Since its publication in January 2011 as the beta Degree Qualifications Profile (see ED515302), the DQP has proved its usefulness to higher education institutions and associations from coast to coast. More than 400 colleges and universities have used the DQP. Its applications have been as diverse as the variety of missions of higher education.…

With the assistance of four writers and dozens of expert reviewers, Lumina Foundation for Education offers the first step in creating a Degree Qualifications Profile for American higher education. The Degree Profile is a baseline set of reference points for what students should do to earn associate, bachelor's and master's degrees--regardless of…

Through this document, Lumina Foundation for Education offers a "Degree Qualifications Profile," a tool that can help transform U.S. higher education. A Degree Profile--or qualifications framework--illustrates clearly what students should be expected to know and be able to do once they earn their degrees--at any level. This Degree…

The research dimension of higher education programmes is usually discussed in association with doctoral studies. Against a background of scarce literature investigating research in a Master's degree, this article aims to analyse the place of research in Master's qualifications, first, as envisaged by official European and national documents acting…

Suggests that regional accrediting agencies grant degrees to students who have completed the requisite number of hours at a variety of qualified institutions. (AD)

Over the last decade the proportion of students in higher education obtaining aggregate marks over 60 per cent has steadily increased. Whilst standards of learning and teaching may have improved due to the existence of quality assurance agencies and the efforts of individual higher education institutions a significant factor remains that could…

United States higher-education institutions often fail to educate. This paper describes one professor's development of a new program fulfilling existing requirements while exposing students to great books and demanding courses in other areas. It suggests that the best way to reform higher-education institutions is to expose them to vigorous,…

A rash of doctoritis" has spread through the academic world as the status symbol of a doctoral degree is earned one way or another. (IR)

New criteria for conferring degrees are proposed. (HS)

Time-shortened degrees have roots in the nineteenth century but today are correlated to the technologic mind emphasizing efficiency and expediency. Questions to be addressed include the whole concept of what constitutes academic credit. (Author/LBH)

Suggests that sociological training is not sufficiently demanding and thus does not attract high-quality students. The author makes specific suggestions emphasizing the importance of theoretical work, syntheses and careful analyses of existing theories, and advanced methodological work. Concludes that serious thinking about the goals of graduate…

A survey of the 103 members of a national association of education schools contradicts charges that teacher training institutions have low admission and graduation standards, require too few subject-area courses relative to methodology courses, and require less rigorous general studies than are required in other disciplines. (MCG)

Reviews the Association of American Colleges (AAC) report, "Integrity in the College Curriculum," a comprehensive look at the role of the undergraduate major in political science. The place of political science in the core curriculum is also examined. (Author/BSR)

Six key standards set by institutions of higher education are identified: the use of time for academic learning, content in the disciplines, level of academic performance expected of students, the preparation of teachers, cooperation with schools, industry, government to improve education, and the ethical behavior of institutions. (MLW)

Academic standards at British Commonwealth African universities are considered and the relevance of Western academic traditions for the universities is discussed. It is concluded that building academic excellence is of greater importance than increasing manpower output. (MSE)