Methodological Features of Doctoral Dissertations in Educology (1995–2005): Theoretical and Empirical Analysis
Methodological Features of Doctoral Dissertations in Educology (1995–2005): Theoretical and Empirical Analysis

Summary/Abstract: The article substantiates the meaning, functions and goals of methodology of doctoral dissertations in educology on the one hand, and shows the importance of methodology in evaluating the quality of the dissertation, on the other. Methodology provides dissertation with scientific integrity, and integrates the theoretical and empirical parts into an inseparable entirety. In accordance with the analytical scientific traditions in Lithuania (Merkys, 1999, 2000, 2000a; Kardelis, 1996, 2002; Voverienë, 1999), this article analyzes the dissertations (170 in total) prepared in the period of 10 years (1995–2005) at some universities and one academy. The article reveals the dynamics of dissertation preparation, and determines the peculiarities of methodological formulations that allow the conceptualization of scientific purposefulness of the dissertation. Furthermore, theories, conceptions and terms used for substantiation of methodology and its functions are analyzed

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