Changes in Professional Degree Programs in the USA: An Environmental Analysis of Professional Education Requirements

1994 ◽  
Vol 13 (2) ◽  
pp. 231-252 ◽  
Author(s):  
Vernon P. Dorweiler ◽  
Mehenna Yakhou
Keyword(s):  
Environmental Analysis ◽  
Professional Education ◽  
Degree Programs ◽  
The Usa ◽  
Professional Degree ◽  
Education Requirements

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

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
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.

scholarly journals Professional Closure Beyond State Authorization

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Gitte Sommer Harrits
Keyword(s):  
Empirical Studies ◽  
Pierre Bourdieu ◽  
Degree Programs ◽  
Professional Degree ◽  
State Authorization ◽  
Different Sources

For decades, the Weberian approach to the study of professions has been strong, emphasizing state authorization and market monopolies as constituting what is considered a profession. Originally, however, the Weberian conception of closure, or the ways in which a profession is constituted and made separate, was broader. This article suggests a revision of the closure concept, integrating insights from Pierre Bourdieu, and conceptualizing professional closure as the intersection of social, symbolic and legal closure. Based on this revision, this article demonstrates how to apply such a concept in empirical studies. This is done by exploring social, symbolic and legal closure across sixteen professional degree programs. The analyses show a tendency for some overlap between different forms of closure, with a somewhat divergent pattern for legal closure. Results support the argument that we need to study these processes as an intersection of different sources of closure, including capital, lifestyles and discourse

scholarly journals Information technologies in corporate training: trends and approaches

2021 ◽  
Vol 18 (3) ◽  
pp. 238-247
Author(s):  
Anna O. Polushkina
Keyword(s):  
Professional Education ◽  
Budget Deficit ◽  
Information Technologies ◽  
Professional Training ◽  
Corporate Training ◽  
Online Training ◽  
Teaching Staff ◽  
The Past ◽  
Online Platforms ◽  
The Usa

Problem and goal. Within the framework of the study, based on the data of the Workplace Learning Report study, specialists from the USA, Canada and other countries, the transformation of corporate training over the past decades was analyzed, the main problems and challenges of companies/enterprises in the process of additional professional training of employees and ways to solve them were identified. The main problems of corporate training at the present time, as in the past, include budget deficit and search for free intervals in the schedules of employees for educational sessions. And the solution was the growth of online training, the use of online platforms, which made it easier to find time in the sche- dule of employees for training, create opportunities for flexible editing of educational content, and for managers it was easier to evaluate additional professional training thanks to the control tools built into online platforms. Methodology. However, it turned out that not all age categories of employees are ready to expand online training: older age workers prefer traditional or mixed training, as opposed to young people. Results. The study found that the degree of digitalization correlates with the size of the company: the comparative effectiveness of digital tools for additional professional education increases with the scale of the system in which they are applied: a deployed digital educational platform requires very few resources to expand to new branches and employees, rather than classical educational formats that require personal participation of teaching staff. Conclusion. The main trends in the development of corporate training in the coming years are described.

How to Build Effective Interprofessional Healthcare Teams

2020 ◽  
pp. 1-34
Author(s):  
Stefanie R. Ellison ◽  
Christi L. Bartlett ◽  
Valerie L. Ruehter
Keyword(s):  
Quality Care ◽  
Degree Programs ◽  
Future Health ◽  
Healthcare Teams ◽  
Use Of Resources ◽  
Key Stakeholders ◽  
Professional Degree ◽  
Provide Quality Care ◽  
Interprofessional Healthcare ◽  
Improve Patient

Building effective interprofessional (IP) teams is an important process for healthcare systems across the world. In order to be truly effective, professional degree programs must teach our future health professionals to learn and collaborate on teams during their education. The goal of building effective IP healthcare teams will be achieved when each healthcare system effectively supports IP collaboration, the development of dynamic teams, and the appropriate use of resources. Advancing the effort to build effective IP healthcare teams will take an investment from key stakeholders such as educators, faculty and students, leaders and researchers in academic medicine, hospital and system administrators, policymakers, as well as patients and their families to create a culture of IP collaboration and provide the resources necessary to be sustainable and successful. This chapter will serve to show that effective IP healthcare teams can successfully improve patient outcomes, provide quality care, improve the healthcare team's experience, and reduce costs.

scholarly journals The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2016 ◽  
Vol 6 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Nataliya Mukan ◽  
Iryna Myskiv ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
Systematic Analysis ◽  
Analysis And Synthesis ◽  
The Usa

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

scholarly journals Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2015 ◽  
Vol 5 (4) ◽  
pp. 39-45
Author(s):  
Nataliya Mukan ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Research Methodology ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
The Usa

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

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