERIC Descriptors hmCaruzdian Journal of Higher Ed-on Articles 1971-19% Two Year College Students 3 Two Year CoUeges 4 Underachievement 1 Undergraduate Study 4 Underemployment 1 Unemployment 4 Unions 6 Universities 52 Values Clarification 1 Vocational Education 3 Weighted Scores 1 Withdrawal4 Women Fadty 3 Women's Education 3 Work Attitudes 2 Work Environment 2 Work Merience 1 Workshnps 1 Writing Skills 1 Semi-structnred InteFView with Charles Pascal Jmie 11,1991 9-lOAM
Q: 'Could you tell me some of the historical highlights of the Higher Education Group at OISE.
A: Ted Sheffield and Rabin Harris redyformed the Higher Education Group at the University of Toronto. Sheffield, who was doing some quasi- demographic work at the University, was really the ktprofessor of Higher Education in the country. Robin Harris was probably the second professor of the field in Canada - he was contracted by the University of Toronto to write the University's history. Harris was initially an English professor who was interested in history while Sheffield was more of a demographer in the iradition of Robert Jackson, the founder of The Ontario hstitute for Studies in Education."
"Harris and Sheffield formed this sort of 'non-department' in the late 1960's. My entry into the scene came on July 1, 1977. 1 was at McGill University as a professor of Psychology but my main appointment was at the Center for Learning Development where George Geis and I both worked. Our interesta were in instniction and development in higher education and the post-secondary experience of students. When I was hired, 1 was offered a fU-time Chair of the newly expanded Higher Education Group which was going to corne over fhm the University of Toronto to OISE as a fdl-fledged department even though it was continued to be called the HE Group. Its joining OISE as a department ocmedthe first day of my appointment as Chair." "At that the, Dr. Sheffield was retiring so in a sense 1 replaced him. So, in 1977 there was me, Robin Harris, and Bert Hansen. Bert% interests were in organizational development and administration - he was a quarter (25%)time appointment and taught just one class. At the same tune 1 was offered the Chair of the Higher Education Group, 1 was also offered the Directorship of the Ontario Universities Program in Instmctional Development (COU). 1 convinced both selection cornmittees that the relationship between what 1 would be doing in the Higher Education Group - which would be developing a more direct connection with colleges and universities in terms of ninning research services to and for them - would adually feed the role that 1would have at COU and vice-versa. So for three years 1 was seconded 49%to run COU'S instructional improvement pmœss."
"My interest upon joining the Higher Education Group was teaching and learning but when 1 was hired 1 was told by the director of OISE to mach out to the Ontario colleges because OISE had never done mything in any mqjor way for the (at the tirne) 22 community colleges in the province. So 1 began to meet people in the colleges and rec~tedas a CO-teacherfor the HEG course entitled "nie Community College' Nom Siscoe. Mr. Siscoe was Mr. Davis' chief architect for developing Ontario's community colleges. He had just retired from being Chair of the Ontario Council of Regents although he had no time for OISE because OISE had never done anything for the colleges. He said Wyou redy want to do something with the colleges 111 be glad to help."'
"First he helped by being my commentator in 1805 - the cornmunity degecourse. He dso educated me in the history of the college movement. 316 It was then that we realized the colleges needed a lot of assistance. We then started doing real practical mnsutting projects and started making money for OISE by doing these pmjects. One such project was a study of whether or not there was a need for a campus for one of the communi~colleges which involved three other faculty members who were hired by the Committee of Presidents. So the outreach to the colleges began basicdy with my amival and the OISE Director saying 'do something out there with community colleges."
uAlso, I was there for about 3 or 4 years when there were a few other departments within OISE that were struggling in terms of thek future. One of them was Educational Planning and so this was when 1 was able to recruit Cicely (Watson) hmthat department. That's one of the best things 1 did was redther to Higher Education. She's pmbably got the best track record in tems of graduating students fkom OISE and is also an outstanding scholar."
'7 was also in the process of redting Dr. Jackson (former Director of OISE) who was in retirement and had just finished a major project titled CODE - the Commission of Declining Enrollment on the Elementary and Secondary Level. He, being a great demographer and policy person was working part-time in Halifhx and he thought having a position at OISE in the Higher Education Group would be great. Unfortunately, he suddenly died. At about the same time 1 also recruited Ian Winchester fimm the History and Philosophy Department." Q: Was there a plan to increase enrobent?" A: "Absolutely. We went hmbeing a very small department with a smd number of graduate students to a fidl fledged department during my involvement in the Higher Education Group. That was the whole idea. The only thing that was difficult was determining what a niche should be in the field - we were pretty much ad hocing it."
"My presence in the community degesystem raised the reputatioa of OISE and my outreach to the universities aiso allowed the Higher Education Group to have a presence in terms of graduate study. In the university system we ran seminars for senior university administrators and offiuals. We also ran a certificate program for administrative assistants and secretaries at post-secondary institutions because there was a need. So we were doing in-service development for colleges and universities as well as educating our regular graduate students. Yes, to get back to your original question, it goes hand-in-hand that when you set up a department, even though we were a smd group of pmfessors, our job was to crank up the enrollment which was done rather easily."
Q: Was there a deliberate decision to cover or not cover certain areas of study?" A: "No, it was ad hoc. It's a function of student interest but the student interest is in some ways reflective of pmfessors' interests. Its like the chicken and egg example. It was very ad hoc. In the beginning there was Robin Harris who was just interested in history, and then Cicely Watson joined and she was interested in planning and demography. 1 developed a certain amount of experüse in the area of post-secondary policy. If Dr. 3 18 Ghux, who is working with me now on a specialized doctorate in communîty college leadership or Don Ripey hmthe University of Texas were at OISE then there would have been a specialization in the Group in Student Personnel and Student Services."
"A lot of it depends on who the professors are. When you are smd, you've got a choice to be really, redy nmwand do nothing other than history and philosophy or you can decide to be applied, like doing the things we did with colleges and universities. But being a small department that concentrates on just history of higher education certainly wouldn't have attracted the talented students we did get when our enrollment increased. The more students you attract the greater the possibility of having more resources."
Tts really a question of phases. But my plan was, and 1 wasn't there long enough to see it implemented, but when you reach a certain size pucan begin to have two or three specialty areas because you begin in attract new professors and then you can have a real clear set of strengths. You can never -ver it all though because higher education is too broad. Unfortunately if you look at the department today youll see the ad hoc nature of the speciahties are still very much there."
"1 left in 1981 tn become a community college president, and just Ar that the department was lucky enough ta add Miehael Skolnik, with his extensive knowledge of post-secondary policy, to the its faculty roster. He has in some ways replaced me in terms of my interest in higher education policy. He was an excellent addition to the department." 319 APPENDIX VLII
Highlights Of Interview withMichael Skolaik
*Appointed to Higher Education Group in 1980.
Wertificate in Higher Education for administrative assistants terminateci 1981.
*Faculty appointments in 1980's included Ruth Hayhoe (Comparative/International) and George Geis (TeachinglLearning) in response to student interest in academic areas.
'Master's degree in higher education with specialization in health sciences initiated 1986. This program has fed several students into doctoral stream and resulted in considerable amount of theses focusing on health care issues.
*Following a favorable review by Ontario Corncil of Graduate Studies (OCGS) in the late 1980'~~the Council fowid that faculty in the Higher Education Group had too many supervisees. As a result, the department limited admissions to the doctoral program to 12 per year and insisted fadty advise no more than 6 doctoral supervisees at any one thne. APPENDIX VIII
Interview with Cicely Watson June 6,1997 24PM
Q: "Could you commuaicate to me your knowledge of the Gmup's background. k "OISE started in 1965. I was in the Department of Educational Research before OISE opened in 1965. 1 joined them in 1963-1964. 1 was the first chair of the Educational Planning Department. The Higher Education Gmup started as a line item in (Claude) Bissel's budget. The HE Group was not a part of OISE at dl. My deessentially was an assistant to Dr. Jackson. He was a member of many committees both on the federal and provincial leves. The Cornittee of Presidents, which was the ancestor of COU, had meetings and he met with them and provided them with materials they needed to conduct the meetings - whatever the issue of the day was. Also he was an advisor to Davis and Robarts. The Deparhnent of Educational Research did all the cornputer work for the Ministry (of Education). One of the major jobs involved examing the Grade 13 examinations. This was a period when educators were examing the transition hmhigh school to university because of the need to create new pst-second- institutions.
One of the things Dr. Jackson did was to send me to committees ador interview people on his behalf. So 1 was very fdarwith higher education issues and with, in particular, the Higher Education Group, which essentidy was an informal meeting of presidents, government personnel involved in pst-secondaryeducation and the like. The University of Toronto had at the 321 time reeently recruited Professr Sheffield hmhis job in Ottawa to be a professor-at-large at the University of Toronto, Mysupported by Bissel. As well. Robin Harris was the head of New College and was interested in higher education issues and especidy interested in the history of universities and colleges. John McDonald was about to move from UBC. These three individuals mnstituted the initial core pupof the HEG (Sheffield, Harris and McDonald) who did more than just discuss higher education issues that did something other than discuss among themselves. The three wanted to provide some courses and have some students, which they did - about six courses in all as weU as a handfid of students. The early Group, consisting of Sheffield, Harris and McDonald were mostly interested in providing a historical background with which to study the field of higher education. Harris was pharily a historian, but not by training, McDonald was a planner and Sheffield was also a planner but also had an interest in policy. They were interested in ha- courses in higher education but also quite determinecl to not make it a 'how-to' school - they didn't want to teach the nuts and bolts of how to administer in colleges and universities. They were more concemed in looking at the academic issues su~~oundinghigher education issues. not wanting to be a professional school training academic administrators. Somewhere 1 have a paper by McDonald justifying the academic look of the early department. That is important because that laid the groundwork for the hdof work the Gmup was going to do and has persisted to this day. The Group is interested in the study of issues in higher education, the study of policy alternatives for higher education, the study of the social demands on higher education,the study of altemative forms of delivery of higher education - not teaching you the forms of delivery. In fact the Gmup said that they are not part of the Fadeof Education at the University because the Fadty 322 prepares teachers in the profession and we're not a part of it because we're not in the business of formally providing skills to (future) academic administrators. They were paid on other people's budgets in the beginning - Harris was paid as a professor and head of a college at the University. McDonald was paid as the Director of the Cornmittee of Presidents. SheEeld was paid as the fist University wide Professor and as Rinaple of Massey College. 1 came to the department in 1979-1980 hmEducational Planning as did Ian (Winchester) - who came from History and Philosophy- as a result of Sheffield's mtiring in 1977-1978.From the mid-1960's until the late 197û's there were justa few courses offered in the HEG because the department didn't really have a base. When Bissell was corning out of the 05- the logical question was matis going to corne of the Group?' The logical thing was to see if OISE would take it over because both the Group and OISE were doing graduate work. Rohan, an educational psychologist and Burn, a political economist, dom at the Medical School were hired to teach instructional and measurement as well as poLicy to compelement the facule already in the HEG. When the Group came to OISE in 1977 they were different hmthe other departments in that they never used the term department and they had an advisory council as well. Jack Diarnond was involved in the development of a certificate course for the administrative assistants and semeterial types who didn't havea baccalaureate and therefore couldn't take any of the Group's courses and yet they felt could benefit hmhaving some sort of knowledge that would help explain the University system and the University as an institution to them. By 1981 I was full-time in the department and we were headed by Pascal (who academic interest included the community college) who was successfid in increasing the number of students and the range of interest within the department At the same the 323 with the demise of the Educationd Pldgdepartment we acquired some new people in the Higher Education Gmup - Jack Holland and Michael Skolnik- Also about that time 1 was handed a list of students by Pascal who had been in the Group but hadn't been mmpleting their theses - so 1 took about 2/3 of them and most of their topics 1 had no knowledge of. Yet that has been the story of my life - students teach me as much as I teach them!" Key TemUsed to Search Databases
[(American Business Periodical Index (1969199'7).Canadian Education Index (l966-1997),Dissertation Abstracts International (1899-1987).ERIC (1966-1997),Information Science Abstracts (1979-19971,LegdTrac (1980- 1997), Medical and Pharmaceutid Biotechn010gy Abstracts (1976-19971, Me* (1969-l987), Wilson (l98l-l997)]
Administration Analysis Business Content Content Analysis Contribution Degree Dissertation Dissertations DBA DLA DUS DLS Doctor Doctoral Doctorate EdD Education Faculty Graduate Health rilformation JD Juris RnnwIedge Law
Level Library IL6 T,T,T) LLM Management Master's MBA MD Medical Medicine Methodology MIS MLIS MLS Ph D Research School Science Student Students Theses Thesis Topic l'hnd Trend Analysis APPENDIX X
Higher Edneation Group Doctoral Dissertation Data DATDE ?AG MET#SUB %RR GEOSUPERVISOR SUBJ T0 SEX
Abbott O 5 WINCHESTER Ahmed O 6 DRAPER Alleyne 55 4 WATSON Amos 34 3 WATSûN Ayre O 4 HARRIS Barnett-Foster O 5 NAGY Barrett O 4 GElS 8eI1, H O 5 WATSON Bell, S O 4 LANG Bindseil 31 4 WILSON Bogert 100 4 SKOLNIK Bonin O 4 HOLLAND Brown 37 3 WILSON By ers O 5 WINCHESTER Cal der 85 4 PASCAL Campb el1 O 1 MACDONALD Casey O 8 HAYHOE Caton O 3 HOLLAND Chandross O 8 WINCHESTER Choudhry O 4 WATSON Clark, A O 5 SKOLNIK Clark, K 52 3 WATSON Cl eave-Hogg O 1 WINCHESTER Cohen 37 5 WINCHESTER Collins O 2 WATSON Craig, N O 4 WATSON Craig, T 72 4 GElS Ctewoja-Shai kh O S WINCHESTER Danylchuk 78 4 WINCHESTER Oavey O 8 HARRIS Dellandrea O 1 TOWNSEND dePenci er O 5 HARRIS Dickinson O 4 WATSON Dietsche O 2 KAHN Ddan O 8 PADRO Dunlop O 1 HARRIS Elrick O 4 SKOLNIK Engel O 4 WATSON Fiaz O 3 WATSON Gardner O 8 WINCHESTER Gillies O 4 WATSON Gold O 1 WATSON Goodman 70 7 WATSON Griffith O 6 WATSON Hall 4 ROTHMAN Harnblin 4 TOWNSEND Hart 4 HOLLAND Harvey 6 PASCAL Hatton 4 HOLîAND Herbeson 4 GEIS Hilliard 1 GEIS Hodc 4 PASCAL Iwasiw 5 WINCHESTER Jacobsen 6 HAYHOE Janzen 4 WATSON Jha 6 WATSON Johnston 1 WATSON Jones 4 SKOLNIK Kapoor 4 HOLLAND La79 6 HARRIS Larin 8 WATSON Leatch 1 GEIS Lowson 4 WATSON Marshall 4 HOLLAND Matthews 4 WATSON McFarlane 4 WATSON McKelvie 4 HANSEN Meyers 1 SHEFFIELD Mickl e 1 WINCHESTER Mikhail 6 HAYHOE Murphy 4 WATSON Murray 4 SKOLNIK Neufeld 4 LANG Nicholson 4 HARRIS Obradovic 5 WINCHESTER O' Bryan 4 HARRIS Ofosu 4 GEIS Park 8 SKOLNIK Patterson 6 SKOLNIK Pattison 3 WATSON Pearce 5 HAYHOE Perry, C 6 WATSON Perry, L 3 SKOLNIK Pilkington 5 HARRIS Power 3 WINCHESTER Preece 4 GEIS Pryrnych 4 WATSON Quinn 4 TOWNSEND Rakoczy 7 HUNT Ramdeen 2 WILSON Reid-Macnevin 94 P 445 C 332 O 1 ZUKER Ross 72 E 381 H O O 1 HARRIS Rovers 82 P 229 C 46 O 8 WATSON Scarfe 82 P 579 H O O 5 BREHAUT Scragg 95E 339s 112 39 4GElS Seto 94 P 326 Q O O 8 WINCHESTER Shaw 83 P 240 S 340 62 4 WATSON Shin 93 P 254 H O O 6 HOUAND Smyth 72 P 651 W O O 6 HARRIS Sone 87 E 251 S 170 48 1 WINCHESTER Stenton 92 E 420 H 4 O O SKOLNIK Stewart 70 E 575 H 4 O O SHEFFIELD Stokes, N 88 P 258 C 65K O 5 SKOLNIK Stokes, P 90 E 281 Q 30 65 5 SKOLNIK Stone 84 E 294 H O O 2 WATSON Thomas-Edding 87 P 184 E 48 O 7 WATSON Th orsen 88 P 21 8 S 494 45 4 WATSON Tumber 93 P 242 S 114 45 4 SKOLNIK Weir 84 E 229 H O O 4 WINCHESTER Wilson 91 E 536 H O O 1 WATSON Wilson-Pauwels 93 E 277 H O O 6 GElS woodr 87 P 522 C 24 O 4 WATSON Wooley 83 E 401 S 484 75 4 ALEXANDER Young, J 91 P 220s 583 67 4WATSON Young, R 92 P 336 S 82 66 6 SKOLNIK APPENDIX XI Higher Education Gronp Theses Supervisors and Ares of Interest De~artmentd Advisor mation Interest
Alexander, W. E. Adult Education Organization and group dJmamics; program evaluation; research methods.
Brehaut, W. History & Phil. History of Canadian education; teach- er education; development of du- cational research.
Draper, J.A. Adult Education Cross-cultural,comparative, inter- national studies; adult basic educa- tion and literacy; non-formal adult education; mmmunity development; Man studies.
Geis, G. L. Higher Education Design and evaluation of instructional systems; the professoriat; faculty development.
Hansen, B. L. Higher Education Decision-making processes in post- secondary education; organization, management, quantitative and qudi- tative planning for resource allocation in universities and mlleges.
Harris, R. S. Higher Education History and philosophy of higher edu- cation. Hayhoe, R. E. S. Higher Education Comparative higher education; inter- national academic relations; higher education in Asia
Holland, J. W. Higher Education Public finance and educational policy; altemative policies for pst-secondary education.
Hunt, D. Coordination of learning styles and teaching methods; implementation of psychological ideas; teacher training.
Khan, S. B. Curriculum Cognitive, affective, and career &Us assessment.
Lang, D. W. U. of Toronto Administration and management of universities; planning in higher edu- cation.
MacDonald, J. B. Higher Education Management and organization of systems of postsecondary eduation; national policy with respect to re- search.
Nagy, G.P. Measurement; evaluation; data analysis.
Padro, S. Ed. Administration Educational systems planning; policy analysis and decision-making; cornpu- ters in educational administration; gender issues in educational admin- istration. Pascal, C. E. Higher Education Design and evaluation of instructional systems; research in higher educa- tion; the community college system in Ontario,
Medicine cuniculum in Wer education.
Higher Education Effective teaching at the university level; *ion of patterns in higher edueation,
Hïgher Education Higher education systems; the University and Society; higher educa- tion policy.
Ed. Administration The rise and fd of recent educational policies;intemal, local, and provincial politics; confessional, impressionistic, and critical ethnographies; home- schdand community-school partnerships.
Watson, C. Higher Education Planning as a bol for social poli= forecasting techniques and planning methodology; piofessional education and manpower forecasting; research on the transition fimm study to employment or practice.
Winchester, 1. Higher Education History and philosophy of higher education; philosophy of science; philosophy of language; theory of knowledge; philosophy of research traditions.
Zuker, M. A Ed. Administration The law and higher education. PubIlications Based Directly on Dissertation Reseamh by Higher Education Gmup Stridents
Bamett-Foster, D. (1995). A Cornparison of Undergraduate Test Respome Strategies for Multiple-Choice and Constructed-Response Questions. Alberta Journal of Educational Research, 42 (l),18-35.
Bell, S. & Sadldq 1. (1992). Technology Trmsfer in Canada: Research Parks and Centres of Excellence. Higher Edwation Management, 4 (21,227-244.
Calder, W. B. (1984, May). Future of Student Services in Colle~es.Paper presented at the Joint Conference of the Canadian Vocational Association and the Association of Canadian Community Colleges, Vancouver, BC.
Calder, W. B. & Melanson, D. C. (1994). Using Student Goals Assessrnent Research in Planning Retention Initiatives. Journal of Applied Research in the Community College, 2 (l),35-48.
Campbell, D. D. (1977). Those tumultuous vears: the goals of the presidents of the Universi- of Alberta duririp: the decade of the 1960's. Edmonton,AB: The University of Alberta (Canadian Education Index 00015473).
. . Campbell, D. D. (1975). Detemumg the University's Goals: The Se- of the Pmblem. The CanadianJournal of Higher Educdon, 5 ( l), 53-64. Davey, E. (1991). Equalitarianism and Anti-intellectualism in Music Education. CadianMusic Educîztor, 32 (31, 11-15.
Dietsche, P. H. J. (1990). Freshman Attrition in a College of Applied Arts and Technology of Ontario. The CadianJournal of Higher Educdon, 20 (31, &e 94.
Elrick, M. F. (1990). Impmving Instruction in Universities: A Case Study of the Ontario Universities Program for Instructional Development. Canadian Journal ofHigher Educa-on,20 (2), 61-79.
Hatton, M. J. (1991). University Boards: A View hmthe Profit ~ector.Journal of Edudonal Administmtion and Foudations, 6 (l), 23-36.
Jones, G. k (1993). Professorid Pressure on Governent Policy: University of Toronto Faculty. Reuiew of Higher Educatt*on,16 (41,461-482.
Kapoor, M. R. (1992). Academic Achievernent and Professional Examination Performance. Canadian Journal of Edrccation, 17 ( l), 100-106.
Lang, D. W. (1989). The People's College, the Mechanics Mutual Protection and the Agricultural College Act. In AASHE Reader on the Historv of Educdion. Boston, MA: Ginn Press.
Lang,D. W. (1978). The People's College, the Mechanics' Mutual Protection and the &rhdtural Cdege Act. History of Education ~Zy,18 (3), 295-32 1. Leatch, J. W. (1995). Academic Militarism: The Canadian Mcers' Training Corps at the University of Toronto during the First Wodd War. Ontario Jomal of Hieher Education, 107-124.
Ross, P. N. (1972). The Establishment of the Ph.D. at Toronto: A Case of American Muence. History ofEducdon QzurtwZy, l2 ((3,358-380.
Sone, D. H. (l99O). Passion for Learning. Orbit: Ideas about teaching and leaning, 19 (2),20-21.
Stewart, E. E. (1975). The Politics of Implementing Planned Change in Education at the Level of the Province. Educational Planning, 1 (3,1047.
Thorsen, E. J. (1988). Occu~ationalStress in the Professoriate. (CE1 001 11240). Toronto: Ontario fnstitute for Studies in Education, Ontario Educational Research Cou11d
Thorsen, E. J. ( 1987). Professors under stress. Reporting CLassroom Research, 16 (2),4-5. w&, R. (1984). Darwin and the Universities in Canada. Intemhange on Edmation, 14 115 (4), 70-79.
Young, R. M. (1991). T.inking the Sectors of Post Secondary Education Systems: Policy Intenta in Australia and Ontario. Higher Educdon Grouphnwl, 9- 32. TABLES TABLE 1 COMPLETED 'IWESES IN THE EnGHER EDUCATION GROUP 1970 -
YEAR #THESES YEARS TOTAL %
TOTAL 115 1 O0
TOTAL 115 TABLE 2 DEGREE TYPE GRANTED OVER TIME IN FM3 YEAR INTERVALS
Ph-D Ed.D TOTAL %
1970-1 975 4 3 7 6.1
1976-1 980 3 O 3 2-6
1981-1985 15 13 28 24.3
1986-1 990 19 16 35 30.4
1991-199s 20 22 42 36.6
TOTAL 61 54 115 1 00
PERCENTAGE 53 47 TABLE 3 GENDER OF AUTHOR AND DEGREE YEAR BY FREQUENCY
YEAR MALE FEMALE TOTAL YEAUS MALE FEMALE TOTAL
1970 1 1 1971 1972 3 3 1973 1 1 1974 1 1 1975 1 1 1976 1 1 TOTAL 57 58 115 1977 1 1 1978 1979 1 1 1980 1981 4 1 5 1982 3 3 1983 6 2 8 1984 4 2 6 1985 3 3 6 1986 1 3 4 1987 4 10 14 1988 3 5 8 1989 2 1 3 1990 2 4 6 1991 4 3 7 1992 3 6 9 1993 6 5 11 1994 3 3 6 1995 5 4 9
TOTAL 57 58 115 TABU 4 GENDER OF AUTH[OR AND DEGREE YEAR BY PERCZNTAGE
YEAR MALE FEMALE YEARS MALE FEMALE
t 970 100 1971 1972 1O0 1973 100 1974 100 1975 1O0 1976 100 1977 100 1978 1979 1O0 1980 1981 80 20 1982 1O0 1983 75 25 1984 67 33 1985 50 50 1 986 25 75 1987 29 71 1988 38 62 1989 67 33 1990 33 67 1991 57 43 1992 33 67 1 993 55 45 1994 50 50 TABLIE 5 FREQUENCY & PERCENTAGE OF DISSERTATLONS BY ItESEARCH
MtrrmDOLOGY NUMBER PERCENTAGE
QUA LlTATlVE 40 35
32 28
l HISTORiC 31 27
CORRELATION 8 7
CAUSAL-COMP 2 1.5
EXPERIMENTAL 2 1.5
TOTAL 115 1 O0 TABLE 6 DISSERTATION RESEARCH SE'ITING
NUMBER
PROVINClAL 45
CANADA 23
CAMPUS 20
INTERNATIONAL 8
MUNICIPAL AREA 8
NONE 11
TOTAL 115
TABLE 7 RXSEARCH POPULATION TYPES
POPULATION NUMBER OF STUDIES UNlV & COMM COLLEGE STUDENTS 24 UNlV & COMM COLLEGE FACULTY 22 HEALTH PROFESSIONALS 1s UNlV & COMM COLLEGE ADMIN 12 CORPORATVINDUSTRY PERSONNEL 8 GOVERNMENT PERSONNEL 4 NO POPULATION 34 OTHER 1 O TABLE 8 TOPICS OF DISSERTATIONS BY FREQUENCY & PERCENTAGE
TOPIC NUMBER PERCENTAGE
HISTORY AND PHILOSOPHY 3 1 27 %
ADMINISTRATION 32 28 %
PROFESSIONAL EDUCATION 27 23 %
COMPARATIVE/INTERNATlONAL 8 7%
TEACHING AND LEARNING 11 10%
OTHER 6 5%
TOTAL Il5 100% TABLE 9 PUBLICATION OF DISSERTATION FINDINGS
- -- NAME THESIS YR WBLICATION(S) DATE DOCWE
Barnett-Foster 1993 ALBERTA JNL OF EDUC RESEARCH 1995 ARTICLE Bell, S 1993 HIGHER EDUCATlON MANAGEMENT 1992 ARTICLE Calder 1982 JNL OF APPLIED RES IN COMM COL 1994 ARTICLE CONFERENCE: ASSOC COMM COU 1984 CONF PAPER Campbell 1972 CAN JNL OF HIGHER EDUCATION 1975 ARTICLE THOSE TUMULTUOUS YEARS 1 977 BOOK Davey 1983 CANADIAN MUSiC EDUCATOR 1991 ARTICLE Dietsche 1988 CAN JNL OF HIGHER EDUCATION 1990 ARTICLE Elrick 1986 CAN JNL OF HIGHER EDUCATTON 1990 ARTICLE Hatton 1989 JNL OF EDUC ADM & FOUNDAllONS 1991 ARTICLE 1 990 CORPORATIONS AND DIRECTORS 1990 BOOK Jones 1991 REVIEW OF HIGHER EDUCATION 1993 ARTICLE Kapoor 1986 CAN JNL OF HIGHER EDUCATION 1985 ARTICLE Lang 1976 HISTORY OF EDUC QUARTERLY 1978 ARTICLE THE PEOPLE'S COLLEGE 1 989 BOOK-CHAPTER Leatch 1995 ONTARIO JNL OF HIGHER EDUCATION 1995 ARTICLE Ross 1972 H!STORY OF EDUC QUARTERLY 1972 ARTICLE Sone 1987 ORBIT 1990 ARTICLE Stewart 1 970 EDUCATIONAL PLANNING 1975 ARTICLE Thorsen 1988 REPûRTlNG CLASSROOM RESEARCH 1987 ARTICLE OCCUPATiONAL STRESS IN PROFES 1988 REPORT Weir 1 984 INTERCHANGE ON EDUCATION 1984 ARTICLE Young, R 1992 HIGHER EDUCATlON GROUP ANNUAL 1991 ARTICLE TABU 10 DEGREE TYPE AND SUPERVISOR OF THESES BY FXEQIENCY AND PERCENTAGE
ALEXANDER BREHAUT DRAPER GEIS HANSEN HARRIS HA- HOLLAND HUNT KHAN LANG UACDONAUi NAGY PADRO PASCAL ROTHMAN SHEFFIELD SKOLNIK WATSON WILSON WINCHESTER TOWNSEND ZUKER
rnAL TABLE 11 GENDER AND SUPERVLSOR BY FREQUENCY AND PERCENTAGE
MALE (#) FEMALE (#) MALE (46) FEMALE (96) TOTAL (#:
ALEXANDER BREHAUT DRAPER GEIS HANSEN HARRIS HAYHOE HOLLANO HUNT KHAN LANG MACDONAD NAGY PADRO PASCAL ROTHMAN SHEFFIELD SKOLNIK WATSON WILSON WINCHESTER TOWNSEND ZUKER
TOTAL 58 57 115 TABLE: 12 PAGE LENGTH CATCEGORIES AND THESIS SUPERVISOR
ALEXANDER BREHAUT DRAPER GEIS HANSEN HARRIS HAYHOE HOLUND HUNT KHAN LANG MACDONALD NAGY PADRO PASCAL ROTH MAN SHEFFIELD SKOLNIK WATSON WILSON WINCHESTER TOWNSEND ZUKER 1 TABLE 13 SUPERVISOR PAGE LENGTH TOTAL AND AVERAGE
# OF THESES TOTAL # PGS AVER LENGTH
ALEXANDER BREHAUT DRAPER GElS HANSEN HARRIS HOLLAND HUNT HAWOE KHAN LANG MACDONAD NAGY PADRO PASCAL ROTHMAN SHEFFIELD SKOLNIK WATSON WILSON WINCHESTER TOWNSEND ZUKER
TOTAL 115 36990 321 TABLE 14 METHDOLOGY AND SUPERVISOR. BY FREQUENCY
HISTORICAL SURVEY QUALITATIVECORRELATIONCAUS-COMP EXPERIM
ALEXANDER BREHAUT DRAPER GElS HANSEN HARRIS HAYHOE HOUAND HUNT KHAN LANG MACDONALD NAGY PADRO PASCAL ROTHMAN SHEFFIELD SKOLNIK WATSON WILSON WINCHESTER TOWNSEND ZUKER TOPE AND SUPERVISOR HIST & PHlL ADMIN PROF ED TEACH COMPARA OTHER
ALEXANDER 1 BREHAUT DRAPER GElS 2 HANSEN 1 HARRIS HAYHOE HOLLAND 4 HUNT KHAN 1 LANG 2 MACDONALD NAGY PADRO PASCAL 1 ROTHMAN SHEFFIELD 1 SKOLNIK 2 6 WATSON 5 10 WILSON 1 WINCHESTER 8 1 TOWNSENO 2 TABLE 17 TOPIC AREAS OF TOP M PRODUCING SUPERVISORS, BY PERCENTAGE
GElS HARRIS SKOLNfK WATSON WINCHESTER
HIST & PHlL 22 90 15 15 52
ADMIN & PL 22 46 30 7
PROF ED 34 10 8 46 20
EACH & LE 22 15 3 7
COMPANTL 8 3 7
OTHER 8 3 7
TOTAL 1 O0 1 O0 1 O0 100 1 O0 TABLE 18 GENDER & DEGREE OF DISSERTATION AUTHORS BY FREQUENCY
TOTAL
TASLE 19 GENDER & DEGREE OF DISSERTATXON AUI'HORS BY PERCENTAGE
MALE FEMALE TOTAL
Ph.D. 100% TA.20 GENDER OF DISSERTATION AUTHORS AS PERCENTAGE OF GE-
MALE FEMALE TOTAL
Ph.D. 21.8% 31.3% 53.1 %
Ed.D. 28.7 % 18.2 % 46.9 %
TOTAL 50.5 % 49.5 % 100% TABLE 21 -ER & PERCENT OF GENDER OF AUTHOR BY PAGE LENGTH
PAGE-LENGTH MALE FEMALE PAGE-LENGTH MALE (%) FEMALE (%)TOTAL (4t
TOTAL 58 571
TABLE 22 PERCENT OF GENDER BY PAGE LENGTH PAGE-LENGTH MALE (%) FEMALE (%)TOTAL (% 1
TABLE 23 PERCENT OF PAGE LENGTH BY GENDER
1 PAGE-LENGTH MALE (%) FEMALE(%: TABLE 26 METHODOLOGY AS PERCENTAGE OF GENDER
MALE FEMALE
HlSTORICAL 38 17
QUALiTAiïVE 33 36
SURVEY 19 36
CORRELATION S 9
CAUS-COMP 3 O
EXPERIMENTAL 2 2
TOTAL 1 O0 1 O0 TABLE 27 TOPIC AND GENDER BY FREQUENCY
-- MALE FEMALE TOTAL
AD, PL & MAN 21 11 32
HlST & PHlL 21 10 31
PROF EDUC 3 24 27
EACH & LEARN 5 6 11
COMPANT'L 5 3 8
OTHER 3 3 6
TOTAL 58 57 11 5 TOPIC AND GENDER BY PERCENTAGE
MALE TOTAL
AD, PL & MAN 18 28
HlST & PHlL 18 26
PROF €DUC 3 24
TEACH & LEARN 4 9
COM PANT'L 4 7
OTHER 3 6
TOTAL 50 1 O0
TABLE 29 TOPZC AS PERCENTAGE OF GENDER
MALE FEMALE TOTAL
HlST & PHlL 68 32 1 O0
PROF €DUC 11 89 1 O0
TEACH & LEARN 45 55 1 O0
ADT PL & MAN 66 34 1 O0
COMP/INTTL 62 38 100
OTHER 50 50 1 O0 TBIZ 30 GENDER AS PERCENTAGE OF TOPIC
MALE FEMALE
HlST & PHIL 36 18
PROF EDUC 5 42
EACH & LEARN 9 11
AD, PL & MAN 36 19
COMPANT'L 9 5
OTHER 5 5
TOTAL 1 00 1O0 TABLE 31 FREQUENCY OF DISSERTATlON DEGREE TYPE AND METHODOLUGY
Ph.D EdD rnAL
QUAilTAllVE 23 17 40
HlSTORlCAL 17 14 31
SURVEY 12 20 32
CORRELATION 7 1 8
CAUS-COMP 1 1 2
EXPERIMENTAL 1 1 2
61 54 115
TABLE 32 PERCENTAGE OF DISSERTATION DEGREE TYPE AND
HISTORICA L 15 12 27
SURVEY 10 17 27
QUAUTAWE 20 15 35
CORRELAnON 6 1 7
CAUS-COMP 1 1 2
EXPERIMENTAL 1 1 2 TABLE 33 DEGREE TYPE AS PERCENTAGE OF METHODOLOGY
Ph.D EdD TOTAL
HlSTORlCAL 55 45 1 O0
SURVEY 38 62 1 O0
QUALITATIVE 58 42 100
CORRELATION 88 12 100
CAUS-COMP 50 50 180
EXPERIMENTAL 50 50 100
TABLE 34 PERCENTAGE OF METHODOLOGY & DISSERTATION DEGREE TYPE
Ph.D EdD
QUALITATIVE 37 31
HlSTOfüCAL 28 26
SURVEY 20 37
CORRELATlON 11 2
CAUS-COMP 2 2
EXPERIMENTAL 2 2
TOTAL 100 100 TABLE 35 CLASSIFICAT1:ON OF THESIS METHODOLOGY BY PAGE mNGTH. BY
- - - PAGE-LENGTH H # s # Q# c # CC # E# TOTAL
TOTAL 31 32 40 8 2 2 115
*LEGEND:H=histuric; S=survey; Q=qualitative; C=correIation; CC=cauaal-comp; E=experimental TABLE 36 PERCENTAGE DISTRIBUTION OF ME'IRODOLOGY OF THESIS BY PAGE LENGm* PAGELENGTH H% S% Q% C% CC% E% TOTAL
1 00-1 99 9 37 18 18 9 9 100 200-299 18 35 35 10 2 O 100 300-399 36 25 39 O O O 100 400-499 25 17 50 O O 8 100 500-599 45 11 33 11 O O 100 600+ 100 O O O O O 100 *(sec legend above) TABLE 37 PERCENT OF PAGE LENGTH BY METHODOLOGY OF THFSIS*
PAGE-LENGTH H% S% Q% C% CC% E%
TOTAL 100 100 100 100 100 100 *(seelegend above) TABLE 38 METHoDOLOGY AND TOPIC. BY FREQUENCY
HISTORIC SURVEY QUALITA CORRELA CAU-COMP EXPERIM TOTAL.
HlST & PHlL
AOM & PLAN
PROF ED
COMPANT'L
EACH & LEAR
QTHER
TOTAL
TABLE: 39 METHûDOLOGY AS PERCENTAGE OF TOPIC
HISTORIC SURVEY QUALIT CORREL CAU-COM EXPERIM
HlST & PHI 90 O 8 O O O
ADMIN & PL 7 25 41 38 100 O
PROF ED O 44 25 24 O 50
COMP/INTL 3 7 13 O O O
TEACH & LEA O 12 10 38 0 O
OTHER O 12 3 0 0 50
TOTAL 100 100 100 100 100 100 TABLE 40 TOPIC AS PERCENTAGE OF METHODOLOGY
HISTORIC SURVEY QUALITA CORREL CAU-COM EXPER TOTAL
HlST & PHI 90 O 10 O O O 1 O0
ADM & PLA 6 25 54 9 6 O 100
PROF ED O 52 37 7 O 4 100
COMPANTL 13 25 62 O O O 1 O0
TEACH & LEA O 36 36 28 O O 1 O0
OTHER O 66 17 O O 17 1O0 TABIS 41 FRJEQUENCY OF DISSERTATION DEGREE TYPE AND TOPIC
Ph.D
HISTORY & PHlL 18
ADMIN, PLAN & MAN 15
PROFESSIONAL ED 13
TEACH & LEARN 7
COMPANTERNAT 5
OTHER 3
TOTAL 61
TABLE 42 DEGREE TYPE AS PERCENTAGE OF TOPIC
Ph.D EdD TCTTAL
ADM, PLAN & MAN 47 53 1 O0
PROFESSIONAL ED 48 52 1 O0
TEACH & LEARN 63 37 1 00
HISTORY & PHlL 58 42 1 O0
COMPANTERNAT 63 37 1 O0
OTHER 50 50 1 00 TDLE 43 TOPIC AS PERCENTAGE OF DEGREE TYPE
Ph.D. EdD.
ADM, PLAN & MAN 25 31
PROFESSIONAL ED 21 26
TEACH & LEARN 11 7
HISTORY & PHlL 30 24
COMPANTERNATlON 8 6
OTHER 5 6
TUTAL 1 O0 1 O0 TABLE 44 PAGE ILENGTH AND TOPIC BY FREQUENCY
- - HiS & PHI AD & PLA PROF ED TEA~COMPAR
1 00-1 99 1 2 5 2 O
200-299 9 15 14 7 3
300-399 If 7 5 1 2
400-499 4 4 2 1 1
500-599 3 2 1 O 2
600+ 3 2 O O O
TOTAL 31 32 27 11 8
TABLE 45 PAGE LENGTH AND TOPIC BY PERCENTAGE
- -- -- HIS & PHI AD & PLA PROF ED TEACH COMPAR OTHER TOTAL
100-199 9 18 46 18 O 9 1 00
200-299 18 29 27 14 6 6 1 O0
300-399 40 26 19 4 7 4 100
400-499 30 30 16 8 8 8 100
500-599 37 25 13 O 25 O 1 O0
600+ 60 40 O O O O 1 O0 TAsLE 46 PAGE LENGTH A$ PERCENTAGE OF TOPIC
HIS & PHI PROF ED TEACH COMPAR
100-1 99 3 19 18 O
200-299 29 51 64 37
300-399 35 19 9 25
400-499 13 7 9 13
500-599 10 4 O 2s
600+ 10 O O O rOTAL 100 100 1 O0 1 O0 TABLE 47 FREQUENCY & PERCENTAGE OF DEGREES BY YEAR AND TYPE
Ph.D. Ed.D. TOTAL %
1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
TOTAL TABm 48 PAGE LENGTH AVERAGE AND RANGE BY YEAR INTERVAL
AVERAGE SHORTES7 LONGES'
1970-1975 499 324 757
1976-1 980 524 376 690
1981-1 985 305 187 605
1986-1 990 328 167 636
1991 -1 995 284 125 536
TABLE 49 PAGE IZNGTH AVERAGE AND TOTAL BY YEAR X OF THESES TOTAL # PAGES YEAR AVERAGI 1970 1 575 575 1971 O O O 1972 3 1461 487 1973 1 324 324 1974 1 757 757 1975 1 377 377 1 976 1 505 505 1977 1 690 690 1 978 O O O 1 979 1 376 376 1 980 O O O 1981 4 1387 347 1 982 3 1079 360 1 983 9 2991 332 1 984 6 1651 275 1985 6 1424 237 1986 4 970 243 1 987 14 4573 327 1988 8 2546 31 8 1989 3 1090 363 1990 6 2286 381 1991 7 2110 301 1992 9 2586 287 1993 11 2521 229 1994 6 1890 31 5 1995 9 2821 31 3 YEAR HISTORIC SURVEY QUALITATIVE CORRELATION CAUS-COMP EXPERl M TOTAL
1970 1971 1972 1973 1 974 197s 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
YEARS HISTORIC SURVEY QUALITATIVE CORRELATION CAUS-COMP EXPERIM TOTAL
TOTAL 31 32 40 8 2 2 115 TABLE 51
I YEAR HIS & PHlL AOMlN PROF ED INT'WCOMP TEACH OTHER TOTAL
1 TOTAL 31 32 27 8 11 6 115
YEARS HIS & PHlL ADMIN PROF ED COMPANT'L TEACH OTHER TOTAL
TOTAL 31 32 27 8 11 6 115 TABLE 52 DEGREE TYPE AND PAGE LENGTH BY FREQUENCY
TABLE 53 DEGREE TYPE AND PAGE LENGTH BY PERCEIWAGE
100-199 200-299 300-399 400-499 500-599 600+ TOTAL h.D 4 25 13 5 4 3 54 d.D 6 20 11 5 3 1 46
'OTAL 10 45 24 10 7 4 1 O0
TABLE 54 DEGmE TYPE AND PAGE LENGTH INTERVALS
Ph.D. % 36 55 54 50 63 60 AVERPGLEN 175 PGS 250 PGS 338 PGS 427 PGS 542PGS 699 PGS
Ed.D % 64 45 46 50 37 40 AVER PG LEN 1 57 PGS 252 PGS 352 PGS 422 PGS 539 PGS 621 PGS
% TOTAL 1 O0 1 O0 100 1 O0 1 00 1 00 TABLE 55 GENDER OF JOURNAL AUTHORS AND YEAR OF ARTICLES BY
YEAR MALE FEMALE TOTAL YEARS MALE FEMALE TOTAL
1971 2 O 2 1972 6 O 6 1973 6 O 6 1974 1O O 1O 1975 8 2 1O 1976 10 1 11 1977 1O O 10 TOTAL 204 57 261 1978 11 2 13 1979 11 2 13 1980 12 O 12 1981 6 3 9 1982 11 1 13* 1983 1O 1 11 1984 7 1 8 1985 1O 2 12 1986 4 5 9 1987 8 2 10 1988 9 1 10 1989 6 2 8 1990 6 5 11 1991 8 1 9 1992 6 8 14 1993 7 11 18 1994 12 2 14 1995 8 4 12
TOTAL 204 57 261
*Note: Gender of author hmone article was unable to be determined. TABLE 56 GENDER OF JOURNAL AUTHORS AND YEAR OF AR'IICLES BY PERCENTAGE* YEAR MALE YEARS MALE FEMALE I 1971 1O0 1 972 1 O0 1973 1O0 1974 100 1975 80 1976 91 1977 1O0 1978 85 1979 85 1980 1O0 1981 67 1982* 92 1 983 9 1 1 984 88 1985 83 1986 44 1987 80 1988 90 1989 75 1 990 55 1991 89 1992 43 1993 39 1 994 86
*Note: Gender of author fimm one article was unable to be determineci- TABLE 57 METHODOLOGY BY PERCENTAGE
YEAR HlSfORfC SURVEY QUALITATIVE CORRELATION CAUS-COMP EXPERIM
I YEARS HlSTORlC SURVEY QUALITAIIVE CORRELATION CAUS-COMF EXPERIM I TABLE 58 JOURNAL METHODOLOGY BY FIREQUENCY YEAR HIST SURV QUALCORRRW EXPE CAUSTOTA1
TOTAL 31 92 34 18 84 1 262 1
TOTAL 31 92 34 18 84 1 2 262 1 Tmm 59 JOURNAL TOPIC BY FREQUENCY
HlST & PHI ADM & PL PROF ED COMP/INT TEACH STüO OTHER TOTAL
TOTAL 18 117 21 8 46 48 4 262
YEARS HlST & PHI ADM & PL PROF ED COMPANT TEACH STüD OTHER TOTAL
TOTAL 18 117 21 8 46 48 4 262 TABLE 60 JOURNAL RESEARCH SETTNG BY FREQUENCY
CAMPUS MUNlC PROV CANADA INT'L NûNE OTHER TOTAL
TOTAL 71 O 47 99 8 36 1 262
YEARS CAMPUS MUNlC PROV CANADA INT'L NONE OIMER TOTAL
1 TOTAL 71 O 47 99 8 36 1 262 TABLE 61 INSTI~ONALAFFILIATION OF JOURNAL AWORS, ALPHABETLCALLY AND BY FREQUENCY
Acadia University Athabasca University Brandon University British Co1umbia Research Brock University Brockville Psychiatrie Hospital Cambridge Univmity Canada Cound Capilano College Carleton University Central Michigan University Columbia University Concordia University Council of Ontario Universities Dalhousie University Department of Secretary of State, Ottawa Employment and Immigration Canada Golan Institute Govemment of Germany Grant MacEwan Community College Halifkx City School Board Humber Community College K P M G Peat Marwick Kwentlen College Lakehead University Lawentian University Laval University McGill University McMaster University Medical Research Coudof Canada Mernorial University Mount Allison University Mount Saint Vincent University Natural Science & Eng. Research Cound North Island Comrnunity CoUege North Texas State University Nova Scotia Department of Education O. 1. S. E. and University of Toronto Ontario Ministry of Colleges & Universities Pennsylvania State University Queen's College Queen's University Royal Commission on Education Ryerson University Saint Francis Xavier University Saint Mary's University Seneca Community College Simon Fraser University Statistics Canada Treasury Board of Canada Trent University University Cou11ci.l of British Columbia University of Alaska University of Alberta University of Arizona University of Bath University of British Columbia University of Calgary University of Califomia, Riverside University of Carabodo University of Guelph University of Lethbridge University of London University of Manitoba University of Montreal University of New Brunswick University of Oregon University of Ottawa University of Regina University of Saskatchewan University of Toronto (see OrSm University of Victoria University of Waterloo University of Western Ontario University of Windsor University of Winnipeg Vancouver Community College Washington & Lee University Wilnid Laurier University York University
TOTAL INS~TUTIONS
TABLE 62
TOP NINE PRODUCING INSTITUTCIONS. BY FREQUENCY
O.I.S.E. and University of Toronto University of Alberta University of Manitoba University of British Columbia McGU University York University University of Victoria University of Calgary Queen's University TABZIE 62A NATZONAL ORIGIN OF JOURNAL AUTHOR'S INSTITUTIONS
Canada United States w Gemany Israel Venezuala
TOTAL:
TABLE 62B JOURNAL INSTI~ONALTYPE. BY FREQUlENCY l!YEc # of Institutions
Universities 55 Canada-federal & pmvincial agencies 13 Co~~unityColleges 7 Non-Canadiangovernment agencies 2 Hospitals 1 School Boards 1 Business/Zndustrial Organîzations 1 TABLE 63 RET.ATi0NSHIP OF JOURNAL AND I'HESES BY GENDER
THESES ARTICLES TOTAL
FEMALE Frequency Percent Row % Column %
MALE Frequency Percent Row % Column %
TOTAL
COLUMN % TOTAL ------____------_-----_------Fisher's Exact 2-Tail Test 0.000000241 TABLE 64 RELATIONSMP OF THESES AND JOURNAL BY METHODOLOGY
THESES ARTICLES TOTAL CORRELATION Frequency Percent Row % Cdumn % EXPERIMENTAL Frequency Percent Row % Cdumn % HlSTORlCAL Frequency Percent Row % Cdumn % MANPOWER/FISCAL Frequency Percent Row % Cdumn % QUALITATIVE Frequency Percent Row % Column % REVl EW Frequency Percent Row % Wumn % SURVEY Frequency Percent Row % Cdumn % CAUSAL-COMPARATIVE Frequency Percent Row % Cdumn %
TOTAL TOTAL % TABLE 65 RELATIONSHtP OF THESES AND JOURNAL BY TOPIC
.. - . THESES ARTICLE TOTAL ADM1NISlRATION & PLANNING Frequency Percent Row % Cdumn % PROFESSIONAL EDUCATION Frequency Percent Row % Cdumn % COMPARATIVE/INTERNATtONAL Frequency Percent Row % Column % OTHER Frequency Percent Row % Cdumn % HISTORY & PHILOSOPHY Frequency Percent Row % Cdumn % STUDENT Frequency Percent Row % Cdumn % TEACHING & LEARNING Frequency Percent Row % Cdumn %
TOTAL TOTAL % CODCTEDDATA FOR FUTURE STUDY DATA FOR FWTüRJ3 RESFARCH SURVEY RESPONSE RATE (%) REPORTED IN DISSERTATIONS
% RESPONSE # STUDIES % RESPONSE # STUDIES DATA FOR F[TTLTRE RESEARCH DISSERTATIONS SUPERVISED BY PROFESSORS. BY NLTMBER AND PERCENTAGE
NAME NUMBER PERCENTAGE
AUXANDER 1 0.9 8REHALiT 1 0.9 DRAPER 1 0.9 GElS 9 7.9 HANSEN 1 0.9 HARRIS 1 O 8.8 HAYHOE 4 3.6 HOWD 7 6.1 HUNT 1 0.9 KHAN 1 0.9 LANG 2 1 -7 MACDONALD 1 0.9 NAGY 1 0.9 PADRO 1 0.9 PASCAL 3 2.6 ROTH MAN 1 0.9 SHEFFIELD 2 1.7 SKOLNIK 13 1 1.4 TOWNSEND 3 2.6 WATSON 33 28.9 WILSON 3 2.6 WINCHESTER 15 13.1 ZUKER 1 0.9
TOTAL 115 1 00 DATA FOR FUTURE RESEARCH JOURNAL - GENDER AND TOPIC, BY NUMSER
HIS & PHI ADN & PL SrCJD TEACH PROF ED COMPANT OTHER TOTAL
MALE 15 1 04 33 28 15 5 4 204
FEMALE 2 14 14 18 6 3 O 57
NR 1
TOTAL 17 118 48 46 21 8 4 262
DATA FOR FUTURE RESEARCH JOURNAL - GENDER BY PERCENTAGE OF TOPIC
-- HIST 6i PHI ADM & PL STUD TEACH PROF ED COMPANT OTHER TOTAL
MALE 7 51 16 14 7 3 2 1 O0
FEMALE 4 25 25 31 10 5 O 1 O0
DATA FOR FUTZTRE RESEARCH JOURNAL - TOPIC BY PERCENTAGE OF GENDER
HlST & PHI ADM & PL STUD TEACH PROF ED COMP/INT OTHER
MALE 88 88 71 61 71 62 100
FEMALE 12 12 29 39 29 38 O
TOTAL 100 100 IO0 100 100 1 O0 1 O0 DATA FOR RESE3ARCH JOURNAL TOPIC BY PERCENTAGE
-- - ' YEAR HÏST & PHI ADM & PL PROF ED COMPANT TEACH OTHER
40 % 30 % 9 % 10 % 8 % 46 % 8 % 8 % 33 %
9 % 9 % 13 % 17% 11 % 20 % 10 %
37 % 27 % 11 % 7% 22 % 29 % 33 %
YEARS HlST & PHI ADM & PL PROF ED COMPANT TEACH STUD 07HER DATA FOR FUTZTRE RESEARCH JOURNAL METHODOLOGY BY PERCENTAGE
YEAR HlST SURV QUAL CORR FlSC REVW EXPE CAUS
1971 50 % 50 % 1972 17 % 83 % 1 973 14 % 14 % 72 % 1 974 10 % 20 % 70 % 1975 20 % 30 % 50 % 1 976 27 % 18 % 18 % 1 977 10 % 10 % 30 % 1 978 15% 23 % 39 % 1 979 15% 23 % 39 % 1 980 17% 50 % 17 % 1981 45 % 11 % 1 982 8% 23 % 8% 1 983 27 % 18 % 1 984 38 % 25 % 12 % 1985 17% 41 % 17% 1986 22 % 45 % 1987 20 % 10 % 1 988 10 % 50 % 1 989 12 % 12 % 26 % 1 990 10 % 53 % 1991 78 % 1992 7% 36 % 36 % 1993 6 % 38 % 28 % 1 994 65 % 7%
HlST SURV QUAL CORR FlSC REVW EXPE I YEARS I DATA FOR FVTURE EUZSEARCH JOURNAL ARTICLE SEmG.BY PERCENTAGE
YEAR CAMPUS MUNlC PROV CANADA INT'L NONE OTHER I 1971 1 972 1 973 1 974 1975 1976 1 977 1 978 1 979 1 980 1981 1982 1 983 1 984 1985 1 986 1 987 1 988 1 989 1 990 1991 1 992 1 993 1 994
YEARS CAMPUS MUNlC PROV CANADA INT'L NONE OTHER DATA FOR RESURCH JOURNAL TOPIC AND GEOGRAPHZC SETTLNG. BY FREQUENCY
PROV CANADA INT'L CAMPUS MUNlC NONE TOTAL
ADMIN 20 3 O 6 2 1 32 PROF ED 15 8 O O 2 2 27 TEACH 5 2 O 4 O O 11 HIST/PHI 5 10 O 7 2 7 3t INT'L O O 8 O O O 8 OTHER O O O 3 2 1 6
TOTAL 45 23 8 20 8 11 11 5
DATA FOR JOURNAL TOPLC AND GEOGRAPKTC SE'ITING. BY ROW PERCENTAGE
PROV CANADA INT'L CAMPUS MUNlC NûNE TOTAL
ADMlN 63% 9% 0% 19% 6% 3% 100% PROFED 56% 30% 0% 0% 7% 7% 100% TEACH 46% 18% 0% 36% 0% 0% 100% HIST/PHI 16% 32% 0% 23% 6% 23% 100% INT'L 0% 0% 100% 0% 0% 0% 100% OTHER 0% 0% 0% 50% 33% 17% 100%
DATA FOR FUTURE RJ3SEARCH JOURNAL TOPIC AND GEOGRAPHIC SETI'ING. BY COLUMN PERCENTAGE PROV CANADA INT'L CAMPUS MUNlC NONE
ADMlN 45% 13% 0% 30% 25% 9% PROFED 33% 35% 0% 0% 25% 18% TEACH 11% 9% 0% 20% 0% 0% HIST/PHI 11 % 43 % O % 35 % 25 % 64 % INT'L 0% 0 100% 0% 0% 0% OTHER 0% 0% 0% 15% 25% 9% TOTAL 100% 100 % 100% 100% 100% 100% Efrem Chayim Rone was boni in New Rochelle, New York, on June 16,1966, the son of James Frank Rone and Ruth Greenfield Rone. He spent the mqjorïty of his formative years in London, Ontario and Westchester County, New York. ARer completing his Regents Dipiorna at Fox Lane High School, Bedford, New York, in 1984, he received the degree of Bachelor of Arts hm the Univemity of California, Los Angeles, in 1989. During the following year he was employed as an administrator in the University Development Ofnce of Harvard University. In 1992 he entered the Graduate School of the University of Pennsylvania, where he also was on staff as a fidi-time administrator, and was awarded the degree of Master of Science in 1993. ARer spending a year as a Campaign Associate for the Jewish Federation, he entered the doctoral program in Higher Education at the Ontario Institute for Studies in Education in Toronto, Ontario. In 1998 he was awarded the Ph.D. hmthe University of Toronto. IMAGE EVALUATION TEST TARGET (QA-3)
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