scholarly journals Sociology Graduate School Requirements and Competitive Advantage

2019 ◽  
Vol 11 (1) ◽  
pp. 1-19
Author(s):  
Meghan E. Duffy ◽  
Diane G. Symbaluk
Keyword(s):  
Graduate School ◽  
Grade Point Averages ◽  
Research Experience ◽  
Research Focus ◽  
Grade Point ◽  
Admission Requirements ◽  
Curriculum Vitae ◽  
Programs Of Study ◽  
Master Of Arts ◽  
And Training

This study examines the admission requirements of Canadian Master of Arts in Sociology programs. A content analysis was performed on a sample of 58 programs based on information provided on department and university websites. Admission requirements centred on high grade point averages, strong letters of support and prior academic and research experience as indicated in a Curriculum Vitae, samples of work or a statement of intent. Results revealed admission preferences for applicants with minimum entrance grades of 80%, an honours degree, prior courses in research methods, statistics and social theory, and a demonstrated research focus. In addition to maintaining high grades, our findings suggest that undergraduates planning to pursue a Master’s degree in sociology should aim to incorporate substantive courses early on in their programs of study and take advantage of other opportunities to develop research skills, networks and training.

Comparison of Two Administration Times for the Remote Associates Test

1969 ◽  
Vol 24 (2) ◽  
pp. 507-510 ◽  
Author(s):  
Martha T. Mednick ◽  
Sharon K. Halpern
Keyword(s):  
Graduate Students ◽  
Graduate School ◽  
Grade Point Averages ◽  
School Grade ◽  
Graduate Nurses ◽  
Grade Point ◽  
Heterogeneous Samples ◽  
Administration Time ◽  
Remote Associates Test ◽  
Miller Analogies Test

The Remote Associates Test (RAT) was administered to 41 graduate students in psychology and 26 graduate nurses; 30-min. and 40-min. scores were obtained from all Ss. Miller Analogies Test scores and graduate school grade point averages were available on most Ss. No significant change in the correlation between GPA and RAT resulted from shortened administration time, although the slight change was in the direction of a more positive relationship. Decreased administration time significantly raised the correlation between RAT and MAT for a heterogeneous group, but not for the more homogeneous group. With a decrease in administration time 22 to 27% of Ss fell in different thirds of the distribution than they did with the longer time limit. Shortening the administration period to 30 min. is unwise, particularly for heterogeneous samples.

Perceived Barriers to Research among Substance Use Treatment Providers

2004 ◽  
Vol 94 (3) ◽  
pp. 983-986E
Author(s):  
Jean Oggins
Keyword(s):  
Substance Use ◽  
Research Training ◽  
Clinical Work ◽  
Perceived Barriers ◽  
Substance Use Treatment ◽  
Research Experience ◽  
Research Focus ◽  
Treatment Providers ◽  
Good Research ◽  
And Training

To help understand substance use treatment providers' attitudes about research, 164 providers completed surveys about experiences with research, perceived barriers, and training needs. Providers tended to consider their agencies' lack of research expertise to be less of a barrier to research than their agencies' focusing on clinical work rather than research. Providers with good or neutral research experience were less likely than others to consider agency's lack of research focus a barrier. However, only providers with good research experience were less likely than others to consider agency's clinical focus a barrier to research. Providers with bad research experience were the least interested in getting further research training. Implications for research are discussed.

scholarly journals Beyond the GRE: Using a Composite Score to Predict 
the Success of Puerto Rican Students in a Biomedical 
PhD Program

2015 ◽  
Vol 14 (2) ◽  
pp. ar13 ◽  
Author(s):  
Wendy I. Pacheco ◽  
Richard J. Noel ◽  
James T. Porter ◽  
Caroline B. Appleyard
Keyword(s):  
Graduate School ◽  
Graduate Program ◽  
Quantitative Measure ◽  
Composite Score ◽  
Research Experience ◽  
Graduate Record Examination ◽  
Grade Point ◽  
General Test ◽  
Puerto Rican Students ◽  
Selection Of

The use and validity of the Graduate Record Examination General Test (GRE) to predict the success of graduate school applicants is heavily debated, especially for its possible impact on the selection of underrepresented minorities into science, technology, engineering, and math fields. To better identify candidates who would succeed in our program with less reliance on the GRE and grade point average (GPA), we developed and tested a composite score (CS) that incorporates additional measurable predictors of success to evaluate incoming applicants. Uniform numerical values were assigned to GPA, GRE, research experience, advanced course work or degrees, presentations, and publications. We compared the CS of our students with their achievement of program goals and graduate school outcomes. The average CS was significantly higher in those students completing the graduate program versus dropouts (p < 0.002) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast, these outcomes were not predicted by GPA, science GPA, or GRE. Recent implementation of an impromptu writing assessment during the interview suggests the CS can be improved further. We conclude that the CS provides a broader quantitative measure that better predicts success of students in our program and allows improved evaluation and selection of the most promising candidates.

Research-oriented series: a portal into the culture of biomedical research for junior medical students at Alfaisal University in Saudi Arabia

2015 ◽  
Vol 39 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Mohammad Abrar Shareef ◽  
Loai M. Dweik ◽  
Zainab Abudan ◽  
Abdalla M. Gazal ◽  
Reema B. Abu-Dawas ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Biomedical Research ◽  
Online Survey ◽  
Thinking Skills ◽  
Grade Point Averages ◽  
Research Experience ◽  
Short Term ◽  
Research Knowledge ◽  
Grade Point

Student contributions to research have been shown to effectively reflect on their communication and critical thinking skills. Short-term research courses offer opportunities for medical students to advance their research experience in subsequent high-demanding long-term research opportunities. The purpose of the present study was to describe the development, implementation, and evaluation of a research-oriented series (ROS) on undergraduate students at Alfaisal University in Saudi Arabia. The ROS was designed to comprise eight sessions. Each session addressed core principles and the practice of research concepts and was based on theoretical morning sessions supplemented by afternoon practical sessions delivered by experienced senior medical students and faculty members. Students were assessed comprehensively by the end of the ROS. The series was conducted twice, and 35 students were involved each time. A total of 70 enrolled students (35 men and 35 women) with grade point averages of >3.5 and <3.5 were asked to fill out an anonymous, online, self-administered questionnaire assessing their perception of knowledge, skills, and confidence after attending the ROS and evaluating their senior peers. Ninety percent of the medical students responded to the online survey and rated the ROS highly in improving their research knowledge, skills, and confidence. Male students reported significant gains compared with their female peers ( P < 0.05). Grade point averages did not play a role in student gains after attending the ROS. Qualitative responses were in support of three recurring themes favoring the unique learning environment in the ROS. In conclusion, the ROS offers a short-term systematic approach to fundamental steps and concepts of biomedical research.

Changes in Scores on California Psychological Inventory among Seminarians: What Happened to the Class of ′68?

1979 ◽  
Vol 45 (1) ◽  
pp. 129-130 ◽  
Author(s):  
William T. Query
Keyword(s):  
Grade Point Averages ◽  
California Psychological Inventory ◽  
Grade Point ◽  
Follow Up Study ◽  
Psychological Inventory

To test the hypothesis that ministers' family milieu fosters mixed masculine-feminine traits, a 10-yr. follow-up study was conducted where seminarians were retested with the California Psychological Inventory. Among the seminarians, 28 were ordained and 6 were not. Support was obtained for the hypothesis. Grade point averages were significantly higher among the ordained. This study is restricted to Catholic seminarians; making a good impression became important after ordination, not before; three scales which were significant among Protestant seminarians in previous research were not found in this study, suggesting dissimilarity among denominations.

Prediction of Grade Point Averages Using Cognitive and Noncognitive Predictor Variables

1973 ◽  
Vol 32 (1) ◽  
pp. 143-148 ◽  
Author(s):  
Cheryl L. Reed ◽  
John F. Feldhusen ◽  
Adrian P. Van Mondfrans
Keyword(s):  
Nursing Students ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Practical Experience ◽  
Grade Point Averages ◽  
School Level ◽  
Validation Sample ◽  
Grade Point ◽  
First Semester ◽  
Noncognitive Variables

This study investigated the usefulness of a number of noncognitive variables in improving the prediction of students' first semester, second semester, and first-year grade point averages. Freshman nursing students entering five associate degree nursing schools between 1964 and 1967 ( N = 495) were used as the validation sample. The cross-validation sample included the 1968 ( N = 170) entrants. When added to a battery of established cognitive predictors, several noncognitive variables added a unique and significant increment to the prediction of grade point averages in associate degree nursing programs. These variables were: age in months of the student, year of entry into nursing school, level of previous education of the student, and the particular school attended. These results encourage future studies in search of new noncognitive variables to improve prediction. Measures of a student's past health and practical experience might be worthy of future study.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

An Initial Test of a Theory of Individual Performance

1994 ◽  
Vol 74 (3) ◽  
pp. 963-973 ◽  
Author(s):  
Charles D. Pringle
Keyword(s):  
College Students ◽  
Individual Performance ◽  
Grade Point Averages ◽  
Accurate Prediction ◽  
Comprehensive Model ◽  
Initial Test ◽  
Actual Performance ◽  
Grade Point

This study provided an initial test of a comprehensive model of individual performance. The extent to which one's opportunity, capacity, and willingness to perform predict one's actual performance is examined. A questionnaire designed to measure opportunity, capacity, and willingness was administered to 213 college students, while performance was measured by the students' grade point averages Scores on Capacity and Willingness interacted to provide a reasonably accurate prediction of performance, but the effect of scores on Opportunity was nonsignificant.

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