在美国作为一个研究领域的高等教育：历史、学位项目与知识基础

Higher Education as a Field of Study in the United States: Its History, Knowledge-Base, and Degree Program Development

在探索高等教育作为一个研究生阶段的新的学术领域在美国的崛起方面，本文提出了四个相关的主题。首先，本文追溯了高等教育作为一种学位项目的起源和程序化的发展，以及高等教育的课程发展和专业化的演变。第二，通过高等教育研究领域在研究型学位(Ph. D和M.A.)和专业学位(Ed. D.和M. Ed)的发展历史，本文指出在整个20世纪，教育学院都在力求区别对待这两种学位类型，而且努力证明这些学位类型各有其存在的原因和不同的要求。第三，高等教育研究领域的崛起逐步形成了一种知识基础，它反映了与大学历史和传统、大学管理与治理、大学课程、学生和公共政策研究领域相关的正在增长的研究生产力。与许多其它学科和专业领域一样，这种正在发展中的知识基础发轫于致力于高等教育研究的学术期刊、丛书、专着以及期刊文章。第四，在高等教育研究中心和学位项目国际化的背景下，本文对美国、欧洲、加拿大和中国正在演化中的高等教育的多学科领域提供了一个粗略的描述。

Higher education as a field of graduate study began in 1893 with President G. Stanley Hall's course at Clark University in Massachusetts. Lasting until 1924, his higher education administration program led to three other programs at Ohio State University, Columbia University, and the University of Chicago in the 1920s that educated secondary school administrators to manage the growing number of two-year junior colleges. Subsequent developments also brought professional education to staff, such as, deans of men or women, who administrating college residential halls at both men's and women's colleges by 1929.
Initially, the knowledge base of these graduate programs focused in national and international trends, institutional study, college case studies, psychological development of college students, admission policies, and teaching methods for university professors. By the 1950s, new research units at the University of Michigan, University of California Berkeley, and Columbia University, funded by the Carnegie Foundation for the Advancement of Teaching, brought new research methods to institutional, governance, student, and policy studies. More applied research studies led to the development of applied graduate degrees, both the Doctorate of Education (Ed. D) and the Master of Education (M. Ed) for mid-level college and university administrators. This field then offered multidisciplinary methods for doing research, especially the growth of the social sciences which provided greater quantitative research approaches to these institutional problems.
By the 1970s, professional associations dedicated to the study of higher education (for example, the Association for the Study of Higher Education or the American Educational Research Association) provided new forums for faculty exchanges and graduate student socialization.
Three major degree program areas new comprise the 180 to 200 doctoral and master's programs in the United States providing the knowledge, professional skills, and inquiry method skills to this 118 year old multidisciplinary field of study which has recently seen dramatic growth in the development of international higher education programs in Canada, Europe, and China during the past twenty years.