scholarly journals The Impacts of a Mentoring Program on the Development of Gerontological Social Work Faculty

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-549
Author(s):  
Nancy Kusmaul ◽  
Stephanie Wladkowski ◽  
Allison Gibson ◽  
Rebecca Mauldin ◽  
Jennifer Greenfield ◽  
...  
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Online Survey ◽  
Doctoral Programs ◽  
Academic Career ◽  
Mentoring Program ◽  
Social Work Faculty ◽  
Gerontological Social Work ◽  
Professional Network ◽  
National Leaders

Abstract The John A. Hartford Foundation and the Association for Gerontology Education in Social Work (AGESW) have worked to develop gerontological social work faculty to address the needs of older adults. This presentation will discuss the role of AGESW’s Pre-Dissertation Fellows Program in the development of social work doctoral students. All participants from the PDFP’s 2010-2016 cohorts received a 38-question online survey via email exploring the program’s impacts on their academic career in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half said the PDFP contributed to their ability to publish research (64.4%, n = 29), grow their professional network (86.7%, n = 39), and teach (55.5%, n = 25). Doctoral programs provided different experiences: mentoring, methodological training, professional development, and peer support. Results suggest the PDFP supplements students’ doctoral programs by connecting students to each other and to national leaders.

Who Is Citing Your Work? Journals With Impact Factor and h-Index in Social Work and Related Fields

2020 ◽  
pp. 104973152096377
Author(s):  
Monit Cheung ◽  
Patrick Leung
Keyword(s):  
Social Work ◽  
Impact Factor ◽  
Doctoral Students ◽  
Scientific Knowledge ◽  
Journal Impact Factor ◽  
H Index ◽  
Journal Publishing ◽  
Social Work Faculty ◽  
Journal Citation Reports ◽  
Journal Impact

Purpose: With journal publishing being an important task for academicians, this article aims to help faculty and researchers increase their productivity by identifying journals with influential impacts on producing scientific knowledge. Method: Since 2004, the authors compiled and updated a journal list annually for social work faculty to use. This list aims to help faculty and researchers, including doctoral students, identify journals with significant scholarly impacts in social work and related fields for national and international recognition. Results: A total of 221 journals are included in the study, covering 44 social work journals with two indexes reported in the Journal Citation Reports® with Journal Impact Factor® and the h-index. Discussion: This list aims to help scholars find appropriate journals for article submissions. The criteria for the authors to select journals to be included in the publication list are also discussed.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

scholarly journals Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

2019 ◽  
Vol 62 (8) ◽  
pp. 828-845 ◽  
Author(s):  
Nancy Kusmaul ◽  
Stephanie P. Wladkowski ◽  
Sally Hageman ◽  
Allison Gibson ◽  
Rebecca L. Mauldin ◽  
...  
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Gerontological Social Work

Comparing reputation vs h-index rankings of doctoral programs

2018 ◽  
Vol 10 (1) ◽  
pp. 87-99
Author(s):  
Thomas E. Smith ◽  
Tyler Edison Carter ◽  
Philip J. Osteen ◽  
Lisa S. Panisch
Keyword(s):  
Social Work ◽  
Doctoral Programs ◽  
Strong Predictor ◽  
Academic Rank ◽  
Scholarly Productivity ◽  
H Index ◽  
Content Type ◽  
Social Work Faculty ◽  
College Age ◽  
Ranking Systems

Purpose This study builds on previous investigations on the scholarship of social work faculty using h-index scores. The purpose of this paper is to compare two methods of determining the excellence of social work doctoral programs. Design/methodology/approach This study compared rankings in 75 social work doctoral programs using h-index vs the US News and World Report (USNWR) list. The accuracy of predicting scholarly productivity from USNWR rankings was determined by joint membership in the same quantile block. Information on USNWR rankings, h-index, years of experience, academic rank, and faculty gender were collected. Regression analysis was used in creating a predictive model. Findings Only 39 percent of USNWR rankings accurately predicted which programs had their reputation and scholarly productivity in the same rating block. Conversely, 41 percent of programs had reputations in a higher block than their scholarly productivity would suggest. The regression model showed that while h-index was a strong predictor of USNWR rank (b=0.07, 95% CI: 0.05, 0.08), additional variance was explained by the unique contributions of faculty size (b=0.01, 95% CI: 0.01, 0.02), college age (b=0.002, 95% CI: <0.001, 0.003), and location in the southeast (b=−0.22, 95% CI: −0.39, −0.06). Originality/value For many programs, reputation and scholarly productivity coincide. Other programs have markedly different results between the two ranking systems. Although mean program h-indices are the best predictor of USNWR rankings, caution should be used in making statements about inclusion in the “top 10” or “top 20” programs.

An Evaluation of the Mental Health, Financial Stress, and Anticipated Debt-at-Graduation Across Clinical and Counseling PhD and PsyD Students

2020 ◽  
pp. 009862832098085
Author(s):  
Nicholas C. Borgogna ◽  
Tracey Smith ◽  
April T. Berry ◽  
Ryon C. McDermott
Keyword(s):  
Mental Health ◽  
Graduate Education ◽  
Doctoral Students ◽  
Online Survey ◽  
Doctoral Programs ◽  
Financial Stress ◽  
Policy Implications ◽  
Clinical And Counseling Psychology ◽  
Psychology Doctoral ◽  
Psyd Students

Clinical and counseling psychology doctoral programs are popular avenues for graduate education. However, little is known about the mental health and financial stress of students across the differing types of programs. We conducted as online survey of current doctoral students in APA-accredited psychology doctoral programs ( n = 114 Clinical PhD, n = 80 Counseling PhD, n = 123 PsyD). We also utilized a control ( n = 5,401 undergraduate psychology/social science majors). Results indicated that students in all doctoral programs had lower depression scores compared to undergraduates. Clinical PhD students demonstrated the best outcomes, though not significantly better from other doctoral programs. Undergraduates demonstrated significantly less financial stress compared to counseling PhD and PsyD students, but not clinical PhD students. Large differences were observed regarding anticipated debt-at-graduation, with PsyD students reporting the highest anticipated debt. Areas for further research, limitations, and policy implications are discussed.

scholarly journals Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Rebecca D Brown ◽  
Rachel Louise Geesa ◽  
Kat R McConnell
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Program Model ◽  
Education Doctorate ◽  
Doctoral Level ◽  
Doctor Of Education ◽  
Midwestern University ◽  
Expected Outcomes

Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups.

scholarly journals Making it Work

2020 ◽  
Vol 19 (2) ◽  
pp. 349-368
Author(s):  
Rebecca G. Mirick ◽  
Stephanie P. Wladkowski
Keyword(s):  
United States ◽  
Social Work ◽  
Qualitative Study ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
The United States ◽  
Good Luck ◽  
Internal Resources ◽  
Family Friendly ◽  
Parenting Students

While doctoral education is growing in the United States, attrition from doctoral programs is high; 40-60% of students who begin doctoral programs do not complete them. Previous research has explored reasons for attrition, but little research has examined persistence, and none have looked at persistence for women during and after pregnancy. This qualitative study explored female doctoral students and graduates’ (n=28) attributions of persistence to completion in their professional healthcare doctoral programs (57% social work) after a pregnancy and/or birth. Two primary themes emerged from this study. First, women attributed their persistence in the program to internal resources such as determination, organization, discipline, and the ability to assess needs and shift resources, schedules, plans, or expectations to meet those needs. Second, some women attributed their ability to persist in their program to good luck, in terms of fertility, pregnancy timing, expectations of the student, and family friendly advisors and programs. Dissertation chairs and advisors can use these findings to more effectively support pregnant and parenting students, including helping them build important skills and reflect on implicit messages about caregiving women who are doctoral students.

scholarly journals Encuesta MapCom 2017 a la comunidad de investigadores de la comunicación en España

2018 ◽  
pp. 73 ◽  
Author(s):  
José Luis Piñuel Raigada ◽  
Carlos Lozano Ascencio ◽  
Juan Antonio Gaitán Moya ◽  
Carmen Caffarel Serra
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Career ◽  
Academic Identity ◽  
Project Teams ◽  
Research Experience ◽  
Research Activity ◽  
Survey Form ◽  
Third Phase

Entre mayo y agosto de 2017, cerca de 2500 investigadores de la comunicación, censados como doctores y estudiantes de doctorado en centros universitarios españoles con titulaciones de grado y posgrado en las carreras de comunicación, fueron convocados por el Proyecto MapCom (CSO2013-47933-C4), en su tercera fase de desarrollo, a responder una encuesta en línea diseñada para conocer los perfiles de su identidad profesional y académica, así como la percepción sobre su estatus y su práctica investigadora. Accedieron al formulario de esta encuesta 1254 investigadores, de los cuales 838 (el 34 % del censo) respondieron a las preguntas, 496 finalizaron el formulario y 342 lo respondieron parcialmente. Por último, 416 abandonaron sin contestar ninguna pregunta. Las respuestas relacionadas con la identidad profesional y académica tienen que ver con la experiencia investigadora y sus reconocimientos: integración en grupos consolidados y en equipos de proyectos, sexenios, pertenencia a sociedades científicas, registro en bases de datos de investigación, etc. Las contestaciones relacionadas con la apreciación de su propia actividad investigadora destacan por denunciar mayoritariamente el escaso reconocimiento de la dedicación a investigar frente a la dedicación docente, cuando, de forma paradójica, es el resultado de la investigación del que se hace depender las evaluaciones de la carrera académica y de la calidad de las titulaciones que se imparten.About 2500 communication researchers, registered as doctors and doctoral students in Spanish university centres with undergraduate and postgraduate degrees in Communication, are invited from May to August 2017 by the Map-Com Project (CSO2013-47933-C4) in its third phase of development to answer an online survey designed to know the profiles of their professional and academic identity, as well as the perception of their status and their research practice. The survey form was accessed by 1,254 researchers, of whom 838 (34 % of the census) answered the questions, 496 completed the form and 342 partially answered. Finally, 416 left without answering any questions. The answers related to the professional and academic identity have to do with the research experience and its acknowledgments: integration in consolidated groups and project teams, six-year terms, membership in scientific societies, registration in research databases, etc. The answers related to the appreciation of their own research activity mainly stand out for denouncing the scarce recognition to research dedication as opposed to teaching dedication, when, paradoxically, the evaluations of the academic career and the quality of the degrees taught depend on the academic career evaluations.

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