Asee peer logo

The Doctor Of Industrial Technology Degree: A Unique Opportunity For Applied Technology Disciplines

Download Paper |

Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Graduate Education

Page Count

12

Page Numbers

8.1124.1 - 8.1124.12

Permanent URL

https://peer.asee.org/11520

Download Count

357

Request a correction

Paper Authors

author page

Shahram Varzavand

author page

John Fecik

author page

Recayi Pecen

author page

Teresa Hall

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2650

The Doctor of Industrial Technology Degree: A Unique Opportunity for Applied Technology Disciplines John T. Fecik Shahram Varzavand Recayi Pecen Teresa Hall Department of Industrial Technology, University of Northern Iowa, Cedar Falls, Iowa

Abstract

In recent years, graduate programs in engineering and technology fields have experienced a variety of challenges. Many programs have been forced to adapt curriculum and delivery methods as new and emerging technology, heightened demand for graduates, and changing student demographics have altered the landscape of higher education. In this dynamic environment, the Doctor of Industrial Technology degree program at the University of Northern Iowa (UNI) is a unique contribution to the fields of industrial technology and technical education.

Forecasters and scholars have noted the increasing demand for university faculty with terminal degrees. The growing number of university faculty who will retire or leave the teaching profession in the next decade will put additional pressure on graduate programs to generate qualified persons to teach and conduct research. The Doctorate Recipients from United States Universities; Summary Report 2000 lists 48 different terminal research degrees (including the Doctor of Industrial Technology) and is recognized by U.S. government agencies.

This paper will analyze trends in graduate education, the purposes and goals of traditional vs. non- traditional technical graduate degree programs, and the needs in industrial technology and technical areas, such as technology and vocational education. A recapitulation of conventional graduate degree programs noting their orientation or emphases will be covered. The degree levels normally ascribed to graduate education will also be reviewed and contrasted by discipline. Doctoral program paradigms will be recognized, including an historical and contemporary portrayal, and an overview of doctoral program core components will be discussed. The configuration of the premise behind the Doctor of Industrial Technology program shall be reflected upon and compared to other doctoral programs in the field. The final aspect of this paper will note the challenges, transformations, and complex interactions that doctoral programs may face in the 21st century. As technology and applied science graduate programs seek to meet the needs of higher education and industry, the Doctor of Industrial Technology degree is a unique and increasingly relevant opportunity for technologists and technology educators.

I. Doctoral Antecedents

Doctoral degrees have a long yet consistent history of attainment. They have dispersed in type and number, however, the doctor of philosophy remains the most common. Because of the 800 year

Proceedings of the 2003 American Society for Engineering Education, Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Varzavand, S., & Fecik, J., & Pecen, R., & Hall, T. (2003, June), The Doctor Of Industrial Technology Degree: A Unique Opportunity For Applied Technology Disciplines Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11520

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2003 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015