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1.
This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different
disciplines. Haworth and Conrad’s engagement theory of quality graduate education was applied. It was found that when interdisciplinary
programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning,
students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit
(e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional
departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced
with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work,
the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement
may further be complicated because these participants feel divided between collaborations, social networks, and expectations
that pull them in different directions. 相似文献
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Numerous studies have examined the enrollment responses of traditional undergraduate students to the introduction of government-provided tuition subsidies, but far less attention has been devoted to the elasticity of demand for graduate education. This paper examines how the tax code and government education policies affect graduate enrollment and persistence rates along with the ways in which students fund their graduate education. Our empirical methodology is based on exogenous variations in the availability of an income tax exemption for employer-provided tuition assistance for graduate courses. We find that graduate attendance among full-time workers age 24–30 is higher when the tax exemption is available, mostly due to higher persistence in public universities and vocational course work. The use of employer aid for individuals enrolled in full-time and public part-time graduate programs also increases. We present some evidence that universities may adjust tuition to capture part of the incidence. 相似文献
4.
Morikazu Ushiogi 《Higher Education》1997,34(2):237-244
This paper analyses why the highly developed Japanese system ofschool and undergraduate education seems inversely proportional to studentnumbers proceeding to graduate education. Only a few do proceed. Traditionalattitudes, which are not supportive of graduate education, are shown to stemfrom the view generally taken by the world of business and industry thatgraduate education is not of significance when recruiting staff. Adistinction is, however, drawn between the humanities (in which graduateeducation is seen as appropriate only for those planning an academic career)and more recent developments in the fields of engineering and the naturalsciences indicating a growing recognition of the value of post-graduatetraining. The work of the government University Chartering Commission– the body which authorises the establishment of graduate schools, isdescribed – focusing on its measure to maintain the quality ofgraduate education. The author shows that university-based doctoral studentsmay be at a disadvantage in terms of job-prospects, financial provision andlaboratory-funding in comparison with industry-based students.The paper concludes by reviewing recent innovations aimed at tackling theproblems described. Programs of continuing and professional education havebeen established with part-time attendance or a mixture of full-time(sometimes on leave from the company) and part-time attendance as well asspecially designed inter-disciplinary programs with a focus on applied areassuch as development in developing countries. The government is promotingrefresher programs and cooperation between universities and businessenterprises including joint research projects involving company-basedengineers. 相似文献
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ABSTRACTThe purpose of the study was to measure graduate students’ academic hardiness (GSAH) and academic self-efficacy (GSASE) and to examine the relationships between the two. A total of 202 graduate students across disciplines were recruited to complete two questionnaires (GSAH and GSASE). Results of exploratory factor analyses showed that the GSAH and GSASE were reliable for assessing graduate students’ academic hardiness and academic self-efficacy. Comparing master’s and doctoral students’ scores in the GSAH and GSASE scales, we found that doctoral students outperformed master’s students. The findings also revealed that three dimensions of GSAH (commitment, control of affect, and challenge) were strong predictors of graduate students’ academic self-efficacy. These results confirm and strengthen the relation between graduate students’ academic hardiness and academic self-efficacy. This study calls attention to graduate students’ ability to recognize and appraise causes of their failure and to learn how to overcome academic difficulties. 相似文献
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Bryan S. Hubain Evette L. Allen Jessica C. Harris Chris Linder 《International journal of qualitative studies in education》2016,29(7):946-963
In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared. 相似文献
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Fred Bemak Lawrence R. Epp Susan G. Keys 《International journal for the advancement of counseling》1999,21(1):19-30
Psychological impairment is an area of concern in training graduate students in counseling programs. This article reviews the potentially harmful consequences of impaired graduate students to graduate programs, faculty, other graduate students, and the counseling profession. The paper provides an overview of existing trends, policies, and procedures regarding student screening, remediation, and dismissal from graduate training programs within a Western framework. A process model for monitoring and intervention is presented. 相似文献
8.
Liang-Hsuan Chen 《Higher Education》2007,54(5):759-780
This study seeks to explain why and how international graduate students from East Asia choose to come to Canada to pursue
advanced education. A synthesis model is developed to explain their decision-making process, while a push–pull model is used to understand the strengths of and relationships among various factors that influence the choice of a country, institution, program, and city. The research sample comprised 140 students from China,
Hong Kong, Japan, Korea, and Taiwan who enrolled in graduate programs at two large Ontario universities. The research findings
reveal the influence of Institutional Academic Pulling Factors, Institutional Administrative Pulling Factors, the Canadian Environment, the Economics of Canadian Education, and the ease of Visa/Immigration. The research shows a three-stage process, guided first by the focus of the program (i.e., research-oriented vs. professional
programs). Other factors—country, institution, and city—interplay simultaneously at the later two stages. 相似文献
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To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
10.
蒋荣丽 《南昌教育学院学报》2011,26(2):181-182
研究生管理工作是学校学生管理工作的一部分,但是由于研究生和普通本科学生在学历、经历及为人处世方面相对比较成熟,所以研究生管理工作和本科管理工作存在一定的差异性,笔者就高校体育专业研究生的管理工作谈谈自己的认识。 相似文献
11.
Adam J. McKee Stephen L. Mallory Julie Campbell 《Journal of Criminal Justice Education》2013,24(2):311-317
This study was conducted to investigate if there are any predictive relationships between scores of the Graduate Record Examination (GRE) and graduate grade point average (GGPA), and undergraduate grade point average (UGPA) and GGPA. The data were collected from all graduates from the Master's program in Criminal Justice at a medium-sized Southern university from 1989 to 1999 (N = 94). The results indicated that UGPA and GRE scores explain about 40% of the variance in GGPAs. It is concluded that all three GRE subscales should be considered in the graduate admissions process in criminal justice programs. 相似文献
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Despite telling criticism because the author refuses to provide information about his methodology,The Gourman Report is used as an authoritative reference by prospective students and researchers in higher education. Gourman's 1985 and 1987 reports on graduate and professional education rated 31 social work programs. Ratings allegedly were based on information about such factors as teaching and library quality. Program deans, their university librarians, and offices of institutional research were asked if they shared information with Gourman. No respondent provided Gourman any information. Given their responses it seemed that at best Gourman's ratings are hypothetical. Absent evidence to the contrary, one can assume that the same holds true for all graduate and professional programs rated by Gourman. 相似文献
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Liang-Hsuan Chen 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):1-33
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada. 相似文献
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This study compares the demographic characteristics of 142 nursing students in hospital programs and 365 nursing students in higher education programs in Queensland. Data were collected on a questionnaire distributed to students during lecture times by a contact person in each institution. No significant difference was found in the gender and age of entry variable. Males from Catholic schools and enrolled nurses were more likely to enter higher education programs than hospital programs. There was no significant difference in the geographic location of the school attended by students between the two institutional sub-groups which suggests that the national transfer of nurse education to higher education institutions will not be a disadvantage to country students. 相似文献
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袁源 《齐齐哈尔师范高等专科学校学报》2012,(1):20-21
高素质的人才是我国实施人才强国战略的重要保证,而研究生作为较高层次的人才,加强他们的心理素质教育,对提升其综合素质进而提高我国综合国力意义重大。本文通过对当代研究生心理素质教育的现状及导致研究生出现心理问题的原因进行分析,总结了加强研究生心理素质教育的对策,以期对我国的研究生教育事业及人才强国战略的实施有所裨益。 相似文献
16.
Yan Dong Yue-Yue Yu Jui-Chi Wu Chin-Chung Tsai 《Interactive Learning Environments》2015,23(2):250-266
The main purpose of this study was to examine the relationships between Chinese higher education students' epistemic beliefs and their judgmental standards of searching for literature online. Data were collected from 449 higher education students (152 college students and 297 graduate students) in Beijing via two self-reported questionnaires: one was the Epistemic Beliefs Questionnaire (EBQ), including four scales (Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge, and Certainty of Knowledge); the other was the Online Judgmental Standards of Searching for Literature Questionnaire (OJSSLQ), consisting of six scales (Multiple sources, Authority, Content, Quantitative Indicators, Clarity, and Ease of Access). Through exploratory factor analyses, this study confirmed the reliability and validity of the EBQ and OJSSLQ. Further analyses indicated that there were significant differences between college and graduate students for the Content and Ease of Access judgmental standards of searching for literature online whereby graduate students had higher standards for these two factors, but there were no differences for the other factors. Correlation analysis between the EBQ and OJSSLQ was conducted for the college and graduate students. An interplay between the students' epistemic beliefs and their evaluative standards of searching for literature online was found. For example, the results indicated that both college and graduate students with the epistemic belief that learning requires great efforts and processes (Learning Effort/Process) had the tendency to judge the academic information by the standards of Authority and Content (i.e. checking the authority of literature or carefully reading the content). This study also found that epistemic beliefs might increasingly play a role in the students' judgmental standards of searching for literature online as they progressed into advanced study. 相似文献
17.
Dr. Donald J. McCarty 《Innovative Higher Education》1979,4(1):61-69
The traditional hallmarks of quality graduate education may be few but they are powerful. Graduate schools are seen by most academics as fixed entities with no viable alternatives. Accreditation associations, while claiming flexibility, often represent these traditional interests. Ultimately, few institutions, including the traditional, view accreditation with enthusiasm. Is accreditation worth the effort for nontraditional graduate institutions? Despite the weaknesses of the process, nontraditional graduate programs should seek full accreditation. Recognition is likely if, among other suggestions, nontraditional programs don't overpromise and do identify their program design with conceptual clarity. 相似文献
18.
A survey of undergraduate students enrolled on eight campuses of The University of California yielded information about the magnitude and structure of desire for programs of study different from the traditional, full-time programs in which these students are enrolled. These preferences were elicited about both undergraduate and graduate programs of study. Although a desire for alternative programs is greater for the graduate level, both graduate and undergraduate orientations toward alternative programs have two principal sources: (1) a desire for greater time and space flexibility in access to higher education, which arises out of objective familial and financial impediments to easy, full-time enrollment; and (2) a negative view of established forms and modes of higher education. The kinds of programs which students feel will meet these needs are characterized by instructional modes which do not require the student to attend a single center of learning but which, nevertheless, retain interpersonal contacts among students and faculty members. The most attractive single feature endorsed by those desiring alternative modes of instruction is the design of the course of study by the student himself. The implications of these findings for future changes in traditional higher education are discussed.The first author is Director of Research and Evaluation, Office of the Vice President - Extended Academic and Public Service Programs, Office of the President, University of California. The second author is President of the University of Utah and was formerly Vice President - Extended Academic and Public Service Programs, University of California. This paper is adapted from a background paper which the authors prepared for the Conference on Future Structures of Post-secondary Education, Paris, France, June, 1973, sponsored by the Organization for Economic Cooperation and Development. 相似文献
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研究生入党积极分子的培养是提高研究生党员发展质量的关键环节。当前,在研究生入党积极分子的培养中,"重选拔、轻考核"的现象仍然存在,导师未能充分发挥在思想政治教育中第一责任人的作用,党校培养等活动平台缺乏一定实效性,党员引领机制有待完善。在研究生入党积极分子的培养中,必须从当前研究生的特点出发,不断创新培养理念与健全考核标准,进一步丰富培养方式,优化管理模式,从而实现党员培养质量的提升。 相似文献