Title

A Study of Graduate Faculty Perceptions of Doctoral Qualifying Examinations At a Selected University

Date of Award

1983

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Studies and Research

First Advisor

Arthur R. Southerland

Advisor Department

Educational Studies and Research

Abstract

The research was designed to measure the perceptions of graduate faculty members at a selected University toward doctoral qualifying examinations. Subjects consisted of graduate faculty members in colleges and schools which offered doctoral degrees. An opinionnaire consisting of four Likert scale items was used to gather data. Subjects were asked to respond to items relating to how, and the extent to which, they perceived doctoral qualifying examinations as measures of: (1) a student's reading and writing skills, (2) a student's knowledge of the academic discipline, (3) the use as a diagnostic tool in designing a student's doctoral program, and (4) a student's ability to successfully manage the pressure of the test situation. Their perceptions were then analyzed using four independent variables. The variables were: (1) academic rank, (2) sex, (3) college or school, and (4) level of responsibility and authority. For each of the categories, mean scores were calculated, ranked, and analyzed. These data were also subjected to an analysis of variance and t tests for the sex category. Scheffe's test was used to analyze the analyses of variance yielding significance. Graduate faculty members with the exception of those in the College of Science and Technology perceived the examinations to be a measure of a student's reading and writing skills. All categories perceived the examinations to be a measure of a student's knowledge of the academic discipline. All categories except faculty members with doctoral directive responsibility perceived the examinations as a diagnostic tool. All categories of graduate faculty members rejected the idea that the examinations are a measure of a student's ability to manage the pressure of the test situation.