scholarly journals MSIS 2000: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems

2000 ◽  
Vol 3 ◽  
Author(s):  
John Gorgone ◽  
Paul Gray ◽  
David L. Feinstein ◽  
George M. Kasper ◽  
Jerry Luftman ◽  
...  
Keyword(s):  
Information Systems ◽  
Degree Programs ◽  
Graduate Degree ◽  
Model Curriculum ◽  
Graduate Degree Programs

scholarly journals Moving Toward the Next Generation of Graduate Degree Programs in Information Systems

2014 ◽  
Vol 34 ◽  
Author(s):  
Heikki Topi ◽  
Kieran Conboy ◽  
Brian Donnellan ◽  
V. Ramesh ◽  
Christine Van Toorn ◽  
...  
Keyword(s):  
Information Systems ◽  
Degree Programs ◽  
Graduate Degree ◽  
Next Generation ◽  
Graduate Degree Programs

scholarly journals MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems

2017 ◽  
Vol 40 ◽  
pp. MSIS-i-MSIS-107 ◽  
Author(s):  
Heikki Topi ◽  
◽  
Helena Karsten ◽  
Sue A. Brown ◽  
João Alvaro Carvalho ◽  
...  
Keyword(s):  
Information Systems ◽  
Competency Model ◽  
Degree Programs ◽  
Graduate Degree ◽  
Global Competency ◽  
Graduate Degree Programs

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Graduate Admissions Criteria in Psychology: An Update

2005 ◽  
Vol 97 (2) ◽  
pp. 481-484 ◽  
Author(s):  
R. Eric Landrum ◽  
Jeremy Clark
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Grade Point ◽  
Graduate Degree Programs ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Importance Ratings ◽  
Admissions Process ◽  
Goals And Objectives ◽  
Specific Degree

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.

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