Value of a Master's Degree for Gaining Admission to Doctoral Programs in Psychology

1997 ◽  
Vol 24 (3) ◽  
pp. 176-182 ◽  
Author(s):  
Deartne Zotter Bonifazi ◽  
Scott D. Crespy ◽  
Patrick Rieker
Keyword(s):  
Doctoral Programs ◽  
Life Experience ◽  
Master's Degree ◽  
American Psychological Association ◽  
Doctoral Program ◽  
Research Experience ◽  
Graduate Record Examination ◽  
Potential Benefits ◽  
Doctor Of Philosophy ◽  
Master’S Degree

American Psychological Association-accredited clinical doctor of philosophy (PhD), clinical doctor of psychology (PsyD), counseling, and school psychology doctoral programs were surveyed to assess the importance placed on various admission criteria, including having a master's degree in clinical psychology. In addition, potential benefits of obtaining a master's degree before enrolling in a doctoral program were assessed. Results indicated that clinical PhD programs view a terminal master's degree significantly more negatively than do the other programs. Benefits for terminal master's degree holders included credit transfer and, for those pursuing a PsyD, a more positive view toward the PsyD degree by some academicians. Although all programs reported Graduate Record Examination combined scores, undergraduate grades, and letters of recommendation as clearly important criteria when making admissions decisions, differences were found across programs in the value placed on research experience, journal publication, and work and life experience.

The Master's-Level Clinician: Application and Admission to Doctoral Programs

1985 ◽  
Vol 12 (2) ◽  
pp. 67-71 ◽  
Author(s):  
Baron Perlman ◽  
Patricia Dehart
Keyword(s):  
Doctoral Programs ◽  
Master's Degree ◽  
Doctoral Program ◽  
Master's Level ◽  
Program Application ◽  
Master’S Degree ◽  
Psychology Program

The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.

Recruiting Minority Students into Special Education Doctoral Programs: A Survey of Students' Knowledge of Higher Education

2000 ◽  
Vol 2 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Kai Yung (Brian) Tam ◽  
Marilyn K. Rousseau
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Minority Students ◽  
Doctoral Programs ◽  
Master's Degree ◽  
Study Strategies ◽  
Doctoral Study ◽  
Family Responsibilities ◽  
Self Confidence ◽  
Master’S Degree

To ascertain possible reasons why few minority students apply for admission to doctoral programs in special education, and to determine the extent of their knowledge of higher education, a questionnaire was given to minority students in a master's degree special education program at an urban university. Finances, family responsibilities, intellectual challenge, and self-confidence are among the variables that affect the pursuit of doctoral study for many minority students. Nevertheless, many minority students set their career goals no higher than the master's degree level. They do not understand the culture and mores of academe or the requirements for tenure and promotion, and do not perceive themselves as potential college professors. Based on the results of this study, strategies for recruiting minority students into doctoral programs and for their retention are recommended.

Continuing Education

2020 ◽  
pp. 232-240
Author(s):  
Stephen K. Reed
Keyword(s):  
Artificial Intelligence ◽  
Continuing Education ◽  
Role Models ◽  
Doctoral Programs ◽  
Master's Degree ◽  
Master’S Degree

Continuing education is vitally important as indicated by Amazon’s $700 million commitment to retrain a third of its workforce. A poll by Gallup and Northeastern University indicated that the majority of adults were not confident in knowing which skills are required to adapt to artificial intelligence. A trend is developing for creating focus areas for university freshmen who have not yet selected a major. The purpose is to prevent students from wandering when faced with an overwhelming number of choices. Breadth of training occurs when students receive a master’s degree that differs from their other education. Greater breadth of training in doctoral programs should also allow students greater flexibility in their careers. Role models provide inspiration and guidance.

scholarly journals Thesis Writing at Master’s Level in Education

2014 ◽  
Vol 13 ◽  
pp. 57-59 ◽  
Author(s):  
Tara Prasad Avasthi
Keyword(s):  
Master's Degree ◽  
American Psychological Association ◽  
Essential Element ◽  
Geography Education ◽  
Master's Level ◽  
American Psychological ◽  
Research Reporting ◽  
Master’S Degree ◽  
Style Of Writing ◽  
Thesis Writing

This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59

The Evaluation of Music Education Doctoral Program in Terms of Content and Application within the Scope of Uludag University Sample

2014 ◽  
Vol 2 (1) ◽  
pp. 81
Author(s):  
Rasim Erol Demirbatır
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Master's Degree ◽  
Human Life ◽  
Academic Staff ◽  
Educational Institution ◽  
Doctoral Program ◽  
University Education ◽  
Higher Education System ◽  
Master’S Degree

Music, with its various functions in human life, is not only an instrument of education but also a field of it. Basically, music education leads an individual to develop a behavior, or forms a behavioral change by changing and developing a gained behavior. Music education is carried out in a planned and programmed way at every level, from kindergarten to university. Besides the training of individuals through music, this situation necessitates some individuals, chosen especially for this training, to be trained in particular fields of music. In Faculties of Education within Turkey's Higher Education System, the specialization in the field of Music Education in Master's Degree level has been put into practice with the Higher Education Law No.2547, which took effect in 1982, and institutions were able to constitute only some parts of their academic staff with master's programs opened until 1990s. There has been a more active education for the last 20 years; however, there isn't satisfactory music education in our country especially in PhD level. Uluda? University Education Faculty the Department of Music Education (1982) is the fourth well-established educational institution in our country in terms of the date of establishment subsequently after Ankara (1924), ?stanbul (1969), ?zmir (1973). It has a more than 30-year-experience and knowledge. Master's Degree Education has been carried out since 1986. Up to now, there have been many graduates, significant contribution to the art and culture of Music with many studies carried out different fields of Music Education, and many scholars have been trained. As of 2013, within Uluda? University Institute of Educational Sciences, Music Education PhD Program has been opened and the education is carried on since then. in this paper, there will be evaluations and introductions in terms of education, syllabus and application regarding this program.

scholarly journals Thesis Conducted by Student in Medical Informatics Field Based on Health Informatics Competencies Framework: A Study in Iran

2020 ◽  
Vol 9 (1) ◽  
pp. 42
Author(s):  
Elham Nazari ◽  
Mehran Aghemiri ◽  
Seyed Mohammad Tabatabaei ◽  
Sayyed Mostafa Mostafavi ◽  
Shokoufeh Aalaei ◽  
...  
Keyword(s):  
Health Care ◽  
Decision Support ◽  
Medical Informatics ◽  
Health Informatics ◽  
Information Science ◽  
Master's Degree ◽  
Doctoral Program ◽  
Research Fields ◽  
Master’S Degree ◽  
The University

Introduction: One of the challenges of multidisciplinary disciplines such as Medical Informatics, health information technology, etc., especially for those who have just started research in this field, is the lack of familiarity with research fields in this field. Medical Informatics has various research fields related to the use of technology in the field of health care with the aim of reducing costs, improving the quality of health care and reducing possible medical errors. Iran is a country where medical informatics is a fledgling field and few universities in This field is accepted by students. Due to the specializations and clinical facilities concentrated in each university, research is being done differently and with variety. At the same time, some important fields related to the field may be missed. Therefore, in this study, in order to identify the most researched fields in this field and the neglected fields of research, the dissertations done in the field of medical informatics in Iranian universities were reviewed based on the health informatics framework.Materials and methods: Defended dissertations available to master and doctoral students in medical informatics in the years 2001 to 2018 in the universities of Tehran, Iran, Tarbiat Modares, Shahid Beheshti, Shiraz, Tabriz and Mashhad were collected in this study. Three medical informatics graduates from different universities assigned dissertation titles to a competency and an area of skill based on the Health Informatics Competencies Framework. The second stage of the study was performed by two other experts (different from the previous three experts). At this stage, the opinions of three experts on thesis were compared. Each dissertation title was assigned to a specific competency and a specific area of skill by the majority opinion method. Results: The results showed that most of the master's and doctoral dissertations in medical informatics were in the field of information science and methods, in which area of skill (data analysis and visualization) and decision support systems and informatics for participatory health were more than others. PhD students and the area of skill (decision support system) and (Architecture of health IS) are more popular with postgraduate students, while PhD students at the University of Mashhad, Tehran and Shahid Beheshti in the field of methods and basic principles of activities More than other areas, information and communication technology, biomedical science and health were not considered. Shahid Beheshti University had the most activity in the skill (Realization of benefits from IS) in the master's degree and in the degree PhD in skill (Application Mathematical concepts) has the most activity, in total, the most Competencies in which dissertations have been done in the country Competency (information science and core principles and method s) have been. In the universities of Iran, Tehran and Mashhad, the frequency of dissertations in competency (core principles and methods) and in other universities in competency (information science) has been higher. Most research in the doctoral program in 2017 was related to the University of Mashhad. Most of the research in master's degree in 2014 was related to Iran University. Most of the research in the doctoral program in 2017 was related to Mashhad University.Conclusion: The results of this research can help field researchers in conducting new research in the field and can help in useful, scientific and effective design of research projects of researchers, university professors, educational planners and health care service providers. Also, due to the interdisciplinary nature of medical informatics, the use of professors in various fields and specialties in Iranian universities can be effective in defining topics for research for theses.

Impact of master’s degree attainment upon academic career placement in neurosurgery

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Adham M. Khalafallah ◽  
Adrian E. Jimenez ◽  
Rafael J. Tamargo ◽  
Timothy Witham ◽  
Judy Huang ◽  
...  
Keyword(s):  
Multivariate Analysis ◽  
Master's Degree ◽  
Academic Career ◽  
Master Of Business Administration ◽  
Exact Test ◽  
Master Of Public Health ◽  
Public Data ◽  
Doctor Of Philosophy ◽  
Master’S Degree ◽  
Number Of Publications

OBJECTIVEPrevious authors have investigated many factors that predict an academic neurosurgical career over private practice, including attainment of a Doctor of Philosophy (PhD) and number of publications. Research has yet to demonstrate whether a master’s degree predicts an academic neurosurgical career. This study quantifies the association between obtaining a Master of Science (MS), Master of Public Health (MPH), or Master of Business Administration (MBA) degree and pursuing a career in academic neurosurgery.METHODSPublic data on neurosurgeons who had graduated from Accreditation Council for Graduate Medical Education (ACGME)–accredited residency programs in the period from 1949 to 2019 were collected from residency and professional websites. Residency graduates with a PhD were excluded to isolate the effect of only having a master’s degree. A position was considered “academic” if it was affiliated with a hospital that had a neurosurgery residency program; other positions were considered nonacademic. Bivariate analyses were performed with Fisher’s exact test. Multivariate analysis was performed using a logistic regression model.RESULTSWithin our database of neurosurgery residency alumni, there were 47 (4.1%) who held an MS degree, 31 (2.7%) who held an MPH, and 10 (0.9%) who held an MBA. In bivariate analyses, neurosurgeons with MS degrees were significantly more likely to pursue academic careers (OR 2.65, p = 0.0014, 95% CI 1.40–5.20), whereas neurosurgeons with an MPH (OR 1.41, p = 0.36, 95% CI 0.64–3.08) or an MBA (OR 1.00, p = 1.00, 95% CI 0.21–4.26) were not. In the multivariate analysis, an MS degree was independently associated with an academic career (OR 2.48, p = 0.0079, 95% CI 1.28–4.93). Moreover, postresidency h indices of 1 (OR 1.44, p = 0.048, 95% CI 1.00–2.07), 2–3 (OR 2.76, p = 2.01 × 10−8, 95% CI 1.94–3.94), and ≥ 4 (OR 4.88, p < 2.00 × 10−16, 95% CI 3.43–6.99) were all significantly associated with increased odds of pursuing an academic career. Notably, having between 1 and 11 months of protected research time was significantly associated with decreased odds of pursuing academic neurosurgery (OR 0.46, p = 0.049, 95% CI 0.21–0.98).CONCLUSIONSNeurosurgery residency graduates with MS degrees are more likely to pursue academic neurosurgical careers relative to their non-MS counterparts. Such findings may be used to help predict residency graduates’ future potential in academic neurosurgery.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Sign in / Sign up

Export Citation Format

Share Document