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| Autor/in | Stanford, Serena W. |
|---|---|
| Institution | Council of Graduate Schools in the U.S., Washington, DC. |
| Titel | Dissertations and Theses Roles Highlighted at Annual Meeting Session. California State University System's Thesis in Master's Degree Programs Discussed. |
| Quelle | 20 (1987) 1, S.1-2 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; College Programs; Comparative Analysis; Conferences; Departments; Graduate Study; Higher Education; Masters Theses; School Surveys; State Universities |
| Abstract | The role of the thesis in graduate education at the 19 campuses of the California State University (CSU) was surveyed. It was found that a minimal number of disciplines at CSU restrict the choice of culminating the degree with the thesis. Only 15% of the programs systemwide force the thesis. The comprehensive examination was as popular as the thesis in English, psychology, and mathematics, while the thesis was the prevailing option in business and the sciences. The professional degrees, with the exception of engineering, tend to stress the project (applied research). Engineers opt for the thesis or the exam. From 1981-82 through 1985-86, the proportion of master's degrees for which the thesis was the culminating experience remained steady at 27% for the CSU system as a whole. However, thesis-related master's degrees ranged from 12% to 68% of the degrees at individual campuses. According to CSU graduate deans, the value of the thesis experience included: exploring an issue in depth, engaging in independent work, meeting standards of professional publication in the discipline, and preparing the student for doctoral education. Problems associated with the thesis were also identified. (SW) |
| Anmerkungen | Council of Graduate Schools in the United States, One Dupont Circle, Suite 430, Washington, DC 20036-1173. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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