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What makes a quality Ph.D. program ...

Klingler, Scott Lavell.

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What makes a quality Ph.D. program in library and information sciences?

Record Type:	Electronic resources : Monograph/item
Title/Author:	What makes a quality Ph.D. program in library and information sciences?/
Author:	Klingler, Scott Lavell.
Description:	163 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0384.
Contained By:	Dissertation Abstracts International68-02A.
Subject:	Library Science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3254197

What makes a quality Ph.D. program in library and information sciences?
Klingler, Scott Lavell.

What makes a quality Ph.D. program in library and information sciences? - 163 p.

Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0384.

Thesis (Ph.D.)--University of North Texas, 2006.

The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv.Subjects--Topical Terms:

881164
Library Science.

What makes a quality Ph.D. program in library and information sciences?
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100 1 $a Klingler, Scott Lavell. $3 1924106
245 1 0 $a What makes a quality Ph.D. program in library and information sciences?
300 $a 163 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0384.
500 $a Advisers: Samantha K. Hastings; Philip M. Turner.
502 $a Thesis (Ph.D.)--University of North Texas, 2006.
520 $a The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv.
520 $a Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4%) were female while 35.5% were male. Ninety-eight participants (43.6%) were faculty, 114 (50.7%) were Ph.D. students or candidates, and 13 (5.8%) were in other roles.
520 $a Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
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650 4 $a Education, Higher. $3 543175
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773 0 $t Dissertation Abstracts International $g 68-02A.
790 1 0 $a Hastings, Samantha K., $e advisor
790 1 0 $a Turner, Philip M., $e advisor
790 $a 0158
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3254197