ACHIEVEMENT, MOTIVATION, EMPLOYMENT, AND SOCIO-ECONOMIC STATUS OF DOCTORAL BUSINESS ADMINISTRATION AND EDUCATION GRADUATES: A COMPARATIVE ANALYSIS (MANAGEMENT, JOB SATISFACTION, CAREER, TRAINING, DEVELOPMENT)

The purpose of this study was to evaluate demonstrable outcomes of traditional and nontraditional doctoral degree programs in business administration and education. Demonstrable outcomes were examined by analyzing motivation, employment, socio-economic status, and achievement of doctoral graduates from major traditional and nontraditional colleges of business and education for the years 1976 to 1981.;Seven major traditional and three nontraditional universities represented the sample size. A sample size of 380 doctoral graduates was randomly selected. Based on the literature review, interviews of doctoral faculty, and a two year pilot study, twenty-seven null hypotheses were developed consisting of 105 sub-hypotheses and representing 185 variables. Each sub-hypothesis was tested for significance at the .05 level. Analysis of variance x('2) and the correlated means t-test was employed to determine differences in the mean scores of the four sub-groups.;In the survey of doctoral business administration graduates, no significant difference was reported in the nontraditional versus the traditional graduates' economic status, professional and learning achievement, or their job and career achievement. The nontraditionals did, however, judge the doctorate as having had a significantly higher and more positive impact on their social status, personal achievement, interpersonal, executive, and motivational skill proficiency than did the traditional doctoral business graduates. A significant difference was reported in the employment held by traditional versus nontraditional doctoral business graduates. Nontraditionals reported being employed predominantly in business, industry and in self-employment, whereas the majority of traditionals were employed in university administration and academic related positions.;With respect to employment skills, of the twelve causal factors thought to have an effect on the current job preparation of the respondents, six factors affected positively the ability of the doctoral graduates to function in their current job. These were: (1) Professional Experience, (2) Personal Motivation, (3) Dissertation Research, (4) Doctoral Coursework, (5) desire for Excellence, and (6) Personal Industriousness. These six factors were reported by the traditional and the nontraditional doctoral graduates as having the most positive impact on their current preparation skills.;An extensive literature review included a historical development of the doctorate, the goals of American graduate education, arguments for and against nontraditional education, and an investigation of the economic, academic, career, and personal factors of the doctorate. Demographic characteristics were compared to determine if the different degree programs serve unique clientele.;Several conclusions and recommendations were made to enhance American graduate education.