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.
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Hines, David. "Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs." Teaching of Psychology 13, no. 2 (April 1986): 64–67. http://dx.doi.org/10.1207/s15328023top1302_3.
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All APA-approved doctoral programs in clinical psychology were surveyed to determine their admissions and credit transfer policies for students from master's-level programs. The results indicated that Graduate Record Examination (GRE) scores, recommendations, and research involvement were consistently rated as most important in ranking applicants for admission. The doctoral programs varied in the weights assigned to graduate versus undergraduate grade point averages (GPAs). Most programs indicated that students with a master's degree could reduce the time needed to complete their doctoral requirements by about a year. However, about one third of the schools indicated that little or no reduction in time was possible.
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Tarvid, Alexander. "Attracting doctoral students: case of Baltic universities." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1017–41. http://dx.doi.org/10.1108/ijem-07-2015-0093.
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Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.
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Torche, Florencia. "Intergenerational Mobility at the Top of the Educational Distribution." Sociology of Education 91, no. 4 (September 20, 2018): 266–89. http://dx.doi.org/10.1177/0038040718801812.
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Research has shown that intergenerational mobility is higher among individuals with a college degree than those with lower levels of schooling. However, mobility declines among graduate degree holders. This finding questions the meritocratic power of higher education. Prior research has been hampered, however, by the small samples of advanced degree holders in representative surveys. Drawing on a large longitudinal data set of PhD holders—the Survey of Doctorate Recipients—this study examines intergenerational mobility among the American educational elite, separately for men and women and different racial/ethnic groups. Results show substantial mobility among PhD holders. The association between parents’ education and adult children’s earnings is moderate among men and nonexistent among women with doctoral degrees. However, women’s earnings converge to an average level that is much lower than men’s, signaling ‘‘perverse openness’’ for women even at the top of the educational distribution. Among men, there is variation in mobility by race and ethnicity. The intergenerational socioeconomic association is null for Asian men, small for white and black men, and more pronounced for Hispanics. Educational and occupational mediators account for intergenerational association among blacks and whites but not Hispanic men. A doctoral degree largely detaches individuals from their social origins in the United States, but it does not eliminate all sources of inequality.
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Freeman Jr., Sydney, and Gracie Forthun. "Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis." Issues in Informing Science and Information Technology 14 (2017): 001–19. http://dx.doi.org/10.28945/3713.
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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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Lim, Heejin, Xin Li, and Hyejoo Jung. "Exploring Factors Associated with Doctoral Students’ Concern about Completing Their Degree in Time: a Case from a Research-Focused University in Korea." International Journal of Chinese Education 8, no. 2 (December 18, 2019): 265–92. http://dx.doi.org/10.1163/22125868-12340115.
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Abstract This study aimed to explore determinants that predict doctoral students’ concern about completing their degree in time with a case from a research-focused university in Korea. This study used survey data of 499 doctoral students enrolled in a case university and conducted both quantitative and qualitative analysis. The results from this study indicate that the level of concern for delay in time-to-degree appeared significantly higher for STEM doctoral students and their level of concern is more affected by external environmental factors such as emphasis on research productivity and job market prospects rather than their personal and program characteristics. On the other hand, non-STEM doctoral students were more likely to be influenced by advisor characteristics such as academic rank and quality of supervision. Lastly, this study found that the role of scholarship appeared differently among the discipline. Based from these findings, various policy implications were suggested to improve effectiveness of doctoral training.
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Mohammed Saleh Alduais, Ahmed, Abdulghani Muthanna, Fabian William Nyenyembe, Jim Chatambalala, Markos Tezera Taye, Md Shahabul Haque, Mjege Kinyota, and Patrick Severine Kavenuke. "The (National) Doctoral Dissertations Assessment in China: An Interpretive Phenomenological Analysis." International Journal of Doctoral Studies 17 (2022): 115–40. http://dx.doi.org/10.28945/4938.
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Aim/Purpose: Our study explores the perspectives of international doctoral graduates on (national) dissertation assessment in China. Background: In the absence of national standards or in the presence of impractical ones for assessing doctoral dissertations, these factors have inevitably led to what Granovsky et al. (1992, p. 375) called “up to standard rejected” and “below standard accepted.” Improving upon this debate, this study examines the lived experiences of seven doctoral graduates who have completed their doctoral degrees in a leading university in China. Methodology: An interpretive phenomenological analysis (IPA) method was used, which entails seven participant observations, seven semi-structured e-interviews, and 29 external reviews. Contribution: In the present study, we addressed the issue of doctoral dissertation assessment standards with a view to enhancing understanding of the quality of doctoral education. It emphasizes the strengths of this aspect in China and critically describes the weaknesses based on the experiences of doctoral graduates in China. Findings: Among the major findings of this study are: (a) the external review of the dissertations presented in the literature review appears to be extremely unique in comparison to the countries discussed in the literature and the countries of the participants (Bangladesh, Ethiopia, Malawi, Tanzania, and Yemen); (b) the national assessment strengthens higher education on a macro level, but is detrimental at the micro-level; and (c) while external reviews appear credible as a policy towards the standardization of doctoral dissertation assessment, this credibility evaporates when one considers the quality of reviews provided and the motivation of reviewers to pass or reject a dissertation, including the supervisor’s exclusion from this process. Recommendations for Practitioners: Students seeking a doctoral degree or dissertation should become familiar with the A-Z detail of the requirements for the degree and thesis. In addition to meeting this overt requirement, their efforts must also be directed to meet the covert requirements, including the requirements of the external reviewers, their supervisors, and the country’s laws. There is a necessity for external reviewers to rethink their decisions and attempt to assess objectively, putting aside their personal views and preferences. There is a need to re-examine the flexibility granted to external reviewers for making decisions regarding doctoral degrees. Recommendation for Researchers: Future research should consider involving an increased number of parties in the conflict between doctoral students, supervisors, and external reviewers. Impact on Society: The Chinese government allocates substantial resources for doctoral studies for both international and local students. The spending of government funds on a doctoral student for four years or more, and then the degree is decided by an external reviewer, is uneconomical on the level of financial capital and human capital. Doctoral students are also human beings, and it does not seem logical that one should judge the quality of their efforts over the course of three or more years by reading the doctoral dissertation once. While they were pursuing their doctoral degrees, they kept their families apart, they lived alone, struggled to make it through hardships, and were easily destroyed. Future Research: In the future, more interviews may be conducted with respondents belonging to a variety of universities in China, including Chinese students. Additionally, supervisors and external reviewers (if available) should be included. Last but not least, including decision-makers in Chinese higher education can give future research more credibility.
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Sakurai, Yusuke, Jenna Vekkaila, and Kirsi Pyhältö. "More or less engaged in doctoral studies? Domestic and international students’ satisfaction and motivation for doctoral studies in Finland." Research in Comparative and International Education 12, no. 2 (June 2017): 143–59. http://dx.doi.org/10.1177/1745499917711543.
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This study examines whether students who started their doctoral degree with different motivation profiles differ in their emotional engagement in their studies, and how this pattern differs between domestic and international students in Finland. This study used survey data collected from 1064 domestic and 120 international students. The results showed that students who started their degree with a low motivation to extend their career prospects were significantly less satisfied with their studies. Interestingly, the students in the group with the lowest level of interest in their research work were nonetheless fairly satisfied in their studies if their motivation to develop their career prospects was at a moderate level. The international students embarked upon their doctoral programmes with a greater wish to develop their career prospects and were more satisfied with their doctoral studies. The discussion emphasises that students, specifically domestic students, become more aware of the meaningfulness of doctoral studies for their career opportunities, which helped them to engage more positively with their doctoral studies.
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Fleming, Shani, Gerald Kayingo, Karen L. Gordes, Violet Kulo, Hyun-Jin Jun, and James F. Cawley. "Would transitioning to an entry-level doctoral degree negatively affect PA profession diversity?" Journal of the American Academy of Physician Assistants 34, no. 12 (December 2021): 1. http://dx.doi.org/10.1097/01.jaa.0000800628.61178.11.
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Wiley, Victor, and Thomas Lucas. "Twitter’s User Opinion About Master and Doctoral Degrees: A Model of Sentiment Comparison." IJCCS (Indonesian Journal of Computing and Cybernetics Systems) 14, no. 4 (October 31, 2020): 429. http://dx.doi.org/10.22146/ijccs.58579.
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This paper examines the opinion of student candidate about their plan to study further to master degree (S2) and doctoral degree (S3). There is lack of approach in finding public opinion about the interest of student candidate in continuing study to higher level such as master degree or doctoral degree. Through this paper, the Twitter’s user opinions are extracted using certain data mining technique to find out three sentiment types (negative, neutral, and positive) by taking the most dominant type of emotions (i.e., anger, anticipation, love, fear, joy, sadness, surprise, trust). The dataset is divided into two groups of Twitter’s users. Both datasets represent group A those opinion is about continuing study further to master degree versus group B whose continuing to doctoral degree. The groups are then divided into three types of sentiment statements about master degree versus doctoral degree. The first group is their sentiment about continuing study further to master degree with the result: (a) 109 negative tweets, 1683 neutral tweets and 131 positive tweets. For the second group (e.g., student’s sentiments about continuing to doctoral degree), it has results: (a) 421 negative tweets, 7666 neutral tweets and 1805 positive tweets. The data are tested to give accuracy value of 85%. The result of this sentiment analysis is useful as a reference for universities to understand the development of sentiments (opinion) from Twitter’s users and help the institutions to improve their reputation and quality
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James, Jeffrey D. "Not All Doctoral Programs Are Created Equally." Journal of Sport Management 32, no. 1 (January 1, 2018): 1–10. http://dx.doi.org/10.1123/jsm.2017-0257.
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The 2017 Earle F. Zeigler Lecture Award presented in Denver, CO, addressed doctoral training in Sport Management programs. A review of the doctoral-granting degree programs listed on the website of the North American Society for Sport Management was completed. The review addressed the following three points: (a) number of hours required to earn a doctoral degree; (b) number of credit hours required for research tools, methods, and/or inquiry courses; and (c) whether program requirements included philosophy of science and/or philosophy of inquiry courses. The range of required hours for degree completion was 45–80. The number of required hours for research tools, methods, and/or inquiry ranged from 9 to 26. Four programs included specific content on the philosophy of science and/or inquiry. Concerns regarding the breadth, and to some degree the depth, of training were presented. Suggestions for action at the local level were shared as part of the conclusion.
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Chévez-Reynosa, Nelly A., María Rodríguez-Rosell, and Ignacio Aguaded. "Doctorados virtuales centroamericanos: educomunicación, formación de tutores y calidad en la producción de conocimiento." Media Education 12, no. 1 (May 3, 2021): 79–92. http://dx.doi.org/10.36253/me-10259.
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A wide offer of quality doctorate degrees stimulates a greater production of research and new knowledge that contribute to the development of science. Virtual education can contribute to expanding this offer. However, in Central America, doctoral degrees are limited, despite an increase in the offer of master’s degree programs in recent decades (more than 2000). Of the total of postgraduate degrees, 2% correspond to doctorate degrees programs and out of this amount, virtual programs barely reach a 2%. The bodies responsible for accrediting the quality of regional postgraduate courses do not have specific evaluation models for the virtual modality. In this context, this study was carried out to identify factors that guarantee the quality of virtual doctorate degrees in Central American contexts and determine areas of training for tutors in this modality of higher education. With a qualitative methodology, applying the phenomenological method and the focused interview technique, an intentional non-probabilistic sample was established with 40 virtual postgraduate teachers from the six Central American countries, reaching the level of information saturation. As a conclusion, it is confirmed that the quality of a doctorate degree requires ensuring factors that guarantee the development of solid research skills and the generation of original scientific knowledge that could contribute to the advancement of science, among these, an adequate communication between tutors and students and an educommunication training.
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Ohlemeier, Lindsay S., and Richard D. Muma. "Perceptions of US Physician Assistants Regarding the Entry-Level Doctoral Degree in PA Education." Journal of Physician Assistant Education 19, no. 2 (2008): 10–17. http://dx.doi.org/10.1097/01367895-200819020-00002.
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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe." Journal of Studies in Education 5, no. 3 (June 1, 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.
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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>
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Sri, Sukiman*,, Sri Haningsih, and Puspo Rohmi. "The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic." European Journal of Educational Research 11, no. 1 (January 15, 2022): 243–57. http://dx.doi.org/10.12973/eu-jer.11.1.243.
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<p style="text-align: justify;">Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.</p>
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Myotte, Theodore, Tiffany L. Hutchins, Michael S. Cannizzaro, and Gayle Belin. "Understanding Why Speech-Language Pathologists Rarely Pursue a PhD in Communication Sciences and Disorders." Communication Disorders Quarterly 33, no. 1 (January 21, 2010): 42–54. http://dx.doi.org/10.1177/1525740109356799.
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Masters-level speech-language pathologists in communication sciences and disorders ( n = 122) completed a survey soliciting their reasons for not pursuing doctoral study. Factor analysis revealed a four-factor solution including one reflecting a lack of interest in doctoral study (Factor 2) and one reflecting practical financial concerns (Factor 3). Not surprisingly, those who did (31%) and did not (69%) seriously consider a PhD differed on Factor 2 items in the expected direction. Descriptive analyses revealed that the top two reasons cited for not pursuing the doctoral degree (i.e., a preexisting high level of satisfaction with professional goals and masters degree) were the same for both groups. Beyond that, Factor 2 items dominated the top reasons among those who never considered a PhD, whereas Factor 3 items were the top reasons among those who did consider a PhD. Implications, limitations, and directions for future research are considered.
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Preddie, Martha Ingrid. "Online Programs and Geographic Proximity are Key Determinants of Information Professionals’ Interest in Pursuing Post-Master’s Education at the Doctoral Level." Evidence Based Library and Information Practice 4, no. 1 (March 8, 2009): 32. http://dx.doi.org/10.18438/b8jg9z.
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A Review of:
Powell, Ronald R. and Susan E. Boling. “Post-Master’s Educational Needs of Information Professionals.” Journal of Access Services 3.4 (2005): 29-43.
Objective – To investigate post-master’s educational needs and interests of information professionals.
Design – Survey research using print and electronic questionnaires.
Setting – The geographic area surrounding Wayne State University in Michigan, United States of America.
Subjects – Members of the library associations of Michigan, Ohio, Indiana, and Southwestern Ontario, Canada.
Methods – Systematic random samples were derived from the membership lists of the library associations in Ohio, Indiana, and Southwestern Ontario. Paper questionnaires were mailed to those selected. Michigan Library Association’s official policy barred the release of its membership list to researchers. Consequently, announcements of the survey were placed in three successive issues of the Association’s electronic newsletter. Interested members were directed to a web site to complete an electronic version of the questionnaire. This option was also extended to members of the other three library associations. The overall research question was investigated through specific questions that sought to ascertain the overall level of interest in professional library and information studies (LIS) education, levels of interest in specific types of programs, factors that favoured or deterred enrolment in doctoral programs, as well as the fields of study that were preferred for combination with LIS in doctoral programs. With the exception of demographic type questions (e.g., place of residence and educational qualifications) and two questions that required open ended responses, the questionnaire design encompassed questions with Likert scale type responses. Analysis of the responses included descriptive statistics, the use of Pearson chi-square to determine statistically significant relationships, and, to a lesser extent, content analysis.
Main Results – A total of 270 questionnaires (33%) were returned from three populations: Ohio, Indiana, and Ontario. A self-selected sample of 101 members (6%) of the Michigan Library Association responded. In general, almost 80% of the respondents admitted some importance to adding to their LIS qualification. However, only 41% felt that this was important or extremely important. From a choice of six educational offerings, namely, continuing education activities, non-degree master’s coursework, a second master’s degree, post-master’s certification, doctoral programs, and other, continuing education activities was the most valued, by 65.5% of the respondents.
Participants were asked about their reasons, and the importance of these, for considering or deciding to enrol in an LIS doctoral program. The yearning to acquire knowledge was reported by 69.7% as the major reason, followed by 45.8% of the respondents who cited the wish to increase their income potential. In terms of major factors, prestige received the lowest rating, 21.1%. The time involved (73.8%), cost (66.3%), and distance from the program (63.2%) were cited as the major deterrents to enrolling in doctoral programs.
When asked about the likelihood of pursuing a doctoral LIS program in combination with business administration, computer science, or without any combination, “not likely” was the most popular choice. Those who were very likely or likely to pursue a joint program totalled approximately 30% of the respondents, while 37% indicated an interest in undertaking a doctorate in LIS only. The most frequent reasons proffered by those who selected “not likely” or “definitely not” for any of the three doctoral offerings included lack of interest, mitigating factors (e.g. time, cost, age, and program location), unfavourable cost/benefit analysis, preference for another area of knowledge, and the view that Ph.D.s were only useful for university faculty. Given the option to name subject areas that they desired to see combined with LIS in a doctoral program, 23 of 101 respondents proposed education, while 19 opted for public administration.
A question inviting any other comments on the issue of post-master’s education yielded a predominant desire for “non traditional instruction,” particularly online courses as well as classes held in convenient locations. In terms of relationships between geographic location and factors that influenced interest in enrolling in a doctoral program, the desire “to become a more effective manager,” and “other” were statistically significant. The analysis also revealed a strong positive relationship between willingness to pursue an LIS-only doctoral program and the availability of such a program in geographic proximity. Similarly, there was a strong relationship between willingness to pursue an LIS program in close vicinity and the importance that was given to further LIS education.
Conclusion – Online instruction and geographic proximity are key determinants of information professionals’ interest in pursuing post-master’s education at the doctoral level. Continuing education activities, non-degree coursework, and certificate programs are preferred over doctoral LIS programs, despite the finding that the major reason for enrolling in doctoral LIS programs is to fulfill the desire for knowledge acquisition. Schools offering Library and Information Science studies need to explore options for providing distance-education doctoral LIS programs as a means of reversing the current shortage of LIS faculty.
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Hlaing, WayWay M., Renae D. Schmidt, Soyeon Ahn, Jonathan M. Samet, and Ross C. Brownson. "A Snapshot of Doctoral Training in Epidemiology: Positioning Us for the Future." American Journal of Epidemiology 189, no. 10 (May 8, 2020): 1154–62. http://dx.doi.org/10.1093/aje/kwaa069.
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Abstract Although epidemiology core competencies are established by the Association of Schools and Programs of Public Health for masters-level trainees, no equivalent currently exists for the doctoral level. Thus, the objective of the Doctoral Education in Epidemiology Survey (2019) was to collect information on doctoral-level competencies in general epidemiology (doctoral) degree programs and other pertinent information from accredited programs in the United States and Canada. Participants (doctoral program directors or knowledgeable representatives of the program) from 57 institutions were invited to respond to a 39-item survey (18 core competencies; 9 noncore or emerging topic–related competencies; and 12 program-related items). Participants from 55 institutions (96.5%) responded to the survey, of whom over 85% rated 11 out of 18 core competencies as “very important” or “extremely important.” More than 80% of the programs currently emphasize 2 of 9 noncore competencies (i.e., competency to ( 1) develop and write grant proposals, and ( 2) assess evidence for causality on the basis of different causal inference concepts). “Big data” is the most frequently cited topic currently lacking in doctoral curricula. Information gleaned from previous efforts and this survey should prompt a dialog among relevant stakeholders to establish a cohesive set of core competencies for doctoral training in epidemiology.
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Roos, Liana, Erika Löfström, and Marvi Remmik. "Individual and Structural Challenges in Doctoral Education: An Ethical Perspective." International Journal of Doctoral Studies 16 (2021): 211–36. http://dx.doi.org/10.28945/4738.
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Aim/Purpose: The study set out to understand the challenges doctoral students experience at different systemic levels of doctoral education through the perspective of ethical principles. Background: Doctoral students experience various challenges on their journey to the degree, and as high dropout rates indicate, these challenges become critical for many students. Several individual and structural level aspects, such as student characteristics, supervisory relationship, the academic community as well national policies and international trends, influence doctoral studies, and students’ experiences have been researched quite extensively. Although some of the challenges doctoral students experience may be ethical in nature, few studies have investigated these challenges specifically from an ethics perspective. Methodology: The study drew on qualitative descriptions of significant negative incidents from 90 doctoral students from an online survey. The data were first analyzed using a reflexive thematic analysis, and then the themes were located within different systemic levels of doctoral studies: individual (e.g., doctoral student, the individual relationship with supervisor) and structural (e.g., the institution, faculty, academic community). Finally, the ethical principles at stake were identified, applying the framework of five common ethical principles: respect for autonomy, benefiting others (beneficence), doing no harm (non-maleficence), being just (justice), and being faithful (fidelity). Contribution: Understanding doctoral students’ experiences from an ethical perspective and locating these among the systemic levels of doctoral studies contributes to a better understanding of the doctoral experience’s complexities. Ethical considerations should be integrated when creating and implementing procedures, rules, and policies for doctoral education. Making the ethical aspects visible will also allow universities to develop supervisor and faculty training by concretely targeting doctoral studies aspects highlighted as ethically challenging. Findings: In doctoral students’ experiences, structural level ethical challenges out-weighed breaches of common ethical principles at the individual level of doctoral studies. In the critical experiences, the principle of beneficence was at risk in the form of a lack of support by the academic community, a lack of financial support, and bureaucracy. Here, the system and the community were unsuccessful in contributing positively to doctoral students’ welfare and fostering their growth. At the individual level, supervision abandonment experiences, inadequate supervision, and students’ struggle to keep study-related commitments breached fidelity, which was another frequently compromised principle. Although located at the individual level of studies, these themes are rooted in the structural level. Additionally, the progress review reporting and assessment process was a recurrent topic in experiences in which the principles of non-maleficence, autonomy, and justice were at stake. Recommendations for Practitioners: Going beyond the dyadic student-supervisor relationship and applying the ethics of responsibility, where university, faculty, supervisors, and students share a mutual responsibility, could alleviate ethically problematic experiences. Recommendation for Researchers: We recommend that further research focus on experiences around the ethics in the progress reporting and assessment process through in-depth interviews with doctoral students and assessment committee members. Impact on Society: Dropout rates are high and time to degree completion is long. An ethical perspective may shed light on why doctoral studies fail in efficiency. Ethical aspects should be considered when defining the quality of doctoral education. Future Research: A follow-up study with supervisors and members of the academic community could contribute to developing a conceptual framework combining systemic levels and ethics in doctoral education.
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Watkins, C. Edward, Vicki L. Campbell, and Patricia McGregor. "APA-Affiliated Master's-Level Counselors." Counseling Psychologist 17, no. 2 (April 1989): 289–300. http://dx.doi.org/10.1177/0011000089172008.
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Previous literature about the master's degree has focused largely on clinical psychology training and practice. To complement this body of literature, we surveyed all APA-affiliated master's-degree holders who identified their specialty as counseling. Similar to Perlman's (1985a) survey in which APA-affiliated master's-level clinicians were compared with Division 12 (Clinical) members, we compared our master's sample with a Division 17 (Counseling) doctoral-level sample. The master's-level counselors spent a large portion of their professional time performing psychotherapy/personal counseling, were employed primarily in practice rather than academic settings, and viewed themselves primarily as practitioners. They generally were satisfied with their graduate training and careers, but many indicated they would not reenter the counseling specialty if their lives could be lived over. Contrary to the Division 17 sample, the master's-level counselors engaged in little research or teaching and typically did not identify with the academic role.
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Tam, Kai Yung (Brian), and Marilyn K. Rousseau. "Recruiting Minority Students into Special Education Doctoral Programs: A Survey of Students' Knowledge of Higher Education." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 1–12. http://dx.doi.org/10.2190/46tr-ldyt-51h6-3b5c.
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To ascertain possible reasons why few minority students apply for admission to doctoral programs in special education, and to determine the extent of their knowledge of higher education, a questionnaire was given to minority students in a master's degree special education program at an urban university. Finances, family responsibilities, intellectual challenge, and self-confidence are among the variables that affect the pursuit of doctoral study for many minority students. Nevertheless, many minority students set their career goals no higher than the master's degree level. They do not understand the culture and mores of academe or the requirements for tenure and promotion, and do not perceive themselves as potential college professors. Based on the results of this study, strategies for recruiting minority students into doctoral programs and for their retention are recommended.
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Guerin, Cally. "Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia." Arts and Humanities in Higher Education 19, no. 3 (March 11, 2019): 304–24. http://dx.doi.org/10.1177/1474022219834448.
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It is widely accepted that the academic job market is very limited and unlikely to expand any time soon, yet enrolments in PhDs continue to rise. If the PhD is no longer preparation for academia, where do these graduates go on completing their degrees? This study of Australian PhD graduates in Humanities, Arts and Social Sciences (HASS) explores motivations to undertake a research degree, their experiences of academia, and their current employment. These personalised narratives reveal the impact and value of doctoral education on the employment trajectories of HASS PhD graduates in non-academic careers. These stories uncover both the ‘cruel optimism’ and positive employment outcomes experienced by HASS doctorate holders. It is argued that commencing PhD candidates should be encouraged from the outset to seriously consider their doctorate as preparation for careers beyond academia; rather than being ‘failed academics,’ these graduates succeed as high-level knowledge workers.
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Mkhitaryan, Atom, and Karine Begoyan. "Developments of Doctoral Studies Management Process in NAS RA." “Katchar” Collection of Scientific Articles International Scientific-Educational Center NAS RA, no. 1 (July 26, 2022): 139–53. http://dx.doi.org/10.54503/10.54503/2579-2903-2022.1-139.
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The paper analyzes the developments of doctoral studies in National Academy of Sciences of RA since 1997 and the management process. Education and training of highly qualified personnel is increasingly seen as a fundamental platform that ensures the development of the state. Reforming the national institute for doctoral studies (aspirantura) is aimed at improving the quality of human resources in science, optimizing research topics in accordance with the priority areas of development of science and technology, increasing publication and innovative activities, bringing national science and research closer to the world level and achieving international recognition.We present numbers of defended dissertations both in Armenia and in NAS RA during the last 25 years, the dynamics and the main trends of development of academic degree awarding system. We discuss the possible impact of reforming of the system of training and certification of highly qualified personnel on the organization of third – level doctoral education (doctoral schools) and specialized / dissertation councils in NAS RA.
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Keene, Adrienne, Amanda R. Tachine, and Christine A. Nelson. "Braiding Our (In)Visibility: Native Women Navigating the Doctoral Process through Social Media." JCSCORE 3, no. 1 (December 28, 2018): 42–76. http://dx.doi.org/10.15763/issn.2642-2387.2017.3.1.42-76.
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Native doctoral students are a severely underrepresented group in higher education with stagnating enrollment trends over the last 30 years when compared to other racial/ethnic groups. For Native women doctoral students specifically, they represent only 0.9% (n=119) in 2002-03 (DeVoy, Darling- Churchill, & Snyder, 2008). Connected to the lack of representation at a doctoral level, their unique intersectional experiences are largely ignored in research. Using (in)visibility, cultural integrity, and counter-storytelling, this Indigenous qualitative (e.g., sharing circles) study explores three Native women doctoral students’ documented lived experiences via social media as they navigated through the doctoral and dissertation writing process. Through scholarly personal narrative analyses of Facebook, Instagram, and Twitter posts and virtual sharing circles, early career Native scholars discuss managing visibility, maintaining cultural integrity, and using social media as a means for strengthening relationships and empowering resistance to oppressive university structures. While social media was important in helping Native women doctoral students, institutions must incorporate Native culture and perspectives when seeking ways to advance Native doctoral degree recipients.
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Kirk, Julia, and Andrew Courtner. "Self-Direction in Learning of EdD Candidates at a Small, Private Institution." International Journal of Doctoral Studies 15 (2020): 353–71. http://dx.doi.org/10.28945/4378.
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Aim/Purpose: Many researchers have investigated factors related to why doctoral candidates do or do not persist in a doctoral program, yet, literature was not found where researchers investigated the relationship between self-directed learning and currently enrolled EdD candidates. The authors sought to understand EdD candidates’ self-direction in learning at the onset of their EdD program. The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. Background: The purpose of this study was to investigate the self-directed learning of doctoral candidates in one EdD program in a private university in a southeastern state. Adults are by nature self-directed individuals and it would be reasonable to assume that adult doctoral candidates might exhibit some level of self-directed learning. Methodology: The PRO SDLS (Stockdale, 2003) was employed to measure self-directed learning among a population of 110 EdD candidates currently enrolled in a private university in a southeastern state. The following variables were also included in the analysis: year of enrollment, program concentration, hour of enrollment, age, and gender. A series of one-way ANOVAs were used to compare the differences of each independent variable on each measure of the dependent variable. Contribution: The findings informed program and course instructional strategies of the EdD Program and helped to determine what could be done to help candidates be more successful in the program. The findings not only benefitted this individual EdD Program, but also additionally will add to the body of knowledge on encouraging self-directed learning among EdD candidates. Findings: The researchers found that all candidates, regardless of variables investigated, had similar levels of self-directed learning, above average for adults, which is typical of doctoral students. While no specific variable was statistically significantly different, a few variables neared the significance level of 0.05, in exhibiting even higher levels of self-directed learning. It was found that females demonstrated slightly higher control, a sub-factor of self-directed learning, and candidates in the higher education program demonstrated higher motivation, another sub-factor of self-directed learning. Recommendations for Practitioners: Practitioners would benefit by incorporating the following steps to increase self-directed learning among doctoral candidates in education: facilitating the dissertation process earlier, gradual release into dissertation hours, writing competency based curriculum for earlier writing skills, and fostering collaborative grouping within the program for social connection. Recommendation for Researchers: Self-directed learning is only one possible reason for whether or not students may or may not complete a doctoral degree in education. Other variables may influence, possibly even stronger, the candidate’s ability to complete the doctoral degree. Impact on Society: Adults are self-directed individuals. Adults returning to school are found to have higher readiness for self-directed learning. Fostering this self-directed learning through social collaboration in a doctoral program can help doctoral candidates be more successful. Future Research: Additional factors may exist that influence the completion of a doctoral degree: life circumstances, job change, health, relationships with faculty, etc. These factors could be measured in conjunction with self-directed learning to gain a more comprehensive picture as to why some students do not finish their doctoral degrees in education.
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Devine, Kay, and Karen Hunter. "Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia." International Journal of Doctoral Studies 11 (2016): 035–61. http://dx.doi.org/10.28945/3396.
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The primary aim of this study was to better understand the antecedents of doctoral students’ emotional well-being, and their plans to leave academia. Based on past research, antecedents included departmental support, the quality of the supervisory relationship, and characteristics of the supervisory relationship. We used a mixed-methods study, and surveyed 186 doctoral students from nine countries. We found that supportive relationships, at the departmental and advisor level, reduced emotional exhaustion and intentions to leave academia, and that emotional exhaustion was positively related to doctoral students’ intentions to leave academia. Findings also indicated that advisor experience and frequency of meetings reduced students’ emotional exhaustion but did not affect their intentions to leave academia. Recommendations to reduce emotional exhaustion and to temper doctoral student attrition before and after degree completion are offered.
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Bezghin, Oleksii. "Florentian Principles for Preparing a Doctor of Arts (PhD)." Culturology Ideas, no. 18 (2'2020) (2020): 147–55. http://dx.doi.org/10.37627/2311-9489-18-2020-2.147-155.
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The article discusses the new provision about the degree of doctor of arts in the legislation pertaining on the third level of higher education in Ukraine. It emphasizes the importance of the new degree for training of teaching staff for art universities as well as for educating and advancing careers of practicing artists. The article also discusses history of programs leading to the attainment of the doctor of arts degree and the role of international professional organizations in setting standards for such programs. One of accepted standards is The Florence Principles recommended for arts universities that implement doctoral programs in the arts. Furthermore, the article clarifies the commonalities and differences between the degrees of doctor of philosophy and doctor of arts in the context of goals of the third level of higher education. Both degrees are terminal degrees granted on the basis of a master’s degree. Unlike a research-focused degree of doctor of philosophy, the degree of doctor of arts underscores the importance of creation of an original art product. Thus, doctor of arts programs may present an acceptable alternative for arts universities that are concerned with improving the educational process and aligning the criteria for advanced degrees for practicing artists with international standards.
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Abrudeanu, Marioara, Pierre Ponthiaux, Jean Pierre Millet, Adriana Gabriela Plaiasu, Xavier Balandraud, Michel Grediac, Julitte Huez, Sergiu Stanciu, Vasile Rizea, and Maria Magdalena Dicu. "Romanian-French Collaboration for Master and Doctoral Studies in "Materials Engineering"." Applied Mechanics and Materials 657 (October 2014): 1083–87. http://dx.doi.org/10.4028/www.scientific.net/amm.657.1083.
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Materials engineering involves knowledge of the fundamental physics, chemistry and engineering of materials in order to elaborate, develop, and use materials with superior and new properties. The research, development and applications of materials are the major reasons behind the availability, cost reduction, innovations and improvements in all the fields of industry. Master's programs are designed to give you a solid (strong) education in the materials engineering field. Students entering a Master program have already earned a bachelor's degree and have solid acquirement of engineering. The program entails coursework, examinations and an internship or other applied experience. A master report is required to obtain the masters degree based on the researches during the stage. During a Master programme the students learn to approach complex issues from the perspective of different disciplines such as: characterisation of materials, thermodynamics, structurals transformations, technology of materials, properties of surfaces or initiation on research methods. By understanding the properties of materials, materials engineers create new materials with desired properties. Students entering a Ph.D. program have already earned a a masters degree in the field of „Materials engineering". Because of the nature of specialization the Ph.D. program tends to be smaller than master program. The international orientation of the practice stage approaches to of the Erasmus mobilites. A Ph.D. typically demonstrates a person's competence in research. Ph.D. students begin by taking courses and exams, go on to taking advanced seminars and preparing dissertation research. To complete their knowledges, they are continuing by researching, writing and completeing a dissertation thesis. The doctoral-level thesis, is the culmination of a Ph.D. candidate's research into a topic and is the major requirement of earning the doctorate. A doctoral degree is obviously a more advanced degree. However, it is long. Depending on the program, a PhD could take 4-8 years to complete. A PhD programs entails 3 years of coursework and a dissertation. During this these years the independent researchs projects are designed to cover new knowledge in your field and to be of publishable quality. Doctoral study offers the unique opportunity for an individual to develope intensive and prolonged research on a particular topic, which often leads to publication. The present paper presents the association of Romanian and French university teachers to educate students to prepare a Master diploma and to continue with cotutelle doctoral studies in the field of materials engineering.
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Fergusson, Lee, Luke Van Der Laan, Craig White, and June Balfour. "The ethos and transformational nature of professional studies." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 695–711. http://dx.doi.org/10.1108/heswbl-01-2019-0006.
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Purpose The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia. Design/methodology/approach This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program. Findings The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity. Originality/value The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development.
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Gordes, Karen L., Shani Fleming, Violet Kulo, James F. Cawley, Lucy Kibe, and Gerald Kayingo. "An Exploration into the Physician Assistant Entry-Level Doctoral Degree: Lessons Learned From Across Health Professions." Journal of Physician Assistant Education 33, no. 1 (January 21, 2022): 24–33. http://dx.doi.org/10.1097/jpa.0000000000000411.
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Stone, Brian J. "In Support of the Doctoral Degree as the Entry Level for School Psychologists in the 1990s." School Psychology Review 18, no. 1 (March 1, 1989): 32–33. http://dx.doi.org/10.1080/02796015.1989.12085397.
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Kaki, Seham M. S. "The Need for Competitive Educational Management PhD Programs in Saudi Arabia." International Journal of Scientific Research and Management 8, no. 06 (June 5, 2020): 1427–37. http://dx.doi.org/10.18535/ijsrm/v8i06.el03.
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This study assessed the realities of the Saudi labor market and the need for competitive PhD programs in educational management, the aim being to propose a vision for such a program. An analysis of the current educational reality was obtained through interviews, as well as the following information: employer, years of experience, and method of recruitment, along with a number of statements presented to participants for their reaction that were designed to elicit their opinion on the importance of having competitive PhD programs in leadership. The population for this study consisted of a random sample of stakeholders (n = 24) in the labor market. Three main results emerged from the study: a) the educational labor market needs to acquire knowledge about a competitive leadership degree at the PhD level in educational administration. b) A good program for leadership in educational management would provide universities a competitive advantage at the doctoral level. The educational labor market needs academic and professional knowledge from people with doctoral degrees in educational management.
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Urazhok, T. V. "Postgraduates’ attitude towards postgraduate education and scientific and lecturing activity." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 57–64. http://dx.doi.org/10.20339/am.01-21.057.
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Analyzed is the problem, connected with the fact, that scientific community has long been concerned about effectiveness of the system of postgraduate education. It has changed a lot in recent years. Today’s PhD graduates do not have enough classical training; they need to acquire a broader set of skills required for their future research activity beyond the academy. In this regard, PhD graduates have not considered their employment in the scientific field as a whole since the 2000s. Thus some areas of training programs have been massed, which has led to the depreciation of the academic degree. Since 2014, the Russian postgraduate training system has been functioning as the third level of higher education being the integration of educational and research components. Changes have led to the fact that doctoral programs have become more pedagogically oriented, preparing the future candidate of Sciences to work in higher and secondary education. At the moment, the graduation level is approximately 12% of the total number of graduate doctorate students. The percentage of doctoral graduates’ completion has continued to decline steadily since 2014. The article deals with the postgraduates` attitudes towards postgraduate education and scientific and teaching activity.
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M. Burns, Ellie, and Catherine W Gillespie. "A Phenomenological Study of Attrition from a Doctoral Cohort Program: Changes in Feelings of Autonomy and Relatedness in the Dissertation Stage." International Journal of Doctoral Studies 13 (2018): 517–37. http://dx.doi.org/10.28945/4158.
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Aim/Purpose: This study examined why Ed.D students discontinued their doctoral programs during the dissertation phase as well as how a student’s needs of autonomy, relatedness, and competence were met during different stages of the program. Background: Time to complete the doctoral degree continues to increase. Between 40-60% of doctoral students are making the decision to discontinue work toward a degree they have already invested significant amounts of time, money, and energy into earning. Methodology: This phenomenological study utilized the lens of Self-Determination Theory. Seven participants (three women and four men) with between nine and sixteen years of post-secondary education, were interviewed three times each to gain a better understanding of the factors that impacted their attrition. Contribution: Past research has suggested using a cohort model to encourage retention of doctoral students. All seven participants were enrolled in cohort programs. This study incorporated suggestions from prior research such as a cohort model of learning and ensuring the students’ needs of autonomy, relatedness, and competence are met. The study investigates the experience of students in cohort programs who did not finish their dissertations. Findings: This study found that the doctoral students who did not complete their dissertations experienced changes in feelings of autonomy and relatedness between their coursework and their dissertations. This made it difficult for them to persist through the dissertation stage of the program. Changes in autonomy and relatedness, when coupled with changes in advisors, career, or family responsibilities resulted in students reprioritizing their goals and thus leaving the dissertation incomplete. Recommendations for Practitioners: Evaluate students’ autonomy needs as they progress through the program and attempt to pair students with advisors based on needs. Offer opportunities for students to gather and work on the dissertation after they finish the coursework stage of the program. Recommendation for Researchers: Understand the importance of advocating for one’s own needs as one moves through the doctoral program. Attempt to finish the dissertation as quickly as possible after the coursework stage of the doctoral program. Do not to allow the dissertation to move to the back burner. Impact on Society: Attrition at any level of post-secondary education is costly to both students and institutions. Doctoral students are often funding their own education while balancing careers and families. There is great potential financial impact on society if more students’ complete programs that they have already invested in heavily. Future Research: Examine the needs of autonomy in people who complete the doctoral program. Assess student needs and compare the results with advisor behaviors. Conduct a study with participants who have not earned a specialist degree. Conduct a study to determine the degree to which finances played a role in a students’ decision to discontinue working toward the doctoral degree. Study the impact of taking time off after completing the coursework and comprehensive exam stage of the program.
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Mgonja, John T. "The Nature of Tourism Education Programs in Developing Countries: The Case of Tanzania." Tourism Review International 23, no. 1 (October 2, 2019): 13–19. http://dx.doi.org/10.3727/154427219x15561098338295.
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This article reviews the nature of tourism education programs in Tanzania. The results reveal that tourism education in the country is a relatively recent phenomenon with the oldest program being offered in 2000. As such, the programs are still evolving and tend to reflect more entry-level training. Specifically, diplomas and certificates are the major credentials offered and no institution in the country offers a terminal degree in a tourism-related field (i.e., doctorate degree). Hence, doctoral education needs to be acquired outside the country, which can represent a meaningful constraint on the ability to efficiently and effectively train instructors. Given this review of tourism education programs in Tanzania, additional research is recommended to further examine the quality of the programs as well as to conduct a comparative analysis with other developing countries in the region.
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Springer, D. Gregory, Kari Adams, and Jessica Nápoles. "Faculty Perspectives on the Master’s Degree in Music Education." Journal of Music Teacher Education 31, no. 2 (January 9, 2022): 26–40. http://dx.doi.org/10.1177/10570837211067758.
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The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to doctoral study in the future, and to gain academic stimulation through graduate level coursework. Faculty also indicated the MME degree was focused on both teaching/pedagogy and research. Participants explained that their students primarily learn about research through reading and discussing research articles in class, and that their students learn about pedagogy primarily from reading pedagogical articles and reflecting on personal teaching videos. In addition, participants presented various opinions regarding the purpose of MME degrees. Implications for music teacher educators are discussed.
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Vlad, Tudor, Lee B. Becker, and Whitney Kazragis. "2010 Annual Survey of Journalism & Mass Communication Enrollments: Enrollments Grow, Reversing Stagnation of Recent Years." Journalism & Mass Communication Educator 66, no. 4 (December 2011): 299–324. http://dx.doi.org/10.1177/107769581106600402.
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Undergraduate enrollments in U.S. journalism and mass communication programs increased by 2.0% in the autumn of 2010, a reverse in a two-year slowdown, but perhaps temporary. Graduate level enrollments increased 6.3% in doctoral programs and a dramatic 13.4% in master's programs. JMC programs sent a record number of bachelor's, master's, and doctoral degree recipients into the job market. Enrollment in the journalism specialization declined again, but it remains the largest in the field with about a quarter of students. Undergraduate enrollment of racial/ethnic minorities hit a new high point of 36.3%. Nine in ten of program administrators said they are dealing with big challenges, most commonly budgets/financing.
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Agan, Joseph P. "What Does a Doctoral Degree in Rehabilitation Counseling Bring to Speech-Language Pathology Programs?" Perspectives on Issues in Higher Education 15, no. 2 (October 2012): 63–69. http://dx.doi.org/10.1044/ihe15.2.63.
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In this paper, I will describe the potential contributions of interdisciplinary studies combining speech-language pathology and rehabilitation counseling in the preparation of future speech-language pathologists (SLPs). I will provide a brief introduction to the field of rehabilitation counseling and consider it from an SLP’s perspective. Next, I will describe some of my own personal experiences as they pertain to the intersecting cultures of work and disability and how these experiences influenced my practice as a master’s level SLP eventually leading to my decision to pursue a doctoral degree in rehabilitation counseling. I will describe the impact of this line of interdisciplinary study on my research and teaching. Finally, I will present some arguments about why concepts relevant to rehabilitation counseling are important to the mindset of SLPs.
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Baird, Stephanie Borgert, Kerri S. Kearney, and Alissa Nephew. "Writing through theoretical frameworks in the doctoral classroom." Studies in Graduate and Postdoctoral Education 11, no. 3 (August 24, 2020): 281–94. http://dx.doi.org/10.1108/sgpe-02-2020-0013.
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Purpose Many doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research. However, students often struggle to effectively apply theoretical frameworks to their writing processes. Thus, as one way of contributing to the writing pedagogies of doctoral-level instructors, the purpose of this study is to explore doctoral students’ learning experiences with analyzing and reporting organizational data using theoretical frameworks. Design/methodology/approach This study examines the perspectives of 29 doctoral students through analytical papers and reflections, letters and interviews. Findings Five themes within the context of current literature on writing were identified. These included students experiencing discomfort, even fear, about writing; students needing to write and receive honest feedback to learn how to write; the need for an instructional process that moves from conceptual to detailed instructions; understanding that writing has conceptual and skills implications that cannot be achieved in a single class; and the analytical writing process contributes to an understanding of the complexity of holding a doctoral degree. Practical implications The findings demonstrate the importance of helping doctoral students gain confidence and improve writing with theoretical frameworks, which can be accomplished with structured formats, through repetition and from instructor feedback. Originality/value This study offers unique insights into the challenges that doctoral students face when writing through theoretical frameworks and how instructors can interact with and potentially improve students’ writing skills and abilities.
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Ackley, R. Steven, James Mahshie, and Carol Lasasso. "The AuD Program at Gallaudet University." American Journal of Audiology 13, no. 1 (June 2004): 3–8. http://dx.doi.org/10.1044/1059-0889(2004/002).
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Gallaudet University was among the first universities to address the American Speech-Language-Hearing Association mandate to universities to convert the entry level clinical audiology degree from a master's degree to a clinical doctoral (AuD) degree. The Gallaudet AuD program was approved in 1998 and graduated its first AuD class in 2002. The purpose of this article is to describe the Gallaudet AuD program, the process of converting from a master's program to an AuD program, the impact of converting the program, and current challenges. It is hoped that this description will be useful to those who are currently developing AuD programs.
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Springer, D. Gregory. "Students’ Perspectives on the Master’s Degree in Music Education." Journal of Music Teacher Education 30, no. 1 (August 20, 2020): 79–92. http://dx.doi.org/10.1177/1057083720951447.
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The purpose of this study was to investigate currently enrolled students’ perceptions of the master’s degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents’ degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents’ reports of MME program strengths and areas needing improvement.