Analyzing the program listings in the publication "Graduate Study in Psychology," this report discusses characteristics of students admitted to graduate programs in 1980-81. The number of applications received and the number of students accepted are recorded for each program. (RM)

The common patterns of work activity adopted by science students during the three years of PhD study are described, and their relationship to thesis submission is examined. The results suggest that the organization of PhD study is an important feature of success (defined in terms of submission of a thesis). (Author/MLW)

Discusses standards and methods for evaluating graduate programs in speech communication, with emphasis on doctoral programs. Includes a discussion of characteristics of program quality and suggestions for internal and external review. (JMF)

Identifies recent comparative and rating studies on graduate and professional schools collected through an extensive literature search and a survey of 84 major, national, professional, and scholarly associations. The bibliography is coded to indicate the general thrust of its ratings or comparisons. (CWM)

The author discusses his experiences in a black college and a graduate program at M.I.T., and how his career goals changed with his experiences. (IRT)

Summarizes a report from the joint committee of the National Academy of Sciences and the National Academy of Engineering, Institute of Medicine that recommends a new model of Ph.D. education based on changes in science, engineering, the economy, and society in general. Changes include more versatility, better career information and guidance, less…

Reviews selected studies of graduate student persistence in a program of study and highlights findings most influential in students' decisions to complete a program or drop out. Reviews student persistence, the distance education student profile, persistence in distance education, and persistence in distance education doctoral programs. (SLD)

Compares the doctorate in counselor education and that in counseling psychology. Describes similarities in models, history, professional memberships, and residence of programs; and discusses differences in accreditation, professional organizations, and training. Presents a case for cooperative coexistence. (PVV)

Data concerning perceptions of the Scholarly Writing Project, designed to develop doctoral students' academic writing skills, were gathered from 45 doctoral students through focus groups, observations, and written and oral reflections. Students valued critiques from professors and peers, especially personalized face-to-face feedback and the…

Despite many calls for a core curriculum, there are no national educational standards for doctoral training in psychology. Historically, psychologists have been unwilling or unable to define what a psychologist is. Reviews the history of the struggle to develop a core curriculum within American psychology and related fields of study, discussing…

Professional doctorates designed to meet the needs of particular groups (education, nursing, business, law, etc.) have been established, and the PhD now encompasses a wide range of academic pursuits. However, the combination of the PhD and designated professional doctorates does not exhaust the range of doctoral-level education. Is there a…

Thirteen Ph.D. students took part in interviews focussed on the nature of their own learning of mathematics. In analysing these interviews an unexpected category emerged concerning the students' awareness of others as having particular types of learning goal. In this paper we explore the three levels which we discerned within this category and…

The pressure being placed on universities to deliver skills training for the workplace has generated considerable debate. This paper deconstructs the broader employability discourse in which the debate is embedded in order to draw out its formative implications for skills training during candidature. The paper argues against erection of a…

Undergraduate student involvement has been linked to retention and satisfaction (Astin, 1993; Tinto, 1993); however, no empirical research has yet been conducted on the outcomes of involvement at the graduate level. We interviewed 10 doctoral students in higher education in order to explore graduate student involvement, finding that it is not only…