Abstract
Faculty quality assessment methods of the National Research Council study of research doctorate programs are applied to U.S. urban and regional planning graduate programs. Findings suggest that about one-half of planning faculty actively publish and that there is considerable concentration of both publication and citation activity among a relatively small group of scholars and schools. Accredited and nonaccredited schools show substantial differences, as do doctoral degree-granting schools compared with master’s-only schools. The strengths and weaknesses of faculty quality measures used are discussed, leading to a call for other studies using different measures.
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