scholarly journals An Examination of Factors Deterring the Pursuit of Advanced Degrees Among Alumni of a Minority Research and Training Program

2020 ◽  
Vol 30 (2) ◽  
pp. 313-320
Author(s):  
Gretchen Schneider Burton ◽  
Maria da Graça H. Vicente
Keyword(s):  
Doctoral Program ◽  
Underrepresented Students ◽  
Doctoral Degree ◽  
Advanced Degrees ◽  
Research Experiences ◽  
Essential Components ◽  
Doctoral Degree Programs ◽  
Current Program ◽  
Minority Research ◽  
And Training

Minority research and training (MRT) programs utilize interventions aimed at increasing student persistence toward the completion of undergraduate degrees and continuation into doctoral degrees. Numerous studies identify these support interventions as essential components for positive outcomes among underrepresented students, including research experiences, social integration, mentorship, and financial support. Many of these previous studies utilize quantitative design involving current program participants or program alumni who continued into graduate programs. This pilot study employed a multiple case study with a narrative approach involving partici­pants of an MRT program who completed a BSc degree but did not subsequently ma­triculate into a doctoral program. The cross-case analysis identified perceived barriers deterring continuation into doctoral degree programs among former MRT participants. Results from this study add student voice to the current literature and provide recom­mendations to better serve underrepresent­ed students in the STEM disciplines. Ethn Dis. 2020;30(2):313-320; doi:10.18865/ ed.30.2.313

A Snapshot of Doctoral Training in Epidemiology: Positioning Us for the Future

2020 ◽  
Vol 189 (10) ◽  
pp. 1154-1162
Author(s):  
WayWay M Hlaing ◽  
Renae D Schmidt ◽  
Soyeon Ahn ◽  
Jonathan M Samet ◽  
Ross C Brownson
Keyword(s):  
Core Competencies ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
The United States ◽  
Doctoral Training ◽  
Degree Programs ◽  
Doctoral Level ◽  
Doctoral Degree Programs ◽  
Grant Proposals ◽  
Pertinent Information

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.

scholarly journals Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

2016 ◽  
Vol 15 (3) ◽  
pp. ar26 ◽  
Author(s):  
Amy Prunuske ◽  
Janelle Wilson ◽  
Melissa Walls ◽  
Hannah Marrin ◽  
Benjamin Clarke
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Underrepresented Students ◽  
Primary Objective ◽  
Advanced Degrees ◽  
Research Experiences ◽  
Mentoring Relationship ◽  
Program Characteristics ◽  
The University

With the primary objective of attracting and retaining students from underrepresented backgrounds in the sciences, evaluation of one institution’s program has been ongoing over the past three years. Interviews with mentors in the program followed by focus groups conducted with mentees reveal key factors that shape undergraduate students’ research experiences. In the present study, attention is given to data gathered from 15 mentees in the program, the majority of whom have enrolled in community colleges, represent low socioeconomic backgrounds, and are nontraditional students. The results from focus groups with the mentees provide information on the benefits of participating in the program, characteristics of good mentors, challenges to the mentoring relationship, and the effects of underrepresented status on pursuit of advanced degrees. Comparisons of mentees’ comments about the mentoring relationship with mentors’ comments reveal similar themes and patterns while also demonstrating interesting differences. The qualitative findings are also juxtaposed with participants’ responses on the Survey of Undergraduate Research Experiences. Taken together, the data enhance our understanding of the experiences of underrepresented students in faculty-mentored research programs and highlight challenges and perspectives of students who are transferring to the university from a community college.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

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.

scholarly journals Does Proficiency Level Affect Learners’ Lexical Access in L1 and L2?

2021 ◽  
Vol 15 (1) ◽  
pp. 56-67
Author(s):  
Muzakki Bashori
Keyword(s):  
Lexical Access ◽  
Doctoral Degree ◽  
Degree Programs ◽  
Language Performance ◽  
Proficiency Levels ◽  
Paired Samples ◽  
Proficiency Level ◽  
Doctoral Degree Programs ◽  
Insignificant Difference ◽  
L1 And L2

Proficiency level is one important factor that contributes to learners’ language performance. Learners with higher proficiency levels tend to perform lexical access better and faster than those with lower proficiency. This study aims to investigate whether proficiency level affects lexical access in L1 and L2. The research involved seven Indonesian university students of master’s and doctoral degree programs at a university in the Netherlands who possess different proficiency levels. Two scrambled texts in the participants’ L1 and L2 were employed to test the participants. Meanwhile, the paired-samples t-test and correlation analysis were used to report the experiment. The results revealed an insignificant difference and a negative correlation between proficiency level and the number of errors and reading time. However, on average, the more proficient learners outperformed the less proficient, thus indicating that they may possess more complex lexical access in L1 and L2. Further studies are needed to provide other useful insights on this topic.

A New Partnership in Doctoral Education in Business Administration

2018 ◽  
pp. 1450-1468
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

A New Partnership in Doctoral Education in Business Administration

2017 ◽  
pp. 198-216
Author(s):  
Florence Richman ◽  
Brian W. Sloboda
Keyword(s):  
Doctoral Education ◽  
Doctoral Programs ◽  
Business Students ◽  
Doctoral Program ◽  
Doctoral Degree ◽  
Business Administration ◽  
Business Training ◽  
Dissemination Of Research ◽  
The 1960S ◽  
Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

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