Characteristics of PETE Doctoral Institutions: Programs, Faculty, and Doctoral Students

Wednesday, April 24, 2013: 4:45 PM
202AB (Convention Center)
B. Ann Boyce1, Jacalyn Lund2 and Kason O'Neil1, (1)University of Virginia, Charlottesville, VA, (2)Georgia State University, Atlanta, GA

Background/Purpose

The present study of Doctoral PETE (D-PETE) programs constituted the third round of data collection (2009-10 through 2011-12). The purpose was to provide extensive information on: (a) program characteristics, (b) faculty, and (c) doctoral graduates/ABDs.

Method

The Doctoral Program Questionnaire (DPQ) was electronically transmitted to D-PETE coordinators in September, 2011 and data collection was completed in February, 2012. All 27 D-PETE coordinators responded. Descriptive information on the DPQ was gathered on: (a) program characteristics, (b) faculty, and (c) doctoral graduates/ADBs. Characteristics on doctoral programs included items such as existence/status of doctoral programs and perception on funding of current doctoral students. Data on faculty included academic rank, gender, ethnicity, part/full time status and instructional load responsibilities. Graduate student information was gathered on ethnicity, graduation rate and types of positions assumed by graduates/ABDs. Data were analyzed descriptively.

Analysis/Results

The number of current doctoral programs (N = 22) continues to decrease slightly compared to programs in 2005-06 and 2008-09. Information on faculty and doctoral student ethnicity revealed that doctoral graduates (19% minority) were slightly more diverse than D-PETE faculty (15% minority). Eight-five percent of doctoral graduates entered positions in higher education. Funding of doctoral students is either comparable or above funding means 85% of the time.

Conclusions

The number of D-PETE programs is experiencing a slow steady decline with this trend translating into fewer doctoral graduates entering positions in higher education. This decline matched with the increased demand for doctoral graduates (Boyce & Rikard, 2008; 2011) may cause shortages in PETE programs.