Chairs and faculty of doctoral Communciation programs face a number of specific concerns. This page provides information about NCA’s Doctoral Education Committee, resources from the Council of Graduate Schools, updates on the National Research Council’s graduate survey, NSF’s Survey of Earned Doctorates, and related readings.
The Doctoral Education Committee (DEC) works with the NCA Director of Academic & Professional Affairs, as well as with the director of the Research Board (and other association bodies as appropriate) to foster a culture of intellectual excellence as the standard for doctoral education and scholarship in the Communication discipline.
2019 Doctoral Education Committee
- Ambar Basu, University of South Florida
- Greg Dickinson, Colorado State University
- Mindy Fenske, University of South Carolina
- Christina R. Foust, University of Denver
- Tina M. Harris, University of Georgia
- Kristy Maddux, University of Maryland
- Sandy Pensoneau-Conway, Southern Illinois University, Carbondale
- Narissra Punyanunt-Carter, Texas Tech University
- Stephanie Tikkanen, Ohio University
- Shannon C. VanHorn, Valley City State University
- Maria Venetis, Purdue University
- Michelle T. Violanti, University of Tennessee
Two reputation studies have been conducted by NCA, one in 1996 and the second in 2004. The 1996 study was conducted by the Research Board, while the 2004 study was conducted by the Doctoral Education Committee. See the links to each study below.
NCA Doctoral Program Guide
The Doctoral Program Guide is designed to provide timely and useful information about doctoral programs in Communication for students, prospective students, and other interested parties.
Each year, NCA co-hosts a Doctoral Honors Seminar with a participating institution.
Council of Graduate Schools
The Council of Graduate Schools' (CGS) website is devoted to all matters of graduate education. CGS conducts and posts a number of surveys and white papers, including:
Upon release of the CGS's 2011 Survey of Graduate Enrollment and Degrees, NCA requested benchmarking data drawn from that survey about graduate enrollment in Communication. The report Graduate Enrollment and Degrees in Communication/Journalism: Benchmarking Data from the 2011 CGS/GRE Survey is now available.
National Research Council
On September 28, 2010, the National Research Council of the National Academies released “A Data-Based Assessment of Research-Doctorate Programs in the United States,” its long-awaited report on the quality and effectiveness of doctoral programs based on measures that are important to faculty, students, administrators, funders, and other stakeholders.
Directed by Charlotte Kuh of the National Academy of Sciences, the report reflects years of discussion and guidance from a committee chaired by Jeremiah Ostriker, former provost of Princeton University. Based on data collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, the report covers such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. In addition, measures of faculty and student diversity are included.
In addition to the data, the report contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: research activity, student support and outcomes, and diversity of the academic environment. Unlike U.S. News and World Report and the BCS Rankings, there are no specific numbers provided, just ranges of excellence.
Accompanying the report is a comprehensive data table in Excel and a detailed explanation of the methodology used to collect data and calculate ranges of rankings. All three of these publications—the two reports and the data table spreadsheet—are available for download.
The above information comes from the October 12, 2010, COSSA Washington Update (Volume 29, Issue 18).
Discipline Response to NRC Data
The Council of Communication Associations formed a Task Force on the NRC Doctoral Study, chaired by Dr. Linda Putnam at the University of California Santa Barbara. A subcommittee comprised of Ed Fink at the University of Maryland, Scott Poole at the University of Illinois, and Sabine Chai at Western Kentucky University analyzed data from the NRC and prepared a report. That report was published in the May 2011 issue of Spectra.
For more information on the NRC study, see the following articles in the Chronicle of Higher Education:
- An Elaborate Ranking of Doctoral Programs Makes Its Long-Awaited Debut
- New Doctoral-Program Rankings: Frequently Asked Questions
- 2010 Rankings: Doctoral Programs in America
Survey of Earned Doctorates
- The National Science Foundation releases an annual Survey of Earned Doctorates. Read NCA’s most recent “A Profile of the Communication Doctorate” which reports on these findings. You can find the report here: https://www.natcom.org/data-about-discipline.
Preparing Future Faculty
- The Preparing Future Faculty (PFF) program was sponsored by CGS and the Association of American Colleges & Universities. While it is no longer grant-supported, it is still an active program on many campuses.
- Link to Survey is: https://www.nsf.gov/statistics/srvydoctorates/
University of Washington – CIRGE
- The University of Washington’s Center for Innovation and Research in Graduate Education released a report in 2008 on Communication Ph.D.s five years after completing the degree. Read the report, “Communicating the Ph.D. experience: Communication Ph.D.s Five Years after Graduation."
- Jim Applegate’s "Engaged Graduate Education: Seeing with New Eyes."
The two articles below are especially related to research institutions.
- Kasten, K. L. (1984). Tenure and Merit Pay as Rewards for Research, Teaching, and Service at a Research University. The Journal of Higher Education, 55, 500-514. (dated but still relevant).
- Stanley, C. A., & Algert, N.E. (2007). An exploratory study of the conflict management styles of department heads in a research university setting. Innovative Higher Education, 32, 49-65.