Abstract

Institutional prestige is an inherent part of higher education in the U.S., resulting in rankings that often become the rationale for resource allocation. Interviews with 38 faculty members and 60 doctoral students led to a better understanding of how prestige-seeking influenced their views of doctoral education at one institution.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 728-749
Launched on MUSE
2010-12-30
Open Access
No
Archive Status
Archived
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