Review on Quality of Doctoral Study Program
More details
Hide details
Faculty of Education, Palacky University in Olomouc, Czech Republic
Publication date: 2018-06-30
JoMS 2013;19(4):123-140
The doctoral study program has drawn the attention of researchers from national authorities, academic association and international organizations for the substantial influence on the innovation of human society. As the extension of tertiary education during the earlier decade, the doctoral study program started to face the distinct motivation. It is the core to keep the guarantee of the quality of their study program targeted at the ideal of a doctoral study program of the respective disciplines in higher education institutions. Therefore, in this article, those researches on the theme of “Quality of doctoral study program” is reviewed. Seven fileds have been identified: researches on the problem of recruitment, completion rate and attrition rate; investigations on the amounts, composition and studies path of Ph.D. students; studies on the relationship between supervisors and Ph.D. students, interaction among peers; seeks of the organization and social inclusion of program; discussions of the content of studies and academic examination of thesis; surveys of the employment of graduates; recommendation of the quality evaluation models of doctoral study program.
AAU(Association of American Universities). (1998). Committe on graduate education: report and recommendations. Retrieved from
Abdullah, F. (2006). Measuring service quality in higher education: HEd-PERF versus SERVPERF. Marketing Intelligence & Planning, 24(1),p. 31-47. Retrieved from
Ali, A. & Fred Kohun. (2006). “Dealing with isolation feelings at IS doctoral programs”. International Journal of Doctoral Studies, 1, p. 21-33.
Auriol, L. (2007). Labour market characteristics and international mobility of doctorate holders: results for seven countries. OECD STI Working Paper 2007-02. OECD: Paris. Retrieved from http://www.oecd.or/sti/working....
Barnes, B. J. & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective.Innovative Higher Education, 33(5), p. 297-315. Retrieved from
Bell-ellison, B. & Dedrick, R. F. (2008). What do doctoral students value in their ideal mentor? Research in Higher Education, 49(6), p. 555-567. Retrieved from
Berelson, B. (1960). Graduate education in the United States. New York: McGraw-Hill Book Co., p. 346.
Blume, S. & Amsterdamska, O. (1987). Post-graduate education in the 1980s. Washington, DC: OECD Publications and Information Centre, ISBN 20036-4095. Retrieved from
Brooks, R. L., & Heiland, D. (2007). Accountability, assessment and doctoral education: Recommendations for moving forward. European Journal of Education, 42(3), p. 351-362. Retrieved from
Booth, A. L. & Satchell, S. E. (1996). British PhD completion rates: Some evidence from the 1980s. Higher Education Review, 28(2), p. 48. Retrieved from
Bowen, W. G. & Rudenstine, N. L. (1992). In pursuit of the Ph.D. 1992. p. 468. ISBN 9780691042947.
CGS(Council of graduate schools). (2007). Ph.D. completion project. Retrieved from
Chen, S. (2012). The establishment of a quality management system for the higher education industry. Quality and Quantity, 46(4), p. 1279-1296. doi:
Clark, B. R., ed. (1993). The research foundations of graduate education: Germany, Britain, France, United States, Japan. Berkeley, Los Angeles, and London: University of California Press.
Clark, M. J. (1982). Conditions influencing the career accomplishments of ph.D.s. (No. ETS-82-18; GREB-76-2R). Educational Testing Service,Princeton, NJ 08541. Retrieved from
Costley, C. & Lester, S. (2012). Work-based doctorates: Professional extension at the highest levels. Studies in Higher Education, 37(3), p. 257-269. Retrieved from CRAC (The Career Development Organisation) (2010). What do researchers do? Doctoral graduate destinations and impact three years on 2010.
CRAC: Cambridge. ISBN 9781906774134. Retrieved from
DeBoyes, Z. M. (2010). A sense of trust through the eyes of African American dctoral students: an examination of how a predominantly White institution of higher education can create an environment of inclusiveness. Dissertation Abstracts International, A: The Humanities and Social Sciences, p. 3364-3364. Retrieved from
Eggins, H. (2008). Trends and issues in post graduate education: a global review. Keynote paper for the DCU/UNESCO Forum Workshop Dublin, Ireland, 5-7 Mar. 2008. Restrieved from
Ehrenberg, R. G., Jakubson, G. H., Groen, J. A., So, E. & Price, J. (2007). Inside the black box of doctoral education: What program characteristics influence doctoral students’ attrition and graduation probabilities? Educational evaluation and policy analysis, 29(2), p. 134-150. Retrieved from
Eisenhart, M., & DeHaan, R. L. (2005). Doctoral preparation of scientifically based education researchers. Educational Researcher, 34(4), p. 3-13. Retrieved from
ENQA(European Association for Quality Assurance in Higher Education).(2005). Standards and guidelines for quality assurance in the European higher education area. Helsinki, Finland. Retrieved from
Espinoza, R. M. (2008). Pivotal moments: overcoming class and racial-ethnic disadvantage in women’s doctoral education. Dissertation Abstracts International, A: The Humanities and Social Sciences, p. 3609-3609. Retrieved from
Ferber, M. A. & Kordick, B. (1978). Sex differentials in the earnings of ph.D.s. Industrial and Labor Relations Review, 31(2), p. 227. Retrieved from
Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. Review of Higher Education, 32(3), p. 383-406. Retrieved from
Golde, C. M. & Dore, T. M. (2001). At cross purposes: what the experiences of today’s doctoral students reveal about doctoral education. A survey initiated by the pew charitable trusts. Retrieved from
Gunzenhauser, M. G. & Gerstl-Pepin, C. (2006). Engaging graduate education: A pedagogy for epistemological and theoretical diversity. Review of Higher Education, 29(3), p. 319-0_6. Retrieved from
Hall, L. A., & Burns, L. D. (2009). Identity development and mentoring in doctoral education. Harvard Educational Review, 79(1), p. 49-70, p. 166-167. Retrieved from
HEFCE (Higher Education Founding Council for England). (2005). Ph.D. research degrees: entry and completion. Retrieved from
Holbrook, A., Bourke, S., Lovat, T. & Dally, K. (2004). Investigating Ph.D.thesis examination reports. International Journal of Educational Research, 41(2), p. 98-120. Retrieved from
Holden, C. (1995). Is it time to begin Ph.D. population control? Science,270(5233), p. 123-128. Retrieved from
IDAC(Inter-University Doctoral Administrative Committee). (2012). Handbook on graduate supervision: nurturing and managing the supervisor and doctoral student relationship. Retrieved from
Ives, G. & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. Studies in Higher Education, 30(5), p. 535-555. Retrieved from
Javadi, M. H. M., Samangooe, B., & Tanhaei, M. H. (2011). Quality assessment for academic services in university of isfahan according to the students opinions using SERVQUAL model. Interdisciplinary Journal of Contemporary Research in Business, 3(4), p. 299-305. Retrieved from
Johanson, M. A. (2005). Association of importance of the doctoral degree with students’ perceptions and anticipated activities reflecting professionalism. Physical Therapy, 85(8), p. 766-81. Retrieved from
Kienle, A. W. & Loyd, N. L. (2005). Globalization and the emergence of supranational organizations: Implications for graduate programs in higher education administration. College Student Journal, 39(3), p. 580-587. Retrieved from
Kumar, V. & Lee, A. (2011). Doctoral education in international context: connecting local, regional and global perspectives. Serdang: Universiti Putra Malaysia Press. ISBN 9789673442546.
Leatherman, C. (1998). Research universities urged to do better job of tracking careers of ph.D.’s. The Chronicle of Higher Education, 45(13), p. 1-A12. Retrieved from
Lee, A. & Danby, S. (2011). Reshaping doctoral education: International approaches and pedagogies. Routledge, Taylor & Francis Group. Retrieved from tid=16730.
Lipschutz, S. S. (1993). Enhancing success in doctoral education: From policy to practice. New Directions for Institutional Research, 80, p. 69-80. Retrieved from
Maher, M. A. & Ford, M. E., & Thompson, C. M. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate, and differentiate. Review of Higher Education, 27(3), p. 385-408. Retrieved from
Maki, P. L. & Borkowski, N. A. (2006). The assessment of doctoral education: Emerging criteria and new models for improving outcomes. Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Retrieved from
Maxwell, T. W. & Shanahan, P. J. (1996). The doctor of education in Australia: some comparative data. Journal of institutional research in Australasia, 5(1), p. 7-18.
Metcalfe J. & Gray, A. (2005). Employability and doctoral research postgraduates. The higher education Academy. Retrieved from
Mullins, G. & Kiley, M. (2002). “It’s a Ph.D., not a Nobel Prize”: how experienced examiners assess research theses. Studies in Higher Education. 27(4), p. 369-386.
Nelson, C. & Lovitts, B. E. (2001). 10 ways to keep graduate students from quitting. The Chronicle of Higher Education, 47(42), p. 020-B20. Retrieved from
Nerad, M. & Miller, D. S. (1996). Increasing student retention in graduate and professional programs. New Directionas for Institutional Research, 92, p. 61-76. Retrieved from
NSF(National Science Foundation). (2012). Doctorate recipients from U.S. universities: 2011. Retrieved from
Noonan, M. J. & Ballinger, R. & Black, R. (2007). Peer and faculty mentoring in docotral education: definitions, experiences and expectations. International Journal of Teaching and Learning in Higher Education, 19(3), p. 251-262.
Nyquist, J. D. & Woodford, B. J. (2000). What concerns do we have? Reenvisioning the Ph.D. funded by the pew charitable trusts. Retrived from
Pascarella, E. T., Wolniak, G. C., Pierson, C. T. & Flowers, L. A. (2004). The role of race in the development of plans for a graduate degree. Review of Higher Education, 27(3), p. 299-320. Retrieved from
Picciano, J., Rudd, E., Morrison, E. & Nerad, M. (2007). Social science Ph.D.s-Five+ Years Out: survey methods. CIRGE Report 2007-01. CIRGE: Seattle, WA. Retrieved from
Quarterman, J. (2008). An assessment of barriers and strategies for recruitment and retention of a diverse graduate student population. College Student Journal, 42(4), p. 947-967. Retrieved from
Ramirez, E. G. (2007). Navigating through highly unequal terrain: Chicanos/as and Latinos/as in graduate education. Dissertation Abstracts International, A: The Humanities and Social Sciences, Retrieved from
Rudd, E. (1968). Students ‘in solitary’. New Society, 11(290), p. 562-563. Retrieved from
Smith, P., Curtis, H., Fulton, J., Kuit, J. & Sanders, G. (2012). The role of practice-base doctorates for developing professional practice. Retrived from
Smith, R. L., Maroney, K., Nelson, K. W., Abel, A. L. & Abel, H. S. (2006). Doctoral programs: Changing high rates of attrition. Journal of Humanistic Counseling, Education and Development, 45(1), p. 17. Retrieved from
Thurgood, L. & Golladay, M. J. & Hill, S. T. (2006). U.S. doctorates in the 20th century. ArlingtonVA: National Science Foundation. p. 131. Retrieved from
Woodward, D., Denicolo, P., Hayward, S. & Long, E. (2004). A review of graduate schools in the UK. UK Council for Graduate Education. p.49. ISBN 0-9543915-1-9.
Journals System - logo
Scroll to top