Abstract This article presents information on new student rights and academic freedom in the U.S. Two examples of the greater student participation in the academic process are found in California State College at Los Angeles. The first was established by action of the college's academic senate whereby students were accorded the right to evaluate their professors' classroom performance. Evaluations are to be made in writing at least once per academic quarter. Some faculty members have of course used student evaluation sheets for many years for their own information and self evaluation. The evaluations at California State College, however, are not solely for use by the individual professor but are forwarded by student representatives directly to the chairmen of the departments and then to the department Faculty Affairs Committees. There is no denying that classroom performance of most professors, including accounting professors, can always be improved. Some professors may be stimulated to improve the quality of their teaching by the two examples discussed above. The answer to this question depends on the individual professor's view of and reactions to possible unfavorable personnel actions that might arise through either unfavorable student evaluations or unfavorable Grievance Committee actions.

[This paper reports the results of a sixth triennial canvass covering 74 doctoral programs in the United States. For the first time, six Canadian doctoral programs are included. Data are provided on universities offering doctoral degrees, degrees awarded between 1980 and 1982, candidates in coursework stage, and candidates in dissertation stage. Canadian statistics, presented in a separate section, indicate a small but growing number of candidates and graduates. Doctoral degrees granted in the three-year period by United States universities increased in each year, reaching an all-time high of 177 in 1982. Offsetting this is a forecasted decrease in graduates for 1983 and 1984. Enrollments of candidates at the dissertation stage declined by 6.4 percent since the 1980 survey. Candidates at the coursework stage declined by 4.4 percent. The national three-year doctoral output has remained in the range of 424 to 469 since 1971.]

Abstract ABSTRACT: This paper reports the results of a sixth triennial canvass covering 74 doctoral programs in the United States. For the first time, six Canadian doctoral programs are included. Data are provided on universities offering doctoral degrees, degrees awarded between 1980 and 1982, candidates in coursework stage, and candidates in dissertation stage. Canadian statistics, presented in a separate section, indicate a small but growing number of candidates and graduates. Doctoral degrees granted in the three-year period by United States universities increased in each year, reaching an all-time high of 177 in 1982. Offsetting this is a forecasted decrease in graduates for 1983 and 1984. Enrollments of candidates at the dissertation stage declined by 6.4 percent since the 1980 survey. Candidates at the coursework stage declined by 4.4 percent. The national three-year doctoral output has remained in the range of 424 to 469 since 1971.