Council of Graduate Programs 1988-89 National Survey: First Increase in Undergraduate Enrollments in 15 Years Documented

1990 ◽  
Vol 18 ◽  
pp. 126-131
Author(s):  
Eugene Coope ◽  
John Bernthal ◽  
Nancy Creaghead
Keyword(s):  
National Survey ◽  
Graduate Programs

scholarly journals The Academic Elite in Library Science: Linkages among Top-Ranked Graduate Programs

1997 ◽  
Vol 58 (3) ◽  
pp. 233-235 ◽  
Author(s):  
Jeffrey H. Bair ◽  
Janice C. Barrons
Keyword(s):  
National Survey ◽  
Graduate Programs ◽  
Library Science ◽  
Senior Faculty ◽  
Academic Elite

In a national survey of deans, top administrators, and senior faculty, the ten top-ranked graduate programs in library science were substantially linked to one another by hiring one another’s graduates. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

Academic Elite in Accounting: Linkages among Top-Ranked Graduate Programs

2002 ◽  
Vol 90 (3) ◽  
pp. 814-816
Author(s):  
Jeffrey H. Bair
Keyword(s):  
National Survey ◽  
Graduate Programs ◽  
Faculty Members ◽  
Academic Elite

The 10 top-ranked graduate programs in accounting, based on a national survey of deans and top administrators, were linked to one another by hiring in the programs one another's graduates. Almost one-half (45.9%) of the faculty members in these 10 programs ( N = 172) had graduated from one of these 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

Training in trauma psychology: A national survey of doctoral graduate programs.

2017 ◽  
Vol 11 (2) ◽  
pp. 108-114 ◽  
Author(s):  
Joan M. Cook ◽  
Vanessa Simiola ◽  
Amy E. Ellis ◽  
Richard Thompson
Keyword(s):  
National Survey ◽  
Graduate Programs ◽  
Doctoral Graduate

Psychology of the Scientist: LIX. The Academic Elite in Psychology: Linkages among Top-Ranked Graduate Programs

1988 ◽  
Vol 63 (2) ◽  
pp. 539-542 ◽  
Author(s):  
Jeffrey H. Bair ◽  
Myron Boor
Keyword(s):  
National Survey ◽  
Doctoral Programs ◽  
Graduate Programs ◽  
Faculty Ratings ◽  
Academic Elite

The top-ranked doctoral programs in psychology, based on a national survey of faculty ratings, were substantially linked to each other by hiring each other's graduates. It is suggested that this linkage helps these departments to maintain and enhance their prestige.

Psychology of the Scientist: LXIX. The Academic Elite in Social Work: Linkages among Top-Ranked Graduate Programs

1995 ◽  
Vol 76 (1) ◽  
pp. 347-350 ◽  
Author(s):  
Jeffrey H. Bair ◽  
Myron Boor ◽  
Kendra E. Bair
Keyword(s):  
Social Work ◽  
National Survey ◽  
Graduate Programs ◽  
Senior Faculty ◽  
Academic Elite

The 11 top-ranked graduate programs in social work, based on a national survey of deans, top administrators, and senior faculty, were substantially linked to one another by hiring one another's graduates. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

The Academic Elite in Marketing: Linkages among Top-Ranked Graduate Programs

2001 ◽  
Vol 88 (1) ◽  
pp. 136-138 ◽  
Author(s):  
Jeffrey H. Bair ◽  
Kendra E. Bair
Keyword(s):  
National Survey ◽  
Graduate Programs ◽  
Faculty Members ◽  
Academic Elite

The 10 top-ranked graduate programs in marketing, based on a national survey of deans and top administrators, were linked to one another by these programs hiring one another's graduates. Approximately one-half of the faculty members in these 10 programs had graduated from one of these same 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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