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What makes a quality Ph.D. program in library and information sciences?

机译：是什么让高质量的博士图书馆学和情报学专业？

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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv.;Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4%) were female while 35.5% were male. Ninety-eight participants (43.6%) were faculty, 114 (50.7%) were Ph.D. students or candidates, and 13 (5.8%) were in other roles.;Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
机译：这项研究的目的是建立并验证用于评估图书馆和信息科学（LIS）博士质量的标准。程序。博士以学生为中心的高质量博士论文的拓扑结构这些程序是根据2001年美国护理学院学会（AACN）的立场声明制定的，该声明针对以研究为重点的护理学博士课程中的质量指标。使用调查工具对拓扑组件进行了测试，以确定它们对实践界的重要性以及它们在评估博士学位中的潜在用途。程序。调查参与者被要求对平衡的不完整区块（BIB）设计中的术语或概念进行排名，然后以李克特式量表对这些术语或概念对评估LIS博士的适用性进行评价。程序。参与调查的参与者来自图书馆与信息科学教育协会（ALISE）开放图书馆/信息科学教育论坛jESSE Listserv。在来自北美大学或学校的225名接受调查的参与者中，只有不到三分之二（女性占64.4％，男性占35.5％。共有98位参与者（43.6％）为教授，114位（50.7％）为博士学位。学生或候选人，还有13个（5.8％）担任其他角色。；对调查答复的统计分析显示，不同人口群体之间的结果一致。通过研究数据的统计分析结果验证了拓扑。拓扑的每个组成部分都被认为对评估LIS博士的质量非常重要。程序。在BIB分析中，教职员工是排名最高的项目，与排名第二的博士生在平均排名顺序上具有统计学显着性差异（p <.0001）。学生们。来自BIB分析的排名顺序如下：教师，博士。学生，学习计划（课程），教学，学习环境，资源和评估。在李克特式陈述分析中，教师也是评价最高的项目。

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