a novel, hypoxia-related marker for primary glioblastoma

Pursuing a doctoral degree in Counselor Education and Supervision (CES) requires a significant commitment. Although there is research on motivations to pursue a doctorate in general, there has not been a specific examination of motivations among those who have pursued a doctorate in CES, which

vacancies with an individual who has earned a doctoral degree through an online method of delivery. Background

ii The American Indian/Alaska Native (AI/AN) population is challenged with diverse learning styles, high-risk behaviors, low economic status, low enrollment predictions, lower total education achievement, or lower graduate level higher education. However, AI/AN doctoral degree recipients may

This exploratory research explains why individuals decide to pursue higher education, especially master and doctoral degrees which are often considered to be the top two levels one can achieve academically. In this paper, motivational factors of master and doctoral degree students are investigated

What type of individual pursues a nontraditional doctoral degree? Although answering this question is the main purpose of this chapter, there is an underlying story that provides context for how and why these individuals came to pursue a doctoral degree. The tremendous growth in the number

This paper addresses the research question: “What is the Motive for the Review of Higher Education Administration (HEA) Doctoral Degree Programs? The data derived from a larger study, “Impact of Program Review on Higher Education Administration Doctoral Degree Programs ” that documents, through in

The doctoral degree has been in existence for more than eight centuries. The name doctor was interchangeable with professor and teacher, and has conferred the ability to teach upon its recipients since a papal bull of 1292 (ius ubique docendi), delivered by Pope Nicholas IV. The doctoral degree

This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. iii

It is talent more than technology that society or business needs from universities. Research and the people trained in it inspire many of the ideas, aspirations and actions that contribute to the vitality of society and its capacity for bold creativity in responding to whatever the future might bring. The prime function of leading-edge research is to develop new understanding and the creative people who will carry it into society. Most European researchers are trained in universities, and have their attitudes and perceptions formed in them. Universities ’ productivity in fundamental research, the seed corn for the whole research base, has been prodigious, assisted by their access to the best talents of the rising generation and the creative influence of the irreverent young. It is crucial that some of the best intellects in each generation continue to be attracted to research careers,