Discussions of the nature, the similarities, and the differences between programs for the Doctor of Education (Ed.D.) and the Doctor of Philosophy in Education (Ph.D.) are not uncommon within institutions offering both degrees. Because differentiation of the degrees became an issue recently in the department of which the author is Chair, a study was initiated to gather relevant data from other institutions granting doctoral degrees in Education. The primary purpose of the study was to ascertain the similarities and differences between the Ph.D. and Ed.D. degree programs in regard to admissions, residency requirements, program requirements, and employment patterns of graduates. A secondary purpose was to determine how present conditions compared to those of the past regarding these matters.
Previous ResearchA search of the ERIC data base revealed that no comprehensive study of differences between the Ed. D. and the Ph.D. degree programs had been reported in the past 10 years. Manual searches located three earlier studies. The first was done by Woody (1947) with encouragement by the Deans of Schools of Education in the Big Ten Universities. The intent of the study was to present comparisons and contrasts in the requirements for the two degrees. In canvassing 75 different institutions of higher learning, Woody discovered that 27 of those institutions were awarding both the Ph. D. and Ed. D. degrees. He summarized the similarities and differences found between the two degrees in regard to residence requirements, various time factors, extent and nature of course work, program requirements, degree objectives, and employment patterns following graduation. The second study located was by Moore, Russel and Ferguson (1960) and was sponsored by the American Association of Colleges for Teacher Education. They analyzed the nature of selected conditions and requirements of doctoral programs in the field of professional education for the purpose of identifying areas needing improvement. The study was intended to reveal normative tendencies. Although it was not specifically designed to compare the Ed.D. with the Ph.D. degree in Education, data were presented which allowed comparisons in regard to several factors.
Andersen and King report the results of a national survey of current Deans of Education. The survey shows Deans as fitting the popular stereotype as a white, older male. Suggestions are offered for modifying deanship selection consider ations and procedures in order to strengthen the cohort group and in crease the Dean's effectiveness as an educational leader.
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