According to responses from 157 of 218 higher education institutions, 122 offer human resources development/training degree programs, the majority master's. The average core credit hour requirement ranged from 20-28 hours; 90% offered internships, half required them. A 30-hour core master's curriculum resulted from the findings. (SK)

In 1995, doctoral degrees were granted to over 26,000 individuals in the sciences and humanities; however, many other individuals began graduate work with the same aspirations. There are no national estimates to indicate how many students make the decision each year to cease graduate work, but studies at a few selected academic institutions…

This directory of educational communications and technology masters programs contains descriptions of programs in both the United States and foreign countries. The U.S. listings are categorized by state. Data for each institution include an address and contact person; a listing of courses; information on prerequisites for entering the program;…

This paper addresses the recommendation made by a recent study that the Doctor of Philosophy (Ph.D.) degree be rejected as the graduate degree in education and the corollary of this recommendation, that the Doctor of Education degree (Ed.D.) be the standard degree for advanced study in education. This paper reviews data on trends in the incidence…

The availability and characteristics of graduate programs in educational administration offered by universities in African and Caribbean countries belonging to the Commonwealth are summarized in this paper. The programs reviewed are offered by universities in the West Indies, Guyana, Zimbabwe, Tanzania, Kenya, and Nigeria. The paper notes that…

Following a discussion of the development and use of accreditation standards for theatre programs in colleges and universities, this document lists minimum criteria for the degrees of Bachelor of Arts in theatre, Bachelor of Arts in theatre education, Bachelor of Fine Arts in theatre, Master of Arts in theatre, Master of Fine Arts in theatre, and…

The doctoral program in vocational-technical education at the University of Tennessee began in 1971. Among the 22 students were 18 recipients of Education Professions Development Act (EPDA) fellowships. The goal of the program is to prepare a cadre of educational leaders and administrators who can effectively contribute to improving the quality of…

The University of Nebraska College of Pharmacy awards only the Doctor of Pharmacy (PharmD) degree to all of its graduates. The PharmD degree program, including course requirements and credit hour information, is described, and the procedures and budgetary adjustments used to implement the program are discussed. (JMD)

The role of the dissertation in the education of Ph.D. candidates is addressed. Objections to the dissertation requirement, including excessive time demands and the sterile effects on later research, are examined, and recommendations for changes in rationale and end-product requirements are made. A 17-item bibliography is provided. (JMD)

The scope of the doctor of arts degree is reviewed and compared with Ph.D. and Ed.D programs. The doctor of arts degree in physical education at Middle Tennessee State University in Murfreesboro is mentioned briefly. (LBH)

A national survey of doctoral programs in pharmacy concerning their research-related coursework and experiential activities found that while most programs have some required coursework, fewer have research methodology than statistics or professional literature evaluation courses. Less than half require a formal research project. (Author/MSE)

Suggests that a basic scientist with a background of integrative physiology, pharmacology, anatomy, and pathology, with a special emphasis on pathophysiology, would be very well qualified to practice medicine of the future. Proposes a Ph.D. training track with this objective and lists some advantages and disadvantages of such a program. (AIM)