In Section 3-the third biennial review of the occupational distribution of doctor's degree graduates of the past two years-172 institutions were invited to participate; 142 usable reports were received before the tabulations were made. These reports included 7897 doctor's degree recipients in 1958-59. This figure is 84.4 percent of the 9360 degrees conferred during that period. The usable reports include 8355 graduates of 1959-60; the total number of degrees conferred has not yet been reported.

On the basis of these reports it seems fair to assume that the data presented in Sections 1, 2, and 3 portray an accurate picture of existing conditions in each of the 11 types of institutions of higher education in the nation.

Definitions and Limitations

The terms college and university refer to the internal organization rather than the legal title of an institution. Thus, numerous institutions whose offerings are limited to the baccalaureate level or whose graduate program is not recognized as a school or college under the administration

of a dean are classified in this report as colleg although the word university may appear in thei titles. Also, some complex institutions are classi fied as universities although the word college or institute may appear in their titles. On the other hand, the titles state college and teachers college are used in this report exactly as they are employed by those institutions.

In Section 1 the term new teacher applies only to the person who was not regularly employed as a full-time teacher in any university or college the preceding year.

In Section 2 the term new teacher applies only to the person who was not regularly employed as a full-time teacher in any junior college the preceding year.

Sections 1 and 2 also focus attention upon the full-time teacher-a full-time employee of the institution with a major, but not necessarily an exclusive assignment in teaching—although it is recognized that part-time employees carry a considerable part of the total instructional load in some institutions. A study of the qualifications of part-time teachers, their distribution among the fields, and the sources from which they come will be a future addition to this biennial study.

The first recognized need for new teachers is to replace those who leave classroom service because of death, disability, or retirement, to resume formal study, to enter other occupations, or for other reasons. But in a time of rapid increase in enrollments, such as the present, universities and colleges must also seek new teachers to fill additional staff positions. Thus it becomes important to answer the question, What is the demand for teachers in institutions of higher education? Section 1 of this report is addressed to that question at the university and college level; Section 2 considers the problem of the junior colleges.

How Can the Demand for New Teachers Be Measured?

In theory, the demand (i.e., need) for a certain number of new teachers would be dictated by a simple formula of the two parts mentioned above: (a) replacements, and (b) additions to serve increased enrollment. But conditions are continually changing; student-teacher ratios of

yesterday are no longer a guide to today's needs. New approaches to the problem must be developed and applied.

In this biennial series of studies, therefore, it is assumed that a realistic measure of the demand for teachers is indicated by the action of the institutions in employing new teachers. True, certain needs may go unmet through lack of funds or unwillingness to employ such candidates as are available. But the number of new teachers actually employed is a concise measure of the demand insofar as the demand was met. Thus these studies focus attention upon the yearby-year employment practices of the institutions as indicated by the number and qualifications of persons employed to enter service as university and college teachers.

To be meaningful, the study must ignore those teachers who transfer from one university or college teaching position to another; the investigation must be limited to those newly employed teachers who the preceding year were not so employed anywhere. The identification of these newly inducted teachers leads logically to the

Percent having doctor's degree in:

Percent having less than master's degree in

Field

examination of such factors as (a) the extent of their formal preparation, (b) their distribution among the fields of instruction, (c) their sex, (d) the sources from which they came, and (e) such other information as may be pertinent to the employment practices of the institutions.

A year-by-year record of these facts enables the local employing officer to see exactly the extent to which he has maintained or deviated from the standards of the institution. He can compare current practices with the standards and practices in operation within his institution in earlier years. He also has the basis for comparison with other institutions of like and different types, as well as comparisons within the local region and throughout the nation.

Available Records Concerning New Teachers

This series of biennial studies by the NEA Research Division was started in 1953-54. Comparable data prior to that date are not available. In the pioneer study 656 universities and colleges

identified 4306 new full-time teachers for the purpose of examining the characteristics mentioned above. In 1954-55, the reporting 656 institutions employed 4768 new teachers. In 1955-56 a total of 827 universities and colleges reported the employment of 6337 new teachers and in 1956-57 these same 827 institutions reported the employment of 8308 new teachers. In 1957-58, with 936 universities and colleges participating, 9293 new teachers were reported. In 1958-59 a total of 9100 new teachers were reported by 936 institutions.

Section 1 of this report is based on 1085 institutional reports showing the employment of 10,221 new teachers in 1959-60 and 11,184 new teachers in 1960-61. Table 2 provides a distribution (number and percent of total) of the new teachers among the teaching fields for each of the eight years for which the information is available. Appendix Table A provides a more detailed distribution of new teachers employed in 1959-60 and 1960-61. They are distributed among 65 specific fields, and separately by sex.

Table 2 shows year-by-year changes in the percent of new teachers employed in each of the