Effectiveness and Efficiency in Graduate Education. AIR 1999 Annual Forum Paper.

Autor/inn/en	Kehrhahn, Marijke T.; Sheckley, Barry G.; Travers, Nancy L.
Titel	Effectiveness and Efficiency in Graduate Education. AIR 1999 Annual Forum Paper.
Quelle	(1999), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Adult Education; Doctoral Programs; Efficiency; Graduate Study; Higher Education; Part Time Students; Program Effectiveness; Program Evaluation; Student Attitudes; Time to Degree; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Doktorandenprogramm; Effectiveness; Effektivität; Wirkungsgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Part-time students; Teilzeitstudent; Programme evaluation; Programmevaluation; Schülerverhalten; Ausbildung; Berufsbildung
Abstract	This case analysis describes a program to improve the efficiency with which students in the Adult and Vocational Education Ph.D. program at the University of Connecticut work towards and achieve the doctoral degree. Data gathered between 1985 to 1992 indicated students (who were mostly part-time) dropped out at a 50 percent rate and took 7 to 10 years to complete their dissertations. Analysis suggested the efficiency problem was related to fragmentation of the three phases of doctoral study coursework, research development, and research. Program innovations to maximize student "time on task" and decrease time to degree were implemented beginning with the 1993-94 academic year and included: (1) clarifying faculty expectations and correcting student expectations about the process, milestones, and time frame necessary; (2) integrating the coursework, research development, and dissertation research phases; and (3) improving and increasing the supports provided to students to maximize students'"time on task" and minimize their incurred costs. The innovations resulted in significant reductions in time to degree from a mean of 7.8 years for students accepted prior to 1993 to a mean of 5.2 years for students accepted after this date. The latter students also reported experiencing more emotional support, goal support and technical support. (Contains 15 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC