Graduate Students In Programs Research Articles

Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students

One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs.

Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students

Addressing potential research paucity on L2 international graduate students’ academic discourse socialization in online contexts, this study investigated students in graduate programs in the United States. The study focused on how graduate students perceive the impacts of online learning on their academic discourse socialization experiences during the COVID-19 pandemic. Adopting a qualitative approach, four participants’ perceptions were investigated through semi-structured interviews. The findings reveal that while digital tools, including Zoom, created some spaces for academic discourse socialization for L2 international graduate students during the pandemic, the tools also disrupted their learning in some areas. Importantly, the lack of informal social interactions in online contexts affected graduate students’ learning and participation in their communities of practice. This study suggests that in addition to in-class Zoom interactions, informal interactions are important for L2 international graduate students’ academic discourse socialization in online contexts. Pedagogical implications on incorporating Zoom and other digital tools to facilitate academic discourse socialization in online contexts are provided.

Developing Academic Writing Learning Module to Improve Writing Skills of Graduate Program Students

Academic writing is one of the skills needed by students, especially postgraduate students. However, there were still many writing problems experienced by Islamic Education Management Postgraduate students of IAIN Curup batch 2020. Therefore, it was necessary to develop a learning model for Academic Writing course. This study aims to investigate the development of a learning model in the Academic Writing course. This study used 4D development research model (Define, Design, Develop, and Disseminate). The result of the study shows that the learning model in the Academic Writing course was carried out into these stages: prewriting stage, drafting stage, responding stage, revising stage, and evaluating stage. By carrying out the academic writing course, there were improvements in the writing skills of the postgraduate students. In the prewriting stage, it was observed that the students had already the skills needed to be possessed in the pre-writing stage. Then in the writing stage, the students had possesed skills in processing or analyzing data, and the students also had been able to revise their writings. This research produced a learning module for the Academic Writing course that has been refined from the modules used so far. The contribution of learning academic writing is in the academic writing course which teaches writing systematics, rules for writing, reference management, how to submit articles to nationally reputable journals, paraphrasing. The results of this course can be seen from student articles which have been published in many accredited journals Sinta 3 and Sinta 4.

Does the world belong to the smart ones? Dishonest behavior in business schools

Purpose: the main objective of this study is to analyze the meanings and perceptions of graduate program students (master's and doctoral students) in Business Administration, as well as professors of graduate programs (PPGs) from different institutions, in relation to possible practices of dishonest behavior and plagiarism in the academic context. It highlights the causes, consequences and meanings of possible practices of dishonest behavior and plagiarism in the academic context, using the theoretical framework of possible reasons for plagiarism and dishonest behavior in this context. Design/methodology/approach: the perceptions of 28 professors and students were analyzed, extracted from semi-structured interviews and questionnaires, and later analyzed using Flores' categorical analysis, where the qualitative data were reduced, categorized, and coded, capturing the relevant meanings. Findings: the study highlights the phenomenon of academic dishonesty through reports from professors and students, listing four metacategories: meaning and perception of the phenomenon, causes, consequences and forms of combat, which in turn generated seven other categories. Practical implications: possible causes and implications of plagiarism are discussed, as well as ways to combat or mitigate the impact of these acts in Business Administration teaching programs, fostering the debate about these deleterious practices in the academic context. Originality/value: the paper highlights evidence of dishonest behavior in the academy, which is sometimes overlooked by several stricto sensu management postgraduate programs.

Diversifying faculty recruitment in biomedical sciences.

A wealth of data has consistently demonstrated that a diverse faculty maximizes productivity and innovation in the research enterprise and increases the persistence and success of groups that are underrepresented in STEM. While the diversity of students in graduate programs has steadily increased, faculty diversity, particularly in the biomedical sciences, continues to remain relatively flat. Several issues contribute to this mismatch between the pipeline and the professoriate including biases in search and hiring practices, lack of equity and equal opportunities for individuals from underrepresented backgrounds, and unwelcoming campus climates that lead to marginalization and isolation in academic life. A comprehensive approach that addresses these challenges is necessary for institutions of higher education to achieve their faculty diversity goals and create a climate where individuals from all groups feel welcomed and succeed. This article focuses on the first step in this approach-diversifying faculty recruitment through adopting search practices that generate an applicant pool that matches national availability, ensures equity in evaluation and hiring practices, and promotes inclusion and belonging in the hiring experience. These strategies have been recently used at the University of California, Irvine's School of Biological Sciences and while the long-term impact remains unknown, short-term outcomes in recruitment and hiring have demonstrated significant improvement over previous years.

Readiness for interprofessional learning among health science students: a cross-sectional Q-methodology and likert-based study

BackgroundInterprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students’ readiness for and perceptions of IPE. Evaluating students’ readiness for and perceptions of IPE is challenging, due to the lack of comprehensive measures. This study characterized the level of IPE readiness and perspectives across first-year undergraduate and graduate health science students using the readiness for interprofessional learning Likert Scale (RIPLS) and Q-methodologies.MethodsThis is a cross-sectional, online study. Students were randomized to answer the Likert-scale version of RIPLS (80%) or a matched Q-methodology survey (20%). An ANCOVA compared RIPLS scores between students from different program levels (graduate/undergraduate) and specialization (health professional and general programs). The Q-data was analysed using a by-person factor analysis.ResultsThree hundred and four (33% response rate) and 71 (30% response rate) students completed the Likert scale and the Q-methodology surveys, respectively. Students from graduate programs demonstrated high readiness for IPE (higher total RIPLS scores p < 0.001) in comparison to undergraduates. Three factors, associated with program specialization (p = 0.04), emerged from the Q-methodology analysis characterizing students learning priorities. Students in undergraduate general programs were focused on IPE relevance and benefits to “the clinical team”, students in graduate programs focused on “the patient”, and those in undergraduate health professional programs focused on themselves (“me”).ConclusionsThis novel mixed-methods approach combining traditional Likert-scales with Q-methodology elucidated not only associations between program and specialization with readiness (Likert) but also which components of IPE were valued the most (Q-methodology) and by whom.

An Assessment of ACEND Accredited Graduate Program Students’ Knowledge, Attitudes, and Behaviors Regarding the Subject of Microplastics

An Assessment of ACEND Accredited Graduate Program Students’ Knowledge, Attitudes, and Behaviors Regarding the Subject of Microplastics

Scholars from Underrepresented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters: The Benefits and Challenges of Mentoring for Racial and Ethnic Minority Graduate Students

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities.

A expansão da pós-graduação stricto sensu em educação no Brasil

Abstract It examines the quantitative expansion of stricto sensu graduate studies in the area of education in Brazil, based on the student dimension of its programs, considering their regional differences, type of course, and legal status. The quantitative approach and the documentary research method composed the methodological design of the investigation. The sample consisted of the total number of students in the course, admitted students, and graduated students in Graduate Programs in Education (GPEs), from 2004 to 2020. The data sets referring to the students were collected in the open data repository of the Coordination for the Improvement of Higher Education Personnel (CAPES, in Portuguese). Data analysis used descriptive statistics techniques, through the R language. There was an increase in the number of students in the courses, admitted students, and graduated students in GPEs in Brazil during the investigated period. The asymmetries, although still existing, were mitigated. The North and Northeast regions are still underrepresented. The participation of the private sector is still timid, if compared to the hegemony of the public sector, even when it comes to professional master’s degrees. In 2020 there was a decrease in all indicators, characterizing an inflection in the expansion process. These results are likely to contribute to support decision-making by managers and public policy makers.

Motivation of students in graduate programs: an analysis from differences in profiles in the field of Administration

Resumo: O conhecimento sobre a motivação dos estudantes para programas de pós-graduação é um aspecto pouco explorado na literatura. Este artigo tem como objetivo analisar os perfis e as motivações dos estudantes na área de Administração, com ênfase em programa de pós-graduação no Brasil. Por meio de uma análise longitudinal de seis anos de um programa de uma instituição pública do estado de São Paulo, Brasil, utilizando a análise de correspondência múltipla, os resultados mostram a existência de três clusters que agrupam características referentes ao motivo de escolha da instituição e do curso, experiência acadêmica, experiência profissional e características sociodemográficas. A análise dos discentes do programa mostra perfis distintos entre os estudantes de mestrado e doutorado e evidencia desafios a serem enfrentados pela gestão do programa. Também abre uma agenda de pesquisa de acompanhamento longitudinal sobre a satisfação com o programa e desenvolvimento de competências por meio dos questionários que são aplicados em diferentes fases da trajetória dos estudantes. A metodologia utilizada tem potencial para adaptação e utilização em outros programas de pós-graduação, bem como os insights são fontes potenciais de análise comparativa com outros programas semelhantes, visando ações que possam aumentar a atratividade de estudantes.

Editorial Commentary

Editorial Commentary

Implementation of a Post-Baccalaureate Program at a Pediatric Academic Medical Center: A Pathway to Graduate School.

Post-baccalaureate programs are increasingly common and have demonstrated success in preparing students for graduate programs. Most post-baccalaureate programs have a pre-medical focus, and the few existing clinical psychology-focused programs are centered on coursework, situated within a university, costly to students, and/or geared towards career change. The post-baccalaureate program at Nationwide Children's Hospital was created in 2017 and is uniquely positioned within a pediatric academic medical center. The program provides research skill training, mentorship, professional development, and graduate school preparation to employed clinical research coordinators. An early program assessment, based on self-reports, revealed the program attracts diverse participants that are primarily interested in pediatric or child psychology and rate themselves as "somewhat confident" in their current research skills. This manuscript summarizes the three phases of development and key components of the post-baccalaureate program, which can serve as a model to other medical centers interested in developing training programs for research staff, particularly underrepresented racial and ethnic minorities, and those from disadvantaged backgrounds.

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (a) self-doubt; (b) a feeling of guilt as a result of family-work-school conflict; (c) self-advocacy; (d) re/connection with self, culture, and heritage; and (e) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.

To Follow the Prescribed Pathway? Aspiring Professional Women and Anticipations of Work–Family Conflict1

Women have made rapid progress in the professional arena yet numerous studies document how issues of work–family conflict continue to disproportionately affect women’s careers. This paper asks if and how anticipations of work–family conflict emerge in aspiring professional women’s career decision‐making processes before they enter the labor market and further, how these anticipations shape career‐relevant decisions. Using interview data with 43 women students at two universities in MBA, JD, and PhD programs as a case study of aspiring professional women, I find that students in graduate programs feel channeled toward “prescribed pathways,” or normalized, high‐status career paths. At the same time, women students come to view these pathways as the most susceptible to work–family conflict while they frame other, less institutionally normalized pathways as more suitable for balancing with family life. Using data on interviewees’ real job decisions, I then outline three distinct ways in which women’s views regarding future work–family conflict translate into career choices, arguing that seemingly gender‐neutral professionalization contexts such as graduate school impact how women come to view certain career paths as more or less family‐friendly and relatedly, their subsequent short and long‐term career‐relevant decisions.

The Use of Negative Politeness Strategies in Casual Conversation Among the Graduate Program Students

A conversation is considered as the center of human interaction. People used politeness strategies to minimize and avoid conflict that may occur in conversation. The phenomena showed that the graduate students spontaneously did their conversation with their friends who have different cultures did not realize that they used negative politeness strategies. This study aims to explain the use of negative politeness strategies in casual conversation among the English Education Department's graduate program students. The participants of this study were fourteen students of the graduate program of the English Education Department. Descriptive qualitative research with interpretative data analysis was employed in the present study. The results showed that the students used negative politeness strategy, which consists of; be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, apologize, impersonalize the speaker and the hearer, state the FTA as a general rule, and go on record as incurring debt or as not indebting the hearer. It can be concluded that the study found eight sub-strategies out of ten sub-strategies of negative politeness. It has benefits for the students to improve their knowledge, especially in using negative politeness strategies.

Building a Pipeline of Bilingual SLPs to Serve Dual Language Learners: an Inclusive Model of Interprofessional Education

Speech-language pathology graduate programs do not reflect equity across racial and ethnic groups. Training programs must adopt an anti-racist stance and intentionally and strategically plan for equity and inclusion of students and professionals who are Black, Indigenous and Persons of Color (BIPOC). Retention of minoritized students must be supported by inclusion efforts. The authors review systems of support essential to the recruitment and retention of BIPOC students in graduate programs. Through funding support from a grant, the authors developed a model of training bilingual SLP students to work with dual language learners through an inclusive model of interprofessional education. Finally, the authors conclude with a discussion of questions faculty should consider to create institutional change. The authors are hopeful that this article provides SLP programs a best practice framework to build a diverse pipeline of speech-language pathologists better equipped to deliver effective culturally and linguistically responsive interventions for the clients served within our field and across our transdisciplinary work.

متطلبات تطوير الدراسات العليا التربوية فى ضوء بعض المتغيرات المعاصرة

هدف البحث إلى التعرف على متطلبات تطويرالدراسات العليا التربوية بکلية التربية - جامعة المنصورة فى ضوء بعض المتغيرات المعاصرة. وتحقيقا لهدف البحث استخدمت الباحثة المنهج الوصفي، واعتمدت على الاستبانة طبقت على عينة قوامها (109) من أعضاء هيئة التدريس ومعاونيهم بکلية التربية جامعة المنصورة . وتوصل البحث إلى العديد من النتائج منها :تمثلت أبرز المتطلبات التنظيمية لتطوير الدراساتالعليا التربوية في ضوء بعض المتغيرات المعاصرة فيما يلي: وضع معايير علمية دقيقة لقبول الطلاب المتميزين ببرامج الدراسات العليا, وتعديل لائحة الدراسات العليا بما يتناسب مع التطورات الحاصلة في النظم الجامعية العالمية، وتمثلت أبرز المتطلبات التعليمية فيما يلي: تقديم برامج تعليمية مشترکة مع الجامعات المتميزة بالخارج, واستبدال طرق التعلم والتعليم التقليدية بالطرق الحديثة التى تنمى مهارات التفکير العليا للطلاب، کما تمثلت أبرز المتطلبات البشرية في: تشجيع أعضاء هيئة التدريس علي نشر الأبحاث في مجلات علمية عالمية، وتمکين أعضاء هيئة التدريس من استخدام التکنولوجيا فى العملية التعليمية، وتمثلت أبرز المتطلبات المادية في : بناء قواعد بيانات شاملة ومتکاملة عن برامج الدراسات العليا التربوية فى الجامعات العربية والعالمية, وتزويد المکتبة بالمراجع والمصادر العلمية الحديثة التى تغطي کافة مجالات البحث العلمي. وأوصت الدراسة بالعديد من التوصيات، منها: ضرورة التطوير المستمر لبرامج الدراسات العليا، واستحداث برامج جديدة ومتميزة وفق متطلبات سوق العمل المحلية والعربية. Abstract: The aim of the research is to identify the Educational postgraduate developments requirements in education faculty-Mansoura university in the light of some contemporary variables. To achieve this goal, the researcher used the descriptive method, and the research relied on the questionnaire. The research reached many results, including: The most prominent regulatory requirements for the development of Educational postgraduate in the light of some contemporary variables are presented in: Setting accurate scientific standards for the admission of distinguished students in graduate programs, and Modification the list of graduate studies in the light of developments in international university systems. The most prominent educational requirements were as follows: Providing joint educational programs with distinguished universities abroad, and replacing traditional methods of learning and teaching with modern methods that develop higher-order thinking skills for students, The most prominent human requirements were: Encouraging faculty members to publish research in international scientific journals, and enabling faculty members to use technology in the educational process. The most important material requirements were: Building comprehensive and integrated databases on educational graduate programs in Arab and international universities, and providing the library with references and modern scientific sources covering all areas of scientific research. The study recommended the necessity of continuous development of postgraduate programs ,and creating new and distinguished programs according to the requirements of local and Arab labor market

Telemonitoring of Brazilian Nursing homes before Coronavirus and COVID-19 Infections.

to report the experience of telemonitoring Brazilian nursing homes before coronavirus and COVID-19 infections. a descriptive experience report that occurred between March 18 and April 25, 2020 through telemonitoring nursing homes in Salvador, Bahia, following a script previously prepared for first contact and follow-up. The telemonitoring was carried out by professors from the School of Nursing of Universidade Federal da Bahia and Graduate Program students for four weeks. thirty-two institutions were followed for four weeks. Some facilities and difficulties appeared during the monitoring. as nursing homes are collective households, their residents are vulnerable to transmission of infections. In addition, the diversity of structures and economic, social and human resources needs of these locations reveal their fragility and urgency of public policies that address such diversities.

Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory

The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education?

Theoretic Analysis of Implicatures in Pride and Prejudice and Its Pedagogical Implications

This study was aimed at finding out the implicatures, the types of the implicatures, and the intended meaning of the implicatures employed by the characters in Jane Austen’s Pride and Prejudice. This study was a descriptive qualitative study with corpus-based approach. The data were collected through some procedures, namely reading the novel repeatedly and thoroughly, determining the utterances containing implicatures in dialogues based on the relevance theory, and selecting and organizing the data to be analyzed. To analyze the data, the procedures were presenting and describing the data,  interpreting the data by referring to the relevance theory, determining the implicated premises and implicated conclusions, determining the strongly implicated conclusions and weakly implicated conclusions, and interpreting and describing the intended meanings of the implicatures. From the results, there were 60 implicatures found in the novel and the two types of them were strong and weak implicatures. As the follow-up, a dissemination to the second semester students of Graduate Program of Sriwijaya University was conducted which yielded to the result that there was no significant association between the respondents’ knowledge of implicatures and relevance theory and their performance in analyzing implicatures using the theory with the p-value of 0.406 (p-value &gt; 0.05).