Academic literature on the topic 'Degree Level: Doctoral'
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Journal articles on the topic "Degree Level: Doctoral"
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Burton, Erika. "Factors Leading Educators to Pursue a Doctorate Degree to Meet Professional Development Needs." International Journal of Doctoral Studies 15 (2020): 075–87. http://dx.doi.org/10.28945/4476.
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Aim/Purpose: This study investigates the professional development needs of educators with a Master’s degree and seeking or having a doctoral degree in education. Background: Understanding the professional development needs of educators is important for meeting these needs. The literature focuses on post-bachelor education but does not address professional development and doctoral degree needs. Methodology: Educators with a Master’s degree in education seeking or having completed a doctoral degree participated in one 30 minute semi-structured interview. Contribution: This research can be used as a guide for how to support Master’s-level educators seeking doctoral degrees. Findings: Master’s level students earning a doctorate degree in education found professional development satisfied through their programs when experiential learning opportunities were provided and in-depth institutional support. Recommendations for Practitioners: Educators seeking a doctorate degree in education to meet their professional development needs should seek out higher education opportunities that include mentorships and experiential learning opportunities. Recommendation for Researchers: Further research is necessary to understand how additional professional development needs can be met in higher education and in the creation of successful professional development partnerships. Impact on Society: Required teacher professional development can increase classroom performance if necessary educator needs are met. Future Research: Additional research on professional development successes in schools partnering with higher education institutions potentially for a dual purpose of obtaining doctorate degrees may provide an invaluable increase in classroom performance.
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Polkinghorne, Martyn, Julia Taylor, Fiona Knight, and Natalie Stewart. "Doctoral Supervision: A Best Practice Review." Encyclopedia 3, no. 1 (January 4, 2023): 46–59. http://dx.doi.org/10.3390/encyclopedia3010004.
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A “doctoral student” is the term for a student undertaking the highest level of university degree (a doctorate). “Supervisor” is the term for the academic, or academics, who act as their guide. Unlike taught classroom-based degree courses, doctoral degrees in the UK are normally only, or mainly, focused upon a single intensive research study into a specific topic. Such degree courses facilitate the development of students into highly specialist autonomous researchers capable of independent thought. Typically, a blend of support is provided to each doctoral student which consists of an elective development program of research methods learning opportunities alongside dedicated supervisor support from one or more academic members of staff called “supervisors”. It is the expectation that each supervisor will act as a guide and mentor for the doctoral student, thereby enabling them to successfully complete their program of research. This entry relates primarily to the UK model of supervising a doctoral student. Doctoral programs in other countries may differ.
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Perlman, Baron, and Patricia Dehart. "The Master's-Level Clinician: Application and Admission to Doctoral Programs." Teaching of Psychology 12, no. 2 (April 1985): 67–71. http://dx.doi.org/10.1207/s15328023top1202_1.
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The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.
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Kayingo, Gerald, Karen L. Gordes, Hyun-Jin Jun, Shani Fleming, Violet Kulo, and James F. Cawley. "Curriculum essentials of an entry-level PA doctoral degree." Journal of the American Academy of Physician Assistants 34, no. 10 (October 2021): 1–7. http://dx.doi.org/10.1097/01.jaa.0000791472.67605.f8.
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Lima, Larissa Chaves Morais de, Veruska Medeiros Martins Bernardino, Isolda Mirelle de Lima Ferreira Prata, Roanny Torres Lopes, Samara Ellen da Silva, Myrelle Leal Campos Sousa, Matheus França Perazzo, Saul Martins Paiva, and Ana Flavia Graville-Garcia. "Profile of brazilian research productivity grant holders with a background in pediatric dentistry." Brazilian Dental Journal 33, no. 5 (October 2022): 46–54. http://dx.doi.org/10.1590/0103-6440202205016.
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Abstract This study outlines the profile of research productivity grant holders of the Conselho Nacional de Desenvolvimento Científico e Tecnológico [CNPq (National Council for Scientific and Technological Development)] in the field of pediatric dentistry. A cross-sectional study with data collected from the Brazilian academic curriculum vitae database. The eligibility criterion was being a research productivity grant holder in pediatric dentistry from 2018 to 2020. In the period of interest, 215 individuals were research productivity grant holders in the field of dentistry, 33 of whom had graduate degrees (specialization, master's or doctorate) in pediatric dentistry. The period of scientific production and work concluded of advising of scientific initiation, master, doctoral and post-doctoral degrees was 2010 to 2020. Descriptive analysis was performed and the Kruskal-Wallis test was used to analyze associations (5% significance level) between productivity grant level (2, 1D, 1C, 1B or 1A) and year of obtainment of the doctoral degree. The VOSviewer (version 1.6.17) was used to present graphically the interinstitutional collaborations. The sample was composed of Level 2 researchers (66.7%), women (66.7%), researchers linked to institutions in the southeastern region of Brazil (81.8%), with a doctoral degree concluded prior to 2002 (51.5%), began working as a professor at a higher education institution prior to 2007 (78.8%) and the title of full professor (45.5%). No significant association was found between productivity grant level and year of conclusion of the doctoral degree (p = 0.10). Median (interquartile range) of scientific articles was 119 (37-312). The prevalence of citations (57.52%) and JCR articles (62.76%) was higher among female researchers. In conclusion, CNPq research productivity grant holders in pediatric dentistry are essentially represented by females from the southeast region of the country (UFMG and USP). However, males have proportionally greater productivity.
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Stark, John B. "The Value in Pursuing the EdD." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 39–41. http://dx.doi.org/10.32674/jsard.v4i1.1942.
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With the pressure to continue professional development in the P-12 environment, typically via additional educational degrees, many have exhausted the masters degree-level training and are looking at the doctoral level of degrees. However, considerations of the amount of time and effort involved in pursuing doctoral-level degrees, the financial costs of the work, and confusion around which type of degree to pursue, have combined to create barriers in moving forward. This article is meant to assist in making this decision by talking about the differences between PhD and EdD programs and by advocating for a choice of the EdD. The advantages and value of EdD programs are discussed.
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Lappalainen, Pia Helena. "Tracing Pedagogical Progression on the Doctoral Level." International Journal of Engineering Pedagogy (iJEP) 8, no. 5 (October 23, 2018): 58. http://dx.doi.org/10.3991/ijep.v8i5.8668.
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While much has been written about cognition and intellect as factors enhancing researcher productivity, less is known about the mental processes impacting scholarly endeavors. The anxiety stemming from such vast and solitary projects as thesis writing has been recognized, but the literature on doctoral study has been more silent on pedagogies supporting thesis completion. To design effective pedagogies mediating postgraduate degree completion and promoting research quality, this article traces pedagogical progression on the doctoral level. As a modest empirical effort investing in affective learning, this work analyses doctor-al students’ needs for instructional writing support. The analysis reveals unmet needs that undermine student well-being, engagement, and writing progress. The qualitative analysis of 93 engineering candidates’ responses directs the pedagogic focus in doctoral writing away from language proficiency towards holistic con-sideration of learner needs, especially in terms of the affective load involved in thesis writing. This article aims to decelerate the trend towards decreased contact hours on the doctoral level through empirically-derived evidence highlighting the importance of face-to-face instruction. As pedagogy, this study proposes 1) participation in the research community of practice through peer reviews to intensify mimicry strategy in adopting expertise, and 2) teacher immediacy as means of promoting the quality of the mentor-mentée relationship and of ultimately expedit-ing research progress and degree completion.
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Schoenfeld, Victoria S., Ronald G. Shapiro, Megan L. Brown, Dieter W. Jahns, Anthony D. Andre, Arnold M. Lund, F. Thomas Eggemeier, and Nancy J. Cooke. "To Ph.D. or Not to Ph.D.? That is the Question!" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 16 (October 1998): 1152–56. http://dx.doi.org/10.1177/154193129804201612.
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Is a master's degree sufficient for a successful career in human factors, or is a doctoral degree necessary? This question has been a recent cause for discussion, especially among graduate students. In order to address this issue, the Old Dominion student chapter of the HFES developed some questions regarding the relative advantages of both degrees. Panelists were selected based on their experience with differing degrees. Megan Brown and Dieter Jahns are both practitioners who have master's degrees. Dieter is also Executive Director of the Board of Certification in Professional Ergonomics. Anthony Andre and Arnie Lund are practitioners, but both have doctoral degrees. Anthony is also an Adjunct Professor of Human Factors and Ergonomics at San Jose State University. In addition, Nancy Cooke and Tom Eggemeier are faculty members who have doctoral degrees. Tom teaches at a master's level institution while Nancy teaches at an institution that offers both master's and doctoral degrees. At the HFES panel session, panelists will focus on answering questions from the audience.
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Brown, Darwin, Brenda Quincy, and Jennifer Snyder. "Physician Assistant Education Community Assumptions About an Entry-level Doctoral Degree." Journal of Physician Assistant Education 32, no. 4 (December 2021): 207–24. http://dx.doi.org/10.1097/jpa.0000000000000385.
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Miller, Anthony A., and Bettie Coplan. "Assessing the Economics of an Entry-Level Physician Assistant Doctoral Degree." Journal of Physician Assistant Education 33, no. 1 (January 21, 2022): 34–40. http://dx.doi.org/10.1097/jpa.0000000000000400.
Full textBooks on the topic "Degree Level: Doctoral"
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Reznik, Semen. University doctoral student: dissertation, preparation for defense, personal organization. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1842130.
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The practical manual discusses the content, system and technologies of training in doctoral studies of higher educational institutions. Special attention is paid to the distinctive features of the dissertation for the degree of Doctor of Sciences and the analysis of the requirements for a doctoral dissertation. The issues of methodology of scientific creativity at the level corresponding to the doctoral dissertation are highlighted, recommendations on writing, design and defense of the dissertation are presented. Considerable attention is paid to the issues of personal organization and planning of the activities of doctoral students and all those who seek to write and defend a doctoral dissertation.
For doctoral students and applicants for the degree of Doctor of Sciences, scientific consultants of doctoral students, heads of departments of the university responsible for the training of scientific and pedagogical personnel.
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Obradovic, Robert. The training of clinical and counselling psychologists at the doctoral level: A historical perspective. 1985.
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Starmach, Ewa M. A task analysis of the statistically related computer application needs of doctoral level university graduates with majors in education. 1988.
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Taylor, Sylvie, and Gregor V. Sarkisian. From Preparation to Practice. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0023.
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Becoming a community psychologist involves formal education in the theory, research, and practice of community psychology. The current chapter is designed to support prospective students interested in pursuing a degree and eventually a career in community psychology. The authors review the types of educational options at both the master’s and doctoral level, how to select the program that is right for you, and the types of preparation you might seek in that program to achieve your career goals. Throughout this chapter, the authors provide suggestions to support one’s professional development, suggestions they have personally found effective in their work with students.
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, Svitlana Kravchenko, Nina Nikolska, Marija Tymenko, and Oksana Shparyk. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
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The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Wickerson, Erica. Myth. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198793274.003.0005.
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Mythology was of great interest to Mann and allusions to well-known myths appear in many guises across his works. It is also of interest in terms of narrative time. This chapter takes a selection of works in which Mann toys—to varying degrees of subtlety—with mythic tales, and explores the way in which nods to well-known mythological tales affect the subjective flow of time. I explore the different models presented in Felix Krull, Blood of the Walsungs, and Doctor Faustus, and compare these to Günter Grass’s The Tin Drum, a work that engages closely with Mann’s writing. This analysis illustrates the temporally stagnating effect of mythological repetition—at the level of both plot and story—as well as the instability caused by divergence from expectation.
Book chapters on the topic "Degree Level: Doctoral"
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Checchi, Daniele, and Tindaro Cicero. "Is Entering Italian Academia Getting Harder?" In Teaching, Research and Academic Careers, 107–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_5.
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AbstractWhile a PhD degree is often considered the first necessary step to an academic career, since 2010 only a small fraction (less than 10%) of doctoral graduates obtained a position in academia within six years of the award of their degree. While we do not have information on their labour market outcomes, we can examine the determinants of this transition in order to study whether entry to an academic job is becoming more difficult. We merge three national administrative data archives covering completed doctoral degrees, postdoc collaborations and new hirings to academia (mostly assistant professor level). We find a decline in appointment probability after 2010, due to the hiring freeze imposed by fiscal austerity. We find, also, that a PhD degree and postdoc experience have a positive effect on the probability of obtaining a position in academia, while being a woman or being a foreign-born candidate has a negative effect. We found no evidence of career disadvantages for candidates from Southern universities.
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"Autoethnography." In Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers, 48–65. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9365-2.ch003.
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This chapter presents current research insights into the selection of autoethnography for doctoral-level inquiry. Autoethnography translates the personal to social science research with accessible self-as-subject representations, and autoethnography can reveal unheard voices of experiences to inform larger sociocultural contexts. The use of autoethnography in doctoral education remains widely accepted for doctoral-level inquiry as autoethnography often appeals to the doctoral scholar due to its fluidity, flexibility, and as both process and product. It is also essential for doctoral scholars to situate the autoethnography within the bounds of the scholarship, field of study, the doctoral degree program, and institution to meet all institutional requirements and ethical assurances as relational aspects between doctoral scholar and research supervisor are vital to successful autoethnography for the transformative experience of the doctoral scholar as new investigator.
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"Heuristic Inquiry." In Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers, 66–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9365-2.ch004.
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This chapter presents current research insights into the selection of heuristic inquiries for a doctoral-level inquiry. Heuristic inquiry within social science research allows for self-as-subject representations in search of the essential meaning of phenomena or constructs explored and through the analysis of the individual experience, results may inform larger sociocultural contexts. While receptivity of heuristic inquiry as rigorous doctoral-level research varies by discipline and institution, the research design in doctoral education remains widely accepted for doctoral-level inquiry as it often appeals to the doctoral scholar due to the deep introspection expected in the phases of analysis. While heuristic inquiry emerged within psychology, doctoral scholars use the introspective research design across fields of study, the doctoral degree program, and institution to meet all institutional requirements and ethical assurances. Like autoethnography, the relational aspects between doctoral scholar and research supervisor are vital to successful heuristic inquiry and the doctoral scholar's development as a new investigator.
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Cresswell-Yeager, Tiffany J., and Raymond J. Bandlow. "Transformation of the Dissertation." In Creating a Framework for Dissertation Preparation, 41–66. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9707-0.ch003.
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To increase success and graduation rates, research shows that doctoral programs must adapt to changes in how instruction is managed and delivered, and must include options that recognize and facilitate discipline mastery without compromising their integrity or the quality of their degrees. This chapter explains a new path to doctoral degree completion, one that minimizes arbitrary time-frames and emphasizes discipline mastery through rigorous coursework and graduate-level research. The authors recommend a new model for successful completion of the dissertation within the Doctorate of Education (Ed.D.) through evidence-based practice. This model implements structured mentoring and the transformation of dissertation research from an end-of-program destination to a program-embedded process. This chapter will provide a discussion of four evidence-based strategies for improved success for doctoral students following this type of pathway to dissertation completion.
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Davis, C. E., and Nancy F. Reese-Durham. "Now That You Have a Doctoral Degree, What's Next?" In Creating a Framework for Dissertation Preparation, 215–24. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9707-0.ch011.
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Your doctoral degree started as a thought and now you are finished. Just like running a marathon race, you are now ready to finish strong and move to the next level. How do you move on? What are the next steps? You certainly have the necessary knowledge based on the literature review included in your dissertation. Additionally, you honed your research skills during the dissertation writing process, and it is now time to branch out and broaden your scope and to make connections with others in academia. Making connections and developing new research ventures with others is one of the “next steps” that new doctoral completers find rewarding. This chapter provides some recommendations for professional development and your need for mentoring as you move forward.
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"The Factual Knowledge Elements and Components of Outstanding Retention and Student Success Coaching." In Coaching for Student Retention and Success at the Postsecondary Level, 30–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5948-1.ch002.
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The research presented throughout this chapter and in Chapters 3 and 4 comes from a 2015-16 study of a US-based for-profit coaching company that was conducted as part of the author's dissertation and doctoral studies. The research was designed to examine, understand, and explain why students assigned to receive retention and success coaching were significantly more likely to remain enrolled at their institutions than students who did not receive coaching. One of the main elements of the research was to understand and evaluate the coaches' performance in the retention of students in online degree completion programs and to inform the larger, related problem of online course and program retention. As a further focus, the study was designed to inform and improve retention of the most difficult community of students, the non-first-time student enrolled in an online degree completion program. This chapter looks at the knowledge elements and components of highly impactful coaching.
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Cordeiro, Cheryl Marie. "An Integral Theory Approach to the Feedback System in Supervising Doctoral Students in the Nordic Higher Education Context." In Research Anthology on Doctoral Student Professional Development, 274–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5602-6.ch018.
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Feedback giving makes an important part in the context of higher education thesis writing, in particular, doctoral thesis writing supervision. In the past decade, European level standardization higher education policies have encouraged a pedagogy paradigm shift towards a more student-centered learning approach. Within the Nordic context of higher education, feedback giving from supervisor to student has often been studied from the perspective of the supervisor, as a small part of the overall doctoral degree program. This study uses findings from foundational pedagogy literature in the field of Nordic pedagogy studies in combination with empirical data findings from interviews, and maps elements of the doctoral thesis writing feedback system from an integral pluralism approach. The integral model of a feedback system to a doctoral thesis supervision is novel for the Nordic pedagogy literature and it is meant as complement to the current canon of literature on Nordic pedagogy.
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Cordeiro, Cheryl Marie. "An Integral Theory Approach to the Feedback System in Supervising Doctoral Students in the Nordic Higher Education Context." In Integral Theory and Transdisciplinary Action Research in Education, 271–86. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5873-6.ch012.
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Feedback giving makes an important part in the context of higher education thesis writing, in particular, doctoral thesis writing supervision. In the past decade, European level standardization higher education policies have encouraged a pedagogy paradigm shift towards a more student-centered learning approach. Within the Nordic context of higher education, feedback giving from supervisor to student has often been studied from the perspective of the supervisor, as a small part of the overall doctoral degree program. This study uses findings from foundational pedagogy literature in the field of Nordic pedagogy studies in combination with empirical data findings from interviews, and maps elements of the doctoral thesis writing feedback system from an integral pluralism approach. The integral model of a feedback system to a doctoral thesis supervision is novel for the Nordic pedagogy literature and it is meant as complement to the current canon of literature on Nordic pedagogy.
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Saranto, Kaija, and Ulla-Mari Kinnunen. "Milestones and Outcomes in Health and Human Services Informatics Education Programmes." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220943.
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This chapter describes the milestones and outcomes of Health and Human Services Informatics (HHSI) education programmes at master and doctoral degree level. In Finland, since the year 2000 the programmes have been based on the International Medical Informatics Association (IMIA) recommendations on biomedical and health informatics and the master’s degree programme has been twice accredited by the IMIA Accreditation Committee. The paradigm created to advance and support both education and research in the health and human services fields is used to analyse and synthesize the research focuses of students’ theses and evaluate milestones. The outcomes of HHSI programmes are described using quantitative and qualitative data from a student administrative database and student theses. The research focuses and research methods were coded for master’s and doctoral theses based on the HHSI paradigm. Experiences from the accreditations and feedback are summarized to provide insights for future development. Based on the results, recommendations for further development of the programmes are provided.
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Shoenfelt, Elizabeth L., Rosemary Hays-Thomas, and Laura Koppes Bryan. "An Introduction to Industrial-Organizational Psychology." In Mastering Industrial-Organizational Psychology, 1–16. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.003.0001.
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This opening chapter provides a brief introduction to the field of industrial-organizational (I-O) psychology. The authors define the field and explain the knowledge, skills, and abilities that master’s-level I-O practitioners will need. I-O master’s-level graduates may enter a wide variety of professional practice areas, and these are briefly outlined. I-O graduate training is introduced. The authors highlight the differences between master’s-level training and doctoral training. I-O master’s programs have grown exponentially over the past several decades, and there is growing demand in the job market for I-O practitioners. The authors conclude with a discussion of issues relevant to the master’s degree in I-O psychology.
Conference papers on the topic "Degree Level: Doctoral"
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Forthun, Gracie, and Sydney Freeman Jr. "Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3673.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.
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Anokhina, Alexey, Igor Gorodetskiyb, Vladimir Lvovc, and Pavel Padernod. "Education and Professional Development of Ergonomists in Russia." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100789.
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The paper describes current state of education and professional development of specialists in human factors and ergonomics in Russia. University education in Russia is regulated by the fixed list of specialities and by the State learning standards. Currently, there are four university specialities that can serve as “umbrella” for education of ergonomists, namely: “System Analysis and Control”, “Biotechnical Systems and Technologies”, “Psychology”, “Design”. Two Russian leading universities offer bachelor and master programs on ergonomics. Postgraduate ergonomics education is available in the form of training courses and courses for preparation of candidate or doctoral dissertation. Any dissertation must be attributed to one of the predetermined scientific specialities. The most relevant speciality is “Occupational psychology, engineering psychology, ergonomics”. Nearly half of all candidates and doctors of sciences who have defended research work on ergonomics have degree in technology, one third – in psychology. Currently, Russian ergonomics society is elaborating procedure for certification of professional ergonomists following the CREE (Centre for Registration of European Ergonomists) model. As a first step to this target, the Standard for certification of the specialists designing human-machine systems has been developed. This standard establishes three evaluation criteria concerning of applicant’s educational level, professional experience, and professional development and self-education.
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Chawla, R., J. P. Ansermet, J. M. Cavedon, P. Hirt, W. Kro¨ger, H. M. Prasser, and M. Q. Tran. "The Swiss Master in Nuclear Engineering: A Collaboration Between Universities, Research Centre and Industry." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29218.
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The two national technical universities in Switzerland, viz. the Swiss Federal Institutes of Technology at Lausanne (EPFL) and at Zurich (ETHZ) have a rich and long tradition in nuclear education. Student research in nuclear engineering, particularly at the doctoral level, has usually been conducted in collaboration with the Paul Scherrer Institute (PSI) at Villigen, the national research centre where most of the country’s fission-related R&D is carried out. A significant part of this R&D is carried out in close collaboration with the Swiss Nuclear Utilities (swissnuclear). The four above, key national players in nuclear teaching and research in Switzerland — EPFL, ETHZ, PSI and swissnuclear — have recently pooled resources in implementing a new Master of Science degree in Nuclear Engineering (NE). The present paper describes the main features and experience acquired to date in the running of this, first-ever, common degree offered jointly by the two Swiss Federal Institutes of Technology. The program, although naturally addressing Switzerland’s needs, is clearly to be viewed in an international context, e.g. that of the Bologna Agreement. This is reflected in the composition of the first two batches, with about 70% of the students having obtained their Bachelor degrees from universities outside Switzerland. Starting September 2010, the curriculum of the EPFL-ETHZ NE Master will be upgraded, from its current 90 ECTS credit points (3 semesters) to a 120 ECTS (4 semesters) program. An overview is provided of the current 90-ECTS curriculum, as also a sketch of the changes foreseen in going to 120 ECTS.
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Coy Fuster, Pilar, Sebastian Canovas, Ann Van Soom, Nicola Bernabo, Patrick Lonergan, and Karl Schellander. "European Joint Doctorates: myth or reality?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11209.
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Today, there is a lack of consensus for the full implementation of common programmes recognizing the “highest” level of higher education in Europe. Even though cotuttelle agreements are widely used for international joint supervision of PhD theses, these are merely bilateral and individual case-based agreements, far away from a real joint degree under a legal framework that establishes the programme. This article aims to describe the experience of the authors in the management and coordination of a joint doctoral programme between 2015 and 2019 and the results obtained from the interrogation of official websites about the reality in Europe concerning such programmes. Our conclusion is that, still in the 21st century, there is a huge gap to be overcome before the existence of Joint International/European Doctorates can be considered an everyday reality. Although various attempts have been made in the last 20 years, there is still a long way to go for Higher Education institutions to integrate all aspects of such programmes, and to make them something more and different than an additional Diploma Supplement. In the authors´ opinion, major efforts must be made by the administrative bodies, although the drive of the academic staff is crucial for success.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Mileva, Eleonora, and Vladimir Chernev. "ATTITUDE OF YOUNG PEOPLE IN BULGARIA TO ACADEMIC DISHONESTY BEHAVIOR." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/113.
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ABSTRACT Academic dishonesty refers to committing or contributing to dishonest acts by those engaged in teaching, learning, research, and related academic activities, and it concerns not just students, but everyone in the academic environment. Academic dishonesty could take many forms, which could be broadly classified as cheating, plagiarism, falsification, and sabotage. Academic dishonesty could have very negative effects on higher education. Consequently, it could cause serious problems unless specialists utilize measures to detect and prevent it. Students’ attitudes are a major factor influencing academic dishonesty. The aim of the research was to study the attitude of young people in Bulgaria toward academic dishonesty behavior. The subjects of the study were 299 Bachelor’s, Master’s, and Doctoral degree students from different Bulgarian universities. 203 (67,9%) respondents were female and 96 (32.1%) were male. The main method used was the Academic Dishonesty Scale (Bolin, 2004). It consisted of 10 items to measure engagement in academically dishonest behavior. Cronbach’s Alpha, factor and variation analysis, Mann-Whitney, and Kruskal-Wal-lis criteria were used for statistical data processing. The test showed very good internal consistency (Cronbach’s Alpha = .907). The analysis of the results established a relatively low level of attitudes toward academic dishonesty behavior of the young people in the country. The sex indicator revealed differences in the individual items of the test (Mann-Whitney test, p < .05). Attitudes toward dishonest academic behavior among students at Bulgarian universities were not clearly expressed. It should be noted that the study involved students from different types of universities and this determined the specifics of the results obtained.
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Mehta, Kishor C., Andrew H. P. Swift, Richard P. Walker, and Kelsey L. Seger. "Development of Workforce for Wind Energy." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90348.
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Our vision at Texas Tech University is to develop work force through education and training that can provide a steady stream of personnel for the rapidly growing wind energy industry. Our objectives are to establish interdisciplinary curricula at all levels of higher education which can educate and train people to work in the wind energy industry including design and construction, maintenance, business, finance, supervision, management, policy making, environmental impact, as well as research and development. The nature and breadth of the wind energy industry demands that the degree programs be interdisciplinary with flexibility to provide emphasis in various areas. Two degree programs, bachelor and doctoral degree curricula are presented in the paper.
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Belyaeva, A. V., N. I. Latyshevskaya, and L. A. Davydenko. "GENDER CHARACTERISTICS OF THE LIFESTYLE AND HEALTH LEVEL OF TEACHERS OF THE MEDICAL UNIVERSITY OF PRE-RETIREMENT AND RETIREMENT AGE." In The 16th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2021). FSBSI “IRIOH”, 2021. http://dx.doi.org/10.31089/978-5-6042929-2-1-2021-1-63-67.
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Abstract: Today, the older generation is the fastest growing population in the world. At the same time, older people represent a significant labor resource. With the increase in the retirement age, the question of developing measures to preserve and strengthen the professional health of workers is becoming acute. Objective of the study: to assess the gender characteristics of the level of health and the prevalence of behavioral risk factors for the lifestyle of teachers of a medical university of pre-retirement and retirement age in order to develop measures to preserve the working capacity and professional qualifications of this contingent of workers. The study involved 169 teachers of a medical university aged 55-70 years. A complex of anthropometric measurements, blood pressure assessment was carried out. With the help of the author's questionnaire, behavioral health risk factors were studied. The assessment of the incidence rate was carried out based on the results of periodic medical examination of employees. Significant differences were revealed in most indicators of morpho-functional status, representing the risk of developing diseases of the cardiovascular system in male teachers compared with female teachers. Male teachers are characterized by a high prevalence of behavioral risks and a low degree of implementation of the principles of a healthy lifestyle, which generally determines an increased risk of chronic non-communicable diseases. Analysis of the gender characteristics of chronic pathology showed that at the time of the medical examination, more chronic diseases were revealed among women. Among men, deviations in laboratory tests were significantly more often detected and at the same time they did not go to doctors with symptoms that were associated with these changes, in contrast to women who undergo the necessary therapy prescribed by a doctor.
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Шимбарева, Нина, and Nina Shimbareva. "Multilevel law education: losses and gaining." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa5d87463.62079337.
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Training of qualified lawyers is considered to be one of the socially significant problems. The higher law education now includes three, relatively independent levels: law bachelor’s programme, law master’s programme and law specialist’s programme. In 2017 the Russian education’s first ever final assessment in doctor’s degree law programme took place. The author of the article gives her own opinion about advantages and disadvantages of the multilevel law education.
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Simpson, Timothy W., Matthew Parkinson, Dave Celento, Wei Chen, Ann McKenna, Ed Colgate, Don Norman, et al. "Navigating the Barriers to Interdisciplinary Design Education: Lessons Learned From the NSF Design Workshop Series." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28575.
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Evidence suggests that transformational innovation occurs at the intersection of multiple disciplines rather than isolated within them. Design—being both pervasive and inherently interdisciplinary—has the power to transcend many disciplines and help break down the departmental “silos” that hinder such collaborative efforts. Many universities are now struggling to embrace the curricular innovations that are necessary to achieve and sustain interdisciplinary education. Given the already packed undergraduate engineering curricula, several universities have started to offer new design programs that span several disciplines at the masters and doctoral levels. In this paper, we examine the five interdisciplinary graduate design programs offered by three different universities—University of Michigan, Northwestern University, and Stanford University—that hosted the NSF Design Workshop Series in 2008–2009. Collectively, these programs represent “solutions” that span a variety of graduate degree offerings that are available and provide examples of ways to successfully navigate the barriers and hurdles to interdisciplinary design education. A recap of the NSF Design Workshop Series is also provided along with recommendations from the workshops to foster discussion and provide directions for future work.
Reports on the topic "Degree Level: Doctoral"
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Shirley, Duveen. Manpower Assessment Brief #44: NUCLEAR ENGINEERING Enrollments Decreased at All Levels in 1998. Undergraduate and Doctoral Degrees Decreased, While Master's Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/6702.
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Shirley, Duveen. Manpower Assessment Brief #45: HEALTH PHYSICS Enrollments Decreased at All Levels in 1998.Undergraduate and Master's Degrees Decreased, While Doctoral Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/6703.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Manpower Assessment Brief #40: Nuclear Engineering Enrollments Decreased at All Levels in 1996. Undergraduate and Master`s Degrees Decreased While Doctoral Degrees Increased. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/16129.
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Manpower Assessment Brief #41: Health Physics Enrollments Decreased at all Levels in 1996. Undergraduate Degrees Decreased, Master`s Increased, and Doctoral Degrees Remained the Same. Office of Scientific and Technical Information (OSTI), May 1997. http://dx.doi.org/10.2172/16130.
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