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Reputational ratings of doctoral programs.

R T Hartnett, M J Clark, L L Baird

    Science (New York, N.Y.)
    |March 24, 1978
    PubMed
    Summary
    This summary is machine-generated.

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    Doctoral program faculty ratings show remarkable stability over time, especially in chemistry and history. Research productivity, not teaching quality, strongly correlates with these national reputation rankings.

    Area of Science:

    • Higher Education
    • Educational Psychology
    • Academic Program Evaluation

    Background:

    • Assessing the quality of doctoral programs is crucial for academic advancement and resource allocation.
    • Previous studies by the American Council on Education (ACE) established benchmarks for program reputation.
    • Understanding the long-term stability of these assessments is vital for consistent evaluation.

    Purpose of the Study:

    • To evaluate the stability of peer ratings for doctoral program faculties over an 11-year period.
    • To compare recent peer ratings with historical data from the American Council on Education.
    • To explore the relationship between program reputation and various departmental characteristics.

    Main Methods:

    • A national survey in 1975 collected peer ratings for chemistry, history, and psychology doctoral programs.

    Related Experiment Videos

  • These ratings were compared against ACE data from 6 and 11 years prior.
  • Correlations were analyzed between program rankings and departmental research-oriented variables, teaching quality, and faculty support.

    • Main Results:

    • Doctoral program faculty rankings demonstrated high stability over the 11-year period, particularly in chemistry and history.
    • Subspecialty ratings, while indicating quality variations, were deemed impractical for national surveys.
    • Reputation rankings strongly correlated with departmental size, research productivity, and alumni placement in Ph.D.-granting institutions.
    • Rankings showed weak or no correlation with student-reported teaching quality or faculty concern for students.

    Conclusions:

    • Peer reputation rankings for doctoral programs are notably stable over time, providing a reliable measure of program standing.
    • Research productivity and institutional factors are stronger predictors of national program reputation than teaching quality or student-faculty interactions.
    • National surveys focusing on overall program reputation are more feasible and useful than those attempting to rate subspecialties.