We Are Not All the Same

This qualitative study explored the experiences of six Chinese and South Korean graduate students in the United States. Semistructured interviews and an interpretive phenomenological approach were used in which three major themes emerged: (a) academic challenges and acculturation, (b) academic support from host institute, and (c) cultural and pedagogical nuances. Challenges included language barriers during lectures, discussions and writing assignments, and lack of support services for international students. One significant finding was Chinese and South Korean students do not have the same graduate experiences in the United States. Participants shared how their prior homeland learning experiences (course delivery, relationships with instructors and assessments) impacted their learning, relationships, and academic challenges in the United States.

Graduate experiences with transnational nursing education: a qualitative enquiry

Purpose The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE). Design/methodology/approach The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation. Findings This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student. Research limitations/implications Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing. Practical implications The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities. Originality/value This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

Psychology Doctoral Program Admissions

What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.

Music education in social contexts – a study program

This article outlines the foundational considerations of the academic qualification‘Music Pedagogy in Social Work’ conceptualized and realized in Potsdam, Germany.Based on knowledge about possible benefits of cultural and musical education for theaims of social work, namely the empowerment of individuals, social participation andinclusion, the author specifies the needs and competences for professionalization inthis field. Examples from student and graduate experiences with musical education inkindergarten, youth clubs and other social institutions make clear the objective of thequalification. The importance of aesthetic experiences and aesthetic education in socialwork contexts constitute the theoretical framework for an interdisciplinary combinationof music education competencies with an academic qualification in social pedagogy.The evaluation of musical pedagogy in social contexts underlines the necessity of anartistic musical qualification as fundamental for successful implementation of musiceducation in the context of aesthetic and cultural education within social work.

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

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.