ABSTRACT
The role theory assumes that there is a generalized role of “educator” to which society assigns certain expectations. According to role theory, an adequate graduate curriculum can be evolved only by following a diagnostic procedure involving these steps: analyzing the functions required in the roles of educational generalist and each kind of educational specialist; determining the competencies required to perform each function; diagnosing the learnings that make up each competency. A curriculum organized in accordance with a role theory of the doctoral degree would be competency-centered rather than subject centered. An adequate theory of graduate training in the specialist role of adult educator must be based on a similar assumption that there are certain generalized competencies that differ with the various sub-specialties within the adult educational role. A theory which requires graduate programs to be based on preparation for role performance by inference requires a clear differentiation between the roles of a master of education and a doctor of education.
