| Abstract: | In this study, U.S. institutions that offer doctoral programs in education were surveyed and institutional catalogues of the past decade were reviewed to determine trends regarding the Ph.D. versus the Ed.D. Results of the study showed that (a) there is no clear institutional movement toward one degree title or the other; (b) research universities are increasingly reluctant and comprehensive colleges and universities are increasingly likely to offer the Ed.D. as their only doctoral degree title, and (c) requirements for the two doctoral titles are remarkably similar, including competencies in research and statistics. Findings are discussed in relation to three common positions of those who favor the Ed.D. over the Ph.D.: (a) the professional school argument, (b) the unification argument, and (c) the autonomy argument. The article concludes with a call for increased national dialogue to strengthen the education profession by reducing confusion between its two doctoral degree titles.Russell T. Osguthorpe, Associate Dean of Brigham Young University's College of Education, has done research in special education, instructional design and technology, and teacher education. He is presently responsible for graduate programs, research, and technology in the College. Dr. Osguthorpe received his education at Brigham Young University. Mei Jiuan Wong, a doctoral candidate in the Department of Instructional Science, Brigham Young University, has done research on instructional design and technology and teacher education. She is currently completing her dissertation on decision making in instructional design. |
