Feds Award Grants to CSD Academic Programs

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

International Journal of Doctoral Studies ◽

10.28945/3529 ◽

2016 ◽

Vol 11 ◽

pp. 217-226 ◽

Cited By ~ 1

Author(s):

Helen L MacLennan ◽

Anthony A Pina ◽

Kenneth A Moran ◽

Patrick F Hafford

Keyword(s):

Doctoral Program ◽

Business Administration ◽

Academic Programs ◽

Future Research ◽

Degree Programs ◽

Business Programs ◽

Professional Degree ◽

Doctor Of Philosophy ◽

Business Practitioners ◽

The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

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МЕЖДИСЦИПЛИНАРНОСТЬ В ПОДГОТОВКЕ КОНФЛИКТОЛОГОВ: СОСТОЯНИЕ И ПЕРСПЕКТИВЫ

Konfliktologia ◽

10.31312/2310-6085-2020-15-1-13-38 ◽

2020 ◽

Vol 15 (1) ◽

pp. 13

Author(s):

А. И. Стребков ◽

А. И. Мусаев

Keyword(s):

Conflict Resolution ◽

Comparative Analysis ◽

Subject Matter ◽

Academic Program ◽

Academic Programs ◽

Full Time ◽

The Us ◽

Promotional Materials ◽

Russian Universities ◽

Educational Methodology

The present article concerns with the modern state of things of the conflict resolution specialists’ training in the US universities. The analysis is based on the informational and promotional materials which were picked up from the 11 American universities’ websites. The aim of the analysis was the examination of the four sections, which are: the orientation of the academic program, the content of the program or the scope of the skills, the main methodology of the academic program and the educational technologies. Together with the analysis of the US universities’ academic programs the article provides the comparative analysis of these programs with the Russian academic programs. On the back of this comparative analysis the authors come to the comprehensive conclusion according to which the specialists’ training in the field of the conflict resolution and peacebuilding in the US does not have significant differences from Russian ones and is carried out within one international academic trend in regard to its main features which are: the orientation, content, educational methodology and technologies. The key distinction of the Russian training from the American one is that the Russian academic tradition does have the core subject matter around which the whole academic program is being developed and which is the conflict. This subject matter is being taken in its entirety and the conflict resolution is considered as the closing stage of the conflict studies specialists’ training whereas the academic programs of the US universities embrace the conflict resolution as the subject matter of the academic training and therefores leaves beyond the scope of the training both the theory of the conflict and the forms practice of its manifestation in a number of the programs. The letter is peculiar to both short-term academic programs and the full-time two-year academic programs as it is accepted in the educational space of the Russian Federation. Furthermore, the authors of the article make up the conclusion of the coinciding major educational methodology which guides the academic programs of the American and Russian universities and which is developed on the principles of the interdisciplinarity.

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The Need for Professional Education in Probation and Parole

Crime & Delinquency ◽

10.1177/001112877602200109 ◽

1976 ◽

Vol 22 (1) ◽

pp. 67-74 ◽

Cited By ~ 2

Author(s):

Joseph J. Senna

Keyword(s):

Staff Development ◽

Professional Education ◽

Professional Staff ◽

Academic Programs ◽

Professional Status ◽

Parole Officers ◽

Probation And Parole ◽

University Level ◽

Probation And Parole Officers ◽

The University

While we know a great deal about the practice of probation and parole and about their place in the correctional process, we know virtually nothing about the kind of professional education that is best suited for probation and parole work and we have little information on the extent to which graduate-level opportunities are available. This article re- examines the tasks of probation and parole officers and relates them to the differing academic programs used by such personnel. Data from a na tional survey are used to demonstrate that probation and parole agencies have not supported Professional staff development. A number of ap proaches to improve graduate study for probation and parole officers, at both the agency and the university level, are described. Implementing these suggestions would help to attain the objectives of effective rehabili tation and higher professional status for community correction.

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The early story: A brief history of the creation of entrepreneurship at Babson College and the discovery of innovation’s missing imperative

Industry and Higher Education ◽

10.1177/0950422220978563 ◽

2020 ◽

pp. 095042222097856

Author(s):

Robert Ronstadt ◽

Jeffrey Shuman ◽

Karl Vesper

Keyword(s):

Academic Discipline ◽

Early History ◽

Academic Programs ◽

Institutional Commitment ◽

Undergraduate Major ◽

Outreach Programs ◽

History Of ◽

The Creation ◽

Core Part ◽

Complete Story

The authors document in detail how the entrepreneurship program was created at Babson College in the 1970s. They recount the early history of Babson’s program because the school was one of the first, if not the first, to make a huge institutional commitment that led to entrepreneurship becoming a core part of its academic programs. At the time, other schools had an entrepreneurship course or two, but Babson’s commitment involved the creation of an undergraduate major, an MBA concentration, an annual research conference, a Distinguished Academy of Entrepreneurs, an Entrepreneurship Chair, and numerous outreach programs. These efforts influenced other universities to increase their entrepreneurship offerings to the extent that a new academic discipline—entrepreneurship studies—was born. A second reason for this article is the belief by those directly involved in the creation of Babson’s program that the complete story has not been told and is in danger of being misunderstood. Like most innovations, the creation of Babson’s entrepreneurship program was not a neat and tidy affair, but one more consistent with the turbulent notions put forth by Joseph Schumpeter and Clayton Christenson. Understanding Babson’s early history with entrepreneurship can help others pursuing or facilitating their own academic innovations.

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Fellowship Behavior in Division 17 and the MOMM Cartel

The Counseling Psychologist ◽

10.1177/0011000091192011 ◽

1991 ◽

Vol 19 (2) ◽

pp. 253-259 ◽

Cited By ~ 10

Author(s):

John J. Horan ◽

Chris D. Erickson

Keyword(s):

Sociology Of Science ◽

Matthew Effect ◽

Academic Programs ◽

The Other ◽

Professional Service ◽

Science Literature ◽

Scholarly Productivity ◽

Governing Body ◽

The Matthew Effect ◽

Counseling Psychologists

Graduates and employees of four institutions-the MOMM Cartel-dominate every science and practice organ of Division 17's governing body. Counseling psychologists from the other 60 academic programs (the OUTSIDERs) face numerous barriers to professional ascendancy. Six of 13 fellow nominees during the 1988-1989 year were MOMM members; none were rejected. Three OUTSIDERs were elected; four were rejected. Mean scholarly productivity for each group was 13, 21.3, and 19.7 Psyc LIT citations, respectively. The accepted OUTSIDERs were significantly more productive than the MOMMs; two of the four rejected OUTSIDERs ranked numbers one and two in scholarly productivity among all nominees. No relationship appeared between scholarship and fellow decisions; MOMM membership strongly predicted election to fellow status. Personal familiarity with the evaluators, rather than professional service, apparently accounts for these filings -a variant of the "Matthew Effect" discussed in the sociology-of-science literature Recommendations for reform are offered

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Accounting Doctoral Program Rankings Based on Research Productivity of Program Graduates

Accounting Horizons ◽

10.2308/acch.2011.25.1.149 ◽

2011 ◽

Vol 25 (1) ◽

pp. 149-181 ◽

Cited By ~ 45

Author(s):

Nathaniel M. Stephens ◽

Scott L. Summers ◽

Brady Williams ◽

David A. Wood

Keyword(s):

Information Systems ◽

Research Productivity ◽

Doctoral Programs ◽

Accounting Information ◽

Doctoral Program ◽

Academic Programs ◽

Accounting Information Systems ◽

Time Periods ◽

Program Research

SYNOPSIS: This paper presents rankings of accounting doctoral programs based on the research productivity of each institution’s graduates in the years immediately following their graduation. We use two time periods for analysis: the first three years after graduation and the first six years after graduation. We extend previous doctoral program ranking literature by expanding rankings of accounting doctoral programs with specific rankings for topical areas (accounting information systems [AIS], audit, financial, managerial, and tax) and methodologies (analytical, archival, and experimental). We show that rankings for topical and methodological areas differ significantly from rankings produced using methodologies that create a singular doctoral program ranking. These results emphasize the importance of considering topical and methodological areas when assessing doctoral program research strengths. These rankings should be of value to Ph.D. program applicants, administrators of academic programs, and industry—such as administrators of programs like the Accounting Doctoral Scholars program, KPMG Ph.D. Project, and prospective Ph.D. students.

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