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Evaluating doctoral programs in the developmental sciences

delete2001-09-01
delete8
PRE
AI
J
James P. Byrnes *
M
McNamara, CC
DOI：10.1006/drev.2000.0527delete
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Abstract

Abstract

En 中文
The primary goal of the present article was to describe a comprehensive and data-based analysis of North American doctoral programs in the developmental sciences (e.g., developmental psychology and human development). Ninety-seven doctoral programs were evaluated with respect to four indices of quality: (a) the productivity of their faculty, (b) grants received by their faculty, (c) the editorial responsibilities of their faculty. and (d) placement of graduates. A secondary goal of this article was to provide measures of central tendency for each of these indices. Results showed that the faculty associated with the top one-third of programs for each index were two to three times as active as the faculty associated with the lower two-thirds of programs. In the same way. professors were two to three times as active in the areas of publishing, grants, and editorial work as assistant or associate professors. Only minor differences emerged between programs offered by psychology departments and programs offered by other kinds of departments (e.g., human development). (C) 2001 Academic Press.
Keywords:
PRODUCTIVITY
DEPARTMENTS

Journal

Developmental Review cover
Developmental Review
IF:
5.6
Papers:
889
Citations:
5.4K

Organization

No organization information available