GRADUATE EDUCATION PROGRAMS: ITS RELATION TO GRADUATES WORK COMPETENCIES IN THE WORK

There are numerous leadership opportunities and a great need for more effective leadership in the nonprofit sector. While community leadership is one of the 18 community psychology competencies, it is rarely addressed by community psychologists or taught in community psychology graduate education programs. In this chapter, a framework and rationale for community leadership is provided along with ideas and encouragement for community psychologists to become more intentional in using a community leadership framework. Principles for effectively working with and within nonprofits are provided along with the qualities needed for effective leadership. Community psychology students are motivated to work in the nonprofit sector because they care deeply about the social justice and health issues addressed by these organizations, so we included ideas for how students could develop a leadership framework and pursue experience with nonprofits as part of their education. Working with the assumption that all community psychology activity should have empowerment as one of its outcomes, a community leadership framework ensures giving voice to nonprofit staff and those they serve.

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Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion

Higher Education ◽

10.1007/s10734-011-9453-8 ◽

2011 ◽

Vol 63 (4) ◽

pp. 473-495 ◽

Cited By ~ 4

Author(s):

David Kniola ◽

Mido Chang ◽

Deborah Olsen

Keyword(s):

Graduate Education ◽

Education Programs

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Examination of Curriculum and Instruction Graduate Education Programs

Anadolu Üniversitesi Eğitim Fakültesi Dergisi ◽

10.34056/aujef.712801 ◽

2020 ◽

Vol 4 (2) ◽

pp. 163-190

Author(s):

Derya ATİK KARA ◽

Dilruba KÜRÜM YAPICIOĞLU ◽

Demet SEVER

Keyword(s):

Graduate Education ◽

Curriculum And Instruction ◽

Education Programs

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News & notes. Graduate education programs in life sciences should curtail growth

Public Health Reports ◽

10.1093/phr/114.1.9 ◽

1999 ◽

Vol 114 (1) ◽

pp. 9-9 ◽

Cited By ~ 1

Author(s):

Anon

Keyword(s):

Graduate Education ◽

Life Sciences ◽

Education Programs

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The role of accreditation in establishing academic legitimacy in graduate level non-profit management education

Studies in Graduate and Postdoctoral Education ◽

10.1108/sgpe-04-2019-0044 ◽

2019 ◽

Vol 11 (1) ◽

pp. 1-16

Author(s):

Emiko Blalock

Keyword(s):

Graduate Education ◽

Management Education ◽

Organizational Legitimacy ◽

Education Programs ◽

Content Type ◽

Non Profit ◽

Field Notes ◽

Applied Fields

Purpose The purpose of this study is to examine the tension that a graduate education field called non-profit management education (NME) faces as it decides whether or not to adopt accreditation. The tension at hand is the politically wrought process of accreditation and the challenge many professional graduate education programs face in maintaining distinctive characteristics of their programs while conforming to the perceived legitimate norms within the larger field of higher education. Design/methodology/approach This case study is focused on a multi-day Summit, collecting data from participant presentations and discussions, observations and field notes and documents. Inductive coding and deductive coding are used to analyze data, framed under the theoretical framework of organizational legitimacy, strategy and homogeneity. Findings Three major themes are identified that illuminate the inherent tension between the ambiguous nature of legitimacy and the structured character of accreditation: arguing the field is unique, establishing threats to innovation and drawing boundaries. Originality/value This study offers unique insights into the political nature of accreditation and its ties to legitimacy for professional graduate education programs. With the expansion of graduate education into more applied fields and the increased pressure to provide programs that are directly related to professional and career advancement, many programs may benefit from accreditation standards while garnering legitimacy. However, it is imperative that those seeking accreditation understand they may risk losing the very elements that make their programs distinct.

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Training Spiritual Caregivers

10.1093/oso/9780197565001.003.0015 ◽

2021 ◽

pp. 278-296

Author(s):

Wendy Cadge ◽

Beth Stroud ◽

Patricia K. Palmer ◽

George Fitchett ◽

Trace Haythorn ◽

...

Keyword(s):

Graduate Education ◽

Spiritual Care ◽

Theological Education ◽

Religious Diversity ◽

Religious Institutions ◽

Education Programs ◽

Wide Range ◽

History Of ◽

Secular Institutions

This chapter explores graduate theological education as a field that produces both discourses of spirituality and the professionals who provide what is increasingly called “spiritual care.” As taught in chaplaincy programs, the case of spiritual care illustrates how “spirituality” is produced by religious institutions in a pragmatic effort to train chaplains for work in the secular institutions that employ them. The chapter shows how, based on the history of chaplaincy graduate education programs and their students’ religious backgrounds, programs adapt the content of their curricula and their approaches to religious diversity to prepare their students for work with a wide range of religious and nonreligious people across secular institutions. It concludes by outlining what this case contributes to broader scholarly conversations about the institutional production of “spirituality” in the current American context and the role of theological education in that production.

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