scholarly journals Defining the Graduate College Experience: What it “Should” versus “Does” Include

10.28945/2102 ◽  
2015 ◽  
Vol 10 ◽  
pp. 057-077 ◽  
Author(s):  
Patricia L. Hardre ◽  
Shannon Hackett
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Graduate School ◽  
College Experience ◽  
School Experiences ◽  
Program Improvement ◽  
Actual Experience ◽  
And Performance ◽  
Graduate Experiences ◽  
Unrealistic Expectations

Gaps between expectations and actual educational experience may influence motivation, learning and performance. The graduate college experience (GCE) is shrouded in myth and legend that may create unrealistic expectations, while its reality includes elements of politics, economics and organizational psychology. This study examined 1,629 present and former graduate students’ perceptions of what their graduate school experiences should and did include. The sample was analyzed as a whole and also divided and tested for subgroup differences by: degree types (masters and doctorate); at four different points along their degree paths (entrance, midpoint, exit, alumni); and by disciplinary subgroups (hard sciences, social sciences, arts, interdisciplinary). Statistically significant differences were found between subgroups on perceptions of what the GCE “should” and “does” include separately. Further, within-groups comparison of what the graduate college experience “should” and “does” include showed significant differences for the whole group and all subgroups. In addition, the differences between graduate students’ expected and actual experience (should - does) negatively predicted overall satisfaction with their graduate experience. These contrasts of students’ actual and expected graduate experiences present potential to explain some of graduate students’ dissatisfaction and non-completion, and offer information to support program improvement and retention of graduate students.

scholarly journals Graduate School in Health Education

2004 ◽  
Vol 2 (1) ◽  
pp. 29-31
Author(s):  
Michele L. Pettit
Keyword(s):  
Graduate Students ◽  
Health Education ◽  
Graduate School ◽  
School Experiences ◽  
Advanced Degree ◽  
Health Educators ◽  
Professional Needs

This article examines aspects health educators should consider before obtaining an advanced degree. Specifically, challenges and expectations facing graduate students in health education are discussed in addition to available options for individuals thinking about graduate school in the discipline. Health educators must devise goals to obtain the most from their graduate school experiences. Potential students must also choose programs that best suit their personal and professional needs. Above all, health educators must determine when to attend graduate school and at what costs.

Orientation Programs for Older and Delayed-Entry Graduate Students

NASPA Journal ◽  
1997 ◽  
Vol 35 (1) ◽  
Author(s):  
Sue Barker ◽  
Ginny Felstehausen ◽  
Sue Couch ◽  
Judith Henry
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Demographic Variables ◽  
Orientation Programs ◽  
Willingness To Participate ◽  
Delayed Entry ◽  
Interest Level ◽  
Personal Importance

The authors explore the usefulness of orientation programs for students aged 27 and older who delayed entry to graduate school and whether differences in personal importance of orientation programs, willingness to participate in them, and preferences in matters of scheduling and topics. The results indicated that several demographic variables affected the interest level in some topics, suggesting that a cafeteria-workshop style format, which would allow students to select just those sessions that were of interest to them, may be the best for this group.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

About quality of dissertations, or this strange GOST

2021 ◽  
pp. 65-75
Author(s):  
Yu.V. Kazakov ◽  
Keyword(s):  
Graduate Students ◽  
System Approach ◽  
Scientific Methodology ◽  
Structural Elements ◽  
Academic Degree ◽  
Practical Guide ◽  
Classical Methodology ◽  
And Performance

Examined is relevance of a subject of work is caused by the continuing deterioration of dissertation works. Therefore, article purpose is to define the system reason of deterioration of training of the top skills by the analysis of contents and structure of theses. The main shortcomings of dissertations, and understanding of their structural elements by applicants of an academic degree by communication with them in the course of preparation and carrying out preliminary protection of these were analyzed. Results of the analysis were compared to requirements of classical methodology and to interpretation of these requirements in the methodical managements and in publications. The essential system reason of decline in quality of dissertation works is in their traditional unsystematic structure, whith investigation withdrawal from scientific methodology and particular leveling of motivation to the analysis of a condition of a question and the received results of researches and also to system approach to the thesis, need of strengthening of methodological training of graduate students according to the uniform nation-wide program providing system approach to the organization of researches for all scientific specialties, and processing’s of the “Thesis and Abstract of the Thesis” standard according to classical requirements of scientific methodology and the system approach to dissertation work Is shown. The system scheme of the thesis, which can make a manual basis is the practical guide to organization and performance of dissertation work for training of graduate students and applicants is offered.

scholarly journals The doctoral dissertation and scholarly communication: Adapting to changing publication practices among graduate students

2018 ◽  
Vol 79 (1) ◽  
pp. 34 ◽  
Author(s):  
Roxanne Shirazi
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Scholarly Communication ◽  
Doctoral Dissertation ◽  
Copyright Transfer ◽  
Graduate Research ◽  
Future Publication ◽  
Electronic Theses And Dissertations ◽  
The Relationship ◽  
Theses And Dissertations

When I first began working with electronic theses and dissertations (ETDs), the conversation in libraries appeared to revolve around open access and publication embargoes. It seemed to me that the primary task for scholarly communication librarians in this area was to broaden access to graduate research while protecting future publication opportunities for individual authors. As graduate students begin to publish earlier in their careers, the relationship between the doctoral dissertation and scholarly publishing is evolving. Many students now include their own previously published work in a dissertation, requiring instruction in publication contracts and copyright transfer agreements at the point of submission to the graduate school.

A Local Resource for Advising Applicants to Clinical Psychology Graduate Programs

1992 ◽  
Vol 19 (1) ◽  
pp. 52-54 ◽  
Author(s):  
David M. Todd ◽  
Donald Farinato
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Programs ◽  
Additional Benefit ◽  
Personal Knowledge ◽  
Sources Of Information ◽  
Local Resource ◽  
Informal Information

Undergraduates planning to apply to graduate school in clinical psychology have few resources for identifying suitable programs. Published sources are limited and uneven in their coverage of topics that may be important to applicants. Visits and interviews can be helpful but expensive and difficult to arrange. This article describes a procedure for polling departmental graduate students and faculty who have personal knowledge of programs. This procedure does not obviate the need for other sources of information, but it makes informal information more readily available. As an additional benefit, the survey involves the support of faculty and graduate students for undergraduates.

scholarly journals Entrepreneurial Mindset and Performance of Small and Medium Scale Enterprises in Makurdi Metropolis, Benue State-Nigeria

2018 ◽  
Vol 6 (2) ◽  
pp. 124-146 ◽  
Author(s):  
Emmanuel Lubem Asenge ◽  
Hembadoon Sarah Diaka ◽  
Alexander Terna Soom
Keyword(s):  
Social Sciences ◽  
Risk Taking ◽  
Sampling Method ◽  
Critical Factor ◽  
Major Effect ◽  
Policy Makers ◽  
Medium Scale ◽  
Business Opportunities ◽  
And Performance ◽  
Selection Of

Many studies indicates that entrepreneurial mindset is a critical factor in the accumulation, evaluation and selection of the knowledge which can lead an individual into potential business opportunities thereby enhancing entrepreneurial outcomes such as firm performance. This study examined the effect of entrepreneurial mindset on the performance of small and medium scale enterprises in Benue State. The focus of the research was to measure the entrepreneurs’ mindset exhibited through innovativeness, creativity, business alertness and risk taking and how these attributes contributed to the performance of SMEs. The research focused on a population of 650 small and medium scale enterprises based in Makurdi metropolis. A questionnaire was used to collect data from a sample of 250 SMEs in Makurdi metropolis which were selected through stratified random sampling method. Collected data were analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS). Correlation and multiple regression analysis were employed to analyse the data and test the hypotheses. The study revealed that innovativeness, creativity, business alertness and risk taking were significant in affecting performance of SMEs. The study concluded that entrepreneurial mindset or lack of it has a major effect on SMEs performance and if any economy is bended towards development and growth, it would have to embrace this concept. It recommended that all the policy makers and all stake holders should re-strategize and create forums that can promote entrepreneurial mindset among the existing and potential entrepreneurs.

scholarly journals Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research

2017 ◽  
Vol 7 (4) ◽  
pp. 925-943 ◽  
Author(s):  
Brian A. Burt ◽  
Alexander Knight ◽  
Justin Roberson
Keyword(s):  
Graduate Students ◽  
Cultural Identity ◽  
Student Affairs ◽  
Black Men ◽  
Graduate School ◽  
Graduate Programs ◽  
Ethnically Diverse ◽  
Promising Practices ◽  
Foreign Born ◽  
Domain Specific

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

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