scholarly journals Masters of Sport: Graduate School Pathways of Aspiring Intercollegiate Athletics Professionals

10.28945/2341 ◽  
2016 ◽  
Vol 1 ◽  
pp. 085-102
Author(s):  
Laura M Bernhard ◽  
Siduri J Haslerig ◽  
Kristina Navarro ◽  
Derek Houston
Keyword(s):  
Graduate Education ◽  
Intercollegiate Athletics ◽  
Graduate School ◽  
Online Survey ◽  
Social Cognitive ◽  
Graduate Program ◽  
Graduate Programs ◽  
Advanced Degree ◽  
Athletic Departments ◽  
Intercollegiate Athletic Departments

Intercollegiate athletic departments are complex organizations in need of individuals with specialized training and experience—credentials that aspiring practitioners have increasingly sought through graduate education. Despite the growing prevalence of graduate credentials, little is known about the motivations or choice processes of those seeking an advanced degree. Focusing on individuals enrolled in intercollegiate athletics administration graduate programs, this study employed an online survey to explore students’ motivation to: (a) pursue graduate school; and (b) choose their specific program. In addition, this study explored how these program choices aligned with their career aspirations. A mixed methods approach, framed by Social Cognitive Career Theory, found that students pursue graduate education as a form of credentialing and to gain skills; respondents cited the program’s nesting in the education department as a main factor in their choice and were purposeful in pursuing graduate education as a way to advance their career. Findings shed light on a sub-population (aspiring athletics professionals) and decision-making process (graduate program choice) that are not well understood, pointing to implications for graduate programs and athletic departments alike.

ACADEMIC GRADUATE PROGRAM IN NURSING AT UFSC: TECHNOLOGICAL, POLITICAL, SOCIAL AND ECONOMIC IMPACTS

2021 ◽  
Vol 30 ◽  
Author(s):  
Marta Lenise do Prado ◽  
Mara Ambrosina de Oliveira Vargas ◽  
José Luis Guedes dos Santos ◽  
Alacoque Lorenzini Erdmann ◽  
Jussara Gue Martini
Keyword(s):  
Graduate Education ◽  
Nursing Care ◽  
Graduate Program ◽  
Economic Impacts ◽  
Graduate Programs ◽  
Descriptive Analysis ◽  
Annual Reports ◽  
Nursing Science ◽  
Documentary Sources ◽  
Qualitative Evidence

ABSTRACT Objective: to discuss the different impacts - technological, political, social and economic - of Graduate Program in Nursing at the Universidade Federal de Santa Catarina, problematizing their indicators and their adequacy to the field of Nursing and Health, according to the genesis and nature of Nursing care, the Nursing science and its interfaces with other fields of knowledge. Method: a study conducted in July 2021 based on documentary sources extracted from an institutional form, for evaluating graduates and annual reports of the Program in the period between 2011 and 2020. The documentary data were submitted to descriptive analysis. Results: the technological, political, social and economic impacts and their respective indicators are presented as proposed by the Coordination for the Improvement of Higher Level Personnel for the evaluation of graduate programs. The evaluation of the impacts of graduate education in Nursing indicated that it represents a challenge to be faced, given the difficulties identifying quantitative and qualitative evidence allowing such verification. Conclusion: important impacts of the Program are evidenced; however, the indicators and respective criteria are questioned regarding the best adequacy and completeness to the field of Nursing and Health, according to the genesis and nature of Nursing care, the Nursing science and interfaces with the other fields of knowledge. Therefore, it is urgent to invest in studies and to propose indicators and criteria to evidence the real impact of the Graduate Programs in Nursing on society.

Gre Requirements and Student Perceptions of Fictitious Clinical Psychology Graduate Programs

2011 ◽  
Vol 108 (2) ◽  
pp. 375-378 ◽  
Author(s):  
Karen L. Atwood ◽  
Adriana M. Manago ◽  
Ronald F. Rogers
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Program ◽  
Graduate Programs ◽  
Graduate Record Examination ◽  
Minimum Score

The influence of Graduate Record Examination (GRE) requirements on undergraduate students' perceptions of a fictitious clinical psychology graduate program was examined. The more rigorous a program's GRE requirement, the more highly students were expected to rate the program on quality, reputation, challenge of curriculum, attractiveness, and their willingness to apply. 140 undergraduate participants read and rated one of three possible program descriptions that differed only with regard to the stated GRE requirements. Although the effects were small, participants rated the program requiring a minimum combined GRE score of 1,200 (verbal and quantitative) as higher in quality and as having a more challenging curriculum compared to the program that required the GRE but with no minimum score. Although preliminary, these findings are consistent with previous research demonstrating that graduate school applicants use GRE requirements in their evaluation of graduate programs.

A Multiframe Perspective of Leadership and Organizational Climate in Intercollegiate Athletics

1999 ◽  
Vol 13 (4) ◽  
pp. 298-316 ◽  
Author(s):  
David K. Scott
Keyword(s):  
Organizational Climate ◽  
Intercollegiate Athletics ◽  
Head Coaches ◽  
Bolman And Deal ◽  
Athletic Departments ◽  
Intercollegiate Athletic ◽  
Independent Variables ◽  
Intercollegiate Athletic Departments ◽  
Level Of Analysis ◽  
Strong Agreement

This study used the “multiframe” (structural, human resource, political, and symbolic) organizational theory of Bolman and Deal (1991b) to examine aspects of leadership and organizational climate in intercollegiate athletic departments. Top-5 finalist athletic departments from 4 collegiate divisions (NCAA I, II, and III and NAIA) for the 1993-96 Sears Directors’ Cup award served as tie sample. The 4 frames were all useful as descriptors of leadership and climate among the departments. However, ADs and head coaches differed significantly in their perceptions of the frame best describing AD leadership. · There was evidence of strong agreement on perceptions of climate within several departments, but the political frame was perceived as least descriptive at every level of analysis. A MANOVA uncovered no significant differences in perceptions of the 4 frames with gender and division of competition as independent variables. Multiple regression revealed that different frames predict how employees perceive their ADs’ effectiveness as managers and leaders.

The Nature of Managerial Work in Canadian Intercollegiate Athletics

1999 ◽  
Vol 13 (2) ◽  
pp. 148-166 ◽  
Author(s):  
Karen E. Danylchuk ◽  
Packianathan Chelladurai
Keyword(s):  
Intercollegiate Athletics ◽  
Financial Management ◽  
Information Seeking ◽  
Athletic Directors ◽  
Athletic Departments ◽  
Intercollegiate Athletic ◽  
Managerial Work ◽  
Management Leadership ◽  
Leadership Policy ◽  
Intercollegiate Athletic Departments

This study described and analyzed the managerial work in Canadian intercollegiate athletics. The directors of 37 Canadian intercollegiate athletic departments responded to a questionnaire eliciting perceived importance of, time devoted to, and percentage responsibility for 19 managerial activities carried out by athletic departments. These managerial activities were largely patterned after Mintzberg's (1975) description of managerial work and were verified by a group of experts. Results showed that financial management, leadership, policy making, disturbance handling, revenue generation, and a Mete affairs were perceived to be the most important and most time consuming activities. Information seeking, maintenance activities, and league responsibilities were rated the least important. The athletic directors reported that they were largely responsible for the more important tasks with average percent responsibility of 55%. The average responsibility assigned to assistant directors was 29.5%, and this limited responsibility was significantly but inversely related to the importance of the tasks.

An Investigation of the Conflict Triggering Process in Intercollegiate Athletic Departments

2012 ◽  
Vol 26 (3) ◽  
pp. 224-236 ◽  
Author(s):  
Shannon Kerwin ◽  
Alison Doherty
Keyword(s):  
Intercollegiate Athletics ◽  
Relationship Conflict ◽  
Sample Population ◽  
Athletic Departments ◽  
Intercollegiate Athletic ◽  
Intragroup Conflict ◽  
Intercollegiate Athletic Departments ◽  
Advance Theory ◽  
Triggering Process ◽  
Office Personnel

The purpose of this study was to investigate factors that moderate the association between substantive task and process conflicts and personal relationship conflict within Canadian intercollegiate athletic departments. The sample population was administrative office personnel in those departments (i.e., directors, managers, and support staff). Based on previous research and tenets of affective events theory, task participation, trust, cohesion, value dissimilarity, and negative affect were hypothesized to influence the likelihood that task and process conflict would trigger relationship conflict. Trust and value dissimilarity were found to significantly moderate the association between task conflict and further relationship conflict. The findings advance theory with regard to mechanisms that reduce negative conflict and enhance our understanding of intragroup conflict in intercollegiate athletics. Implications for research and practice are presented.

Graduate Education in Statistics and Data Science: The Why, When, Where, Who, and What

2021 ◽  
Vol 8 (1) ◽  
pp. 25-39
Author(s):  
Marc Aerts ◽  
Geert Molenberghs ◽  
Olivier Thas
Keyword(s):  
Graduate Education ◽  
Future Study ◽  
Data Science ◽  
Graduate Program ◽  
Graduate Programs ◽  
Strategic Choices ◽  
Natural Home ◽  
Study Programs

Organizing a graduate program in statistics and data science raises many questions, offering a variety of opportunities while presenting a multitude of choices. The call for graduate programs in statistics and data science is overwhelming. How does it align with other (future) study programs at the secondary and postsecondary levels? What could or should be the natural home for data science in academia? Who meets the entry criteria, and who does not? Which strategic choices inevitably play a prominent role when developing a curriculum? We share our views on the why, when, where, who and what.

Psychologist-Sport Psychologist Liaison Between Counseling and Psychological Services and Intercollegiate Athletics

2007 ◽  
Vol 1 (3) ◽  
pp. 223-246 ◽  
Author(s):  
Ross Flowers
Keyword(s):  
Intercollegiate Athletics ◽  
Sport Psychology ◽  
Student Athletes ◽  
Performance Enhancement ◽  
Psychological Services ◽  
Athletic Departments ◽  
University Counseling ◽  
Athletic Coaching ◽  
Sport Psychologist ◽  
Intercollegiate Athletic Departments

Acting as a liaison between a university’s counseling and psychological services and intercollegiate athletics department is an emerging alternative career path in professional psychology. This article details how a psychologist-sport psychologist liaison role can provide both psychological counseling and sport psychology consulting in a university setting. In addition, the author outlines the mission and goals of such a position, the departments within which this work is carried out, how psychology and applied sport psychology services are conceptualized and integrated, and the responsibilities and service duties of a counseling psychologist and sport psychologist to university student-athletes, coaches, and staff. It is hoped that illustrating this relationship between university counseling and psychological services and athletic departments will demonstrate how campus resources can be employed to assist student-athletes with performance enhancement, personal enrichment, and life skills development. In addition, the author offers examples of ways that athletic coaching, administration, and program development can be enhanced through cultivation of positive relationships between university counseling and psychological services, and intercollegiate athletic departments.

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.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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