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| Autor/in | von Zur-Muehlen, Max |
|---|---|
| Titel | The Relationship between Graduate Degrees Awarded and Enrolment by Level and by Discipline. |
| Quelle | (1977), (57 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Quantitative Daten; Academic Achievement; Comparative Analysis; Doctoral Degrees; Enrollment Rate; Foreign Countries; Full Time Equivalency; Full Time Students; Graduate Students; Higher Education; Majors (Students); Masters Degrees; Part Time Students; Ratios (Mathematics); Statistical Analysis; Statistical Data; Canada |
| Abstract | The relationship between graduate enrollment in Canada, at both the master's and the doctoral level, and the number of graduate degrees granted by level and field of study and selected disciplines was examined. The enrollment for each of the four years (1970-1971 through 1973-1974) was related to the degrees granted in the same year. An average proxy for the four-year period was also developed. Part-time master's enrollment was converted to full-time equivalent enrollment to compensate for the fact that there was no way to know if a graduate degree resulted from full- or part-time study. On the average, 41.5 percent of the full-time equivalent enrollment graduated with a master's degree each year, and 13.8 percent graduated with a doctoral degree. Data are presented for the years 1970-1971 through 1973-1974 on the ratio between master's degrees awarded and full-time equivalent enrollment and the ratio between doctoral degrees awarded and Ph.D. enrollment by field of study and by discipline within the following fields: humanities, social sciences, agriculture and biological sciences, health sciences, and mathematics and physical sciences. For the years 1968 through 1975, data are presented on the ratios between degrees awarded and enrollment at the master's and doctoral level by field of study and by discipline within the following fields: humanities, life sciences, social sciences, engineering and applied sciences, and physical sciences. The results of the study are discussed briefly, and problems with the data and with the approach are mentioned. (SC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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