Abstract
This study used citation analysis in conjunction with a subjective rubric with five criteria deemed valid by a majority of committee chairs at the writers’ institution to assess the quality of 144 dissertation reference lists from a nontraditional program. Criteria included the breadth of resources; the depth of the literature review as shown through the citing of critical historical and theoretical works; depth as
demonstrated through the scholarliness of citations chosen; currency; and relevancy. The results were then compared with citations from 59 dissertation reference lists purposively selected from a list of 10 traditional institutions. This social-constructive theory-based approach ascertained that there was no statistically significant difference between traditional or nontraditional scores for any criteria except breadth of resources which measures the number and variety of citation sources. In contrast, the constructivist theoretical approach establishes statistically significant differences in 11 of 17 variables.

Dr. Tuñón is Head of Distance and Instructional Library Services at NOVA Southeastern University. She has worked in the field of distance library services since 1994 and has been active in ALA’s Distance Learning Section. She and Bruce Brydges have worked on two research grants on the topic of citation analysis and rubrics to assess quality of dissertation reference lists. The two presenters have made presentations on the previous research in this area at the American Education Research Association, the Canadian Association of Distance Education, and International Federation of Libraries and Associations.

Dr. Brydges is Associate Dean of Advising at NOVA. Bruce has worked in the field of assessment for more than 10 years and has been active in the American Educational Research Association. Johanna Tuñón and he have worked on two research grants on the topic of citation analysis and rubrics to assess quality of dissertation reference lists.

NOVA Southeastern University has 27,000 students.