Doctoral dissertations in instructional design and technology, 1977 through 1988

This is a summary of data on doctoral dissertations completed in instructional design and technology programs over the period 1977–88. During this period, 1,518 dissertations were completed at 46 different institutions, with nearly half completed at only 7 institutions. The 1,518 dissertations were chaired by 286 different professors, but approximately half were chaired by just 39 professors. The number per professor ranged from 89 to 1. Output was fairly steady over the 12 years, averaging 127 per year, with a low of 106 in 1980 and a high of 149 in 1983 and 1985.     

Impact of New Information Technologies on Teachers and Students

This paper summarises findings from several commissioned studies, doctoral dissertations, and federally-funded technology in education projects coordinated by the authors in conjunction with international colleagues over the past five years. It features evidence regarding the impact of information technologies on teacher training and student achievement, and spotlights trans-national trend analysis through common instrumentation as the technique believed to be the most promising research avenue for the future.     

The Training of Adequate Leadership for Week‐Day Religious Education

The 51 abstracts of doctoral theses printed below were sent to the Bureau of Research of the National Council of Churches for abstracting in Religious Education since the last series of such doctoral abstracts was printed in this journal (see Religious Education, Vol. 56, pages 359–382, 1961). The abstracts here printed have been substantially limited to studies containing explicit reference to current educational processes, procedures, and personnel in religious institutions. Persons interested in reviewing complete dissertations usually may obtain these in one of two ways. The school granting the degree will either loan complete dissertations to local libraries on interlibrary loan, or it will direct interested persons to ordering that dissertation on microfilm. Readers are reminded that an indispensable library resource for obtaining information on available doctoral theses from many of the major academic institutions is Dissertation Abstracts. Please do not address requests for dissertations to this magazine or to the National Council of Churches     

Past Endeavors and Future Perspectives for Sport Management Research

While the bulk of research in sport management would primarily stem from masters' and doctoral studies, quality research by sport management scholars is now published regularly in some of the best journals the profession can offer. This research is original and exclusive to the field, however, its findings are not systematically organized. There is a need to put in order what we know and what we don't know about managing sport. This paper presents two inductive analyses of sport management research topics, one for doctoral dissertations and the other for published conference abstracts and journal articles. In an attempt to stimulate discussion about the need to map out completed research in this field and systematically organize findings, the paper also proposes a conceptual model of relevant relationships that can be explored in sport management research.     

An Empirical Appraisal of Canadian Doctoral Dissertations Using Grounded Theory: Implications for Social Work Research and Teaching

Grounded theory is a popular methodological approach in social work research, especially by doctoral students conducting qualitative research. The approach, however, is not always used consistently or as originally designed, compromising the quality of the research. The aim of the current study is to assess the quality of recent Canadian social work doctoral dissertations implementing a grounded theory approach. Our analysis is based on the premise that presentations of grounded theory approaches in doctoral dissertations impact the conduct of teaching and future research and have direct implications for the legitimacy of qualitative research. Using Saini and Shlonsky’s Qualitative Research Quality Checklist, the authors appraised dissertations in terms of credibility, dependability, confirmability, transferability, authenticity, and relevance. The article concludes with implications regarding the quality of studies utilizing grounded theory approaches and consequences for future doctoral education and research.     

近十年大陆吕祖谦《左传》学研究述评

近年来多篇专门的吕祖谦研究及与之相关的硕、博士学位论文的出现,值得关注。同时,另有单篇论文百余篇。这些研究认为,吕氏是宗经的,但他研治《左传》主要是从史的角度切入,为了阐释其中的历史要素,把握历史规律,而不是要从中去发现什么传经的义例。目前,吕祖谦《左传》学研究这一领域还有很大空间,诸如吕祖谦《左传》学的特点、吕祖谦的研《左》轨迹、吕祖谦《左传》学的辞章学价值、吕祖谦《左传》学的影响,等等,都是值得探讨的课题。     

以优博论文评选为动力促进博士学位论文质量提升

在历年的全国优秀博士论文评选中，中国科学技术大学获得了相当满意的成绩。本文在对这些获奖论文的基本情况进行分析的基础上，总结提高博士生论文水平的经验和规律，力求不断提高博士生的整体培养质量。     

加强博士学位授予质量管理的若干探讨

本在对中国科学院理学和工学博士学位论质量评估的基础上，指出了当前博士学位论中普遍存在的问题，并就如何加强对博士学位授予质量的管理进行一些探讨。     

2000年以来全国中共党史专业博士论文选题若干问题论析

本文对2000-2008年全国中共党史专业5个博士点307篇论文进行了考察,按照党史实证、现实理论政策、历史理论政策、边缘学科、人物思想、现当代史、其他等七类进行了分类统计与分析,总结了这5个博士点在此期间论文选题的特点,并由此对中共党史学科发展现状和趋势提出了一些自己的看法.     

外国教育史博士学位论文研究方法量化分析

以中国知网博士学位论文数据库2011-2020年收录的73篇外国教育史博士学位论文为研究样本,通过系统梳理描述了所选样本在研究方法方面的应用现状,总结出样本在研究方法应用方面表现出的特征与不足:研究方法在应用方面存在不规范、传统的思辨研究占据研究方法的主流以及方法与研究问题难于达到适切。对此,应加强博士研究生研究方法方面的训练;教育史研究过程中要兼具思辨与实证研究方法;以科学精神涵养研究者选用适切研究方法的能力。     

Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development

ABSTRACT

Many universities have signed international and national declarations that have publicly committed them to embed sustainability within education, research, outreach and management operations. To date, research has focused on examples of good practice and case studies. Little research exists that has looked at the change process itself. This paper is based on a doctoral study conducted at the University of Southampton in which a doctoral student was engaged as a facilitator and critical friend for a period of more than one and a half years working with a group of staff and students trying to embed sustainability within the institution. In this paper, evidence is provided on the impact and contributions made by the critical friend and facilitator role, and reflections presented on the challenges and opportunities the doctoral researcher encountered during the research.     

Advice to doctoral guidance committees from alumni at two universities

This investigation provided a comparative analysis of results of follow-up studies of graduates of doctoral programs at Ohio State and Michigan State universities. The same questionnaire survey and similar sampling procedures were used in both settings. The survey considered alumni perceptions of guidance committee activities, course work, comprehensive examinations, and dissertations. Most findings were consistent across both institutions (e.g., about one-fifth of the graduates from both universities wish they had taken more course work in research methodology). However, some striking contrasts were also found (e.g., the proportion of graduates who published articles based on their dissertations was 40% at one university and 23% at the other). The report offers recommendations for doctoral guidance committees suggested by the findings.     

The Supervision of Doctoral Dissertations Using a Collaborative Cohort Model

The Collaborative Cohort Model (CCM) for research supervision was developed and piloted as an alternative to the Apprentice Master Model (AMM), which is currently used with most doctoral dissertations. The CCM was developed in response to concerns about completion rates and the quality of research supervision. The feedback from the initial cohort of doctoral students who have experienced the model is presented.     

How Long Does It Take to Earn a Doctorate? An International Comparison

The paths of university students from first matriculation to achievement of the doctorate are compared for nine technically-oriented universities in six countries. Although the ages at which doctorates are awarded vary by 6 or 7 years, the amount of effort invested in research in preparation of dissertations appears to vary little, from just under 3 years to just over 3½ years. The differences in ages at doctorate are mainly due to differences in the breadths of secondary education, in language studies and abilities, in military service and in teaching and administration required of doctoral students. The latter can be reduced by requiring an increased number of qualified researchers to take active roles in university level teaching.     

我国学前儿童音乐教育研究现状简析——基于2010年中国知网与万方数据库的文献计量分析

对2010年中国知网和万方数据库有关学前儿童音乐教育研究的25篇硕士论文与58篇期刊文献所作的计量分析显示:就作者分布而言,近3/4的学位论文出自音乐学专业学生,略多于1/4的学位论文出自学前教育学专业学生;期刊文献作者则主要来源于北京、江苏等几个省市。就研究内容而言,学前教育学专业学生的研究内容全部为幼儿园音乐教育,音乐学专业学生的研究内容全部指向其他机构的学前儿童音乐教育;期刊文献的研究内容基本囿于幼儿园音乐教学范畴。就研究质量而言,25篇学位论文中,近一半的研究质量较好,期刊文献的研究质量则总体上呈教案类好于文论类的状况。     

博士学位论文文后参考文献的比较分析——以B大学160份博士学位论文为样本

运用引文分析的方法,对B大学160份工科博士学位论文的文后参考文献进行了比较分析。研究发现优秀博士学位论文与普通学位论文在参考文献总量上没有明显差异,但在文献类型、语种情况、文献的衰变情况、跨学科文献数量、经典文献数量以及自引文献数量上有不同程度的差异。这种差异从不同角度说明了博士学位论文参考文献引用的规律、特点及其对论文质量的影响,因而可为博士学位论文创作提供启示。     

Lessons Learned for Successful Dissertation Completion From Social Work Doctoral Graduates

A dissertation demonstrates a doctoral candidate’s knowledge of a content area, mastery of research methodology, and readiness for future scholarship. Doctoral candidates, social work programs, and the profession as a whole are invested in ensuring that candidates successfully complete dissertations and enter academic, research, and leadership positions. This strengths-based study offers the wisdom of recent social work doctoral graduates (N = 196). Data were collected by an online survey and analyzed through thematic analysis. Findings described sources of support, managing a project of this scope, considerations in study design, and effective research attitudes and behaviors. Implications for social work education are discussed.     

European Survey of Master's and Doctoral Dissertions in Science Education

Editorial comment and summaries

English

Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany.

The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies.     

中国大陆比较教育学博士学位论文研究方法运用的实证分析

通过对大陆2000年至2010年145篇比较教育学博士学位论文中随机抽取的30篇论文的研究方法进行实证分析,发现存在以下问题：在态度上,研究方法意识淡薄;在认识上,混淆了研究策略与研究方法;在论证中,偏重于二手资料,原始证据不足;在质量上,研究结果缺乏检测。针对比较教育学研究论文的实际情况,给出以下对策：增强整体方法论意识,提高研究方法课程的有效性;确立原始资料优先原则;运用三角验证检测研究结果。     

Economics of corruption in doctoral education: The dissertations market

This paper addresses the issue of “dissertations for sale” in Russia. The tasks of this anthropological study include establishing the problem of corruption in doctoral education, identification of the dissertations suppliers, study of the specific services they offer, analysis of their prices on different services, and generalizations of findings in the context of the educational system. All of these tasks address the supply side of the dissertations market. This paper identifies a total of 169 firms that offer dissertations for sale in Russia. It concludes that the cost of the dissertations market extends far beyond its monetary expression. Fake doctorates undermine the credibility of real, earned doctorates, and erode the gold standard of quality in research and scholarship.