Graduate Students’ Experiences: Developing Self-efficacy

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Francine Laurencelle ◽  
Judith Scanlan
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Nurse Educators ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Graduate Faculty ◽  
Structured Interviews ◽  
Nursing Graduate ◽  
Canadian City

AbstractThe nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura’s self-efficacy theory. The population for this study included 15 nurse educators with a master’s or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members’ experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

scholarly journals Evidence-based practice self-efficacy of speech-language pathologists across settings

2020 ◽  
Author(s):  
◽  
Misty Tilmon
Keyword(s):  
Clinical Judgment ◽  
Self Efficacy ◽  
Graduate Program ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Master's Level ◽  
Years Of Experience ◽  
Structured Interviews ◽  
Speech Language Pathologists ◽  
Significant Difference

The purpose of this mixed-methods sequential explanatory study was to explore self-efficacy of speech-language pathologists (SLPs) employed in various settings. Self-efficacy of master's level SLPs was compared across settings to determine if differences existed in each of four experience groups. Self-efficacy ratings were also compared based on degree held, area of practice, and years of experience. Participants (n = 342) completed a survey containing 10 demographic questions, 11 items from Salbach and Jaglal's (2010) Evidence-Based Practice Confidence (EPIC) scale, and 2 open-ended questions regarding factors impacting self-efficacy. Participants (n=34) completed semi structured interviews to further explore factors influencing self-efficacy. No significant difference was noted in self-efficacy of master's level SLPs among settings. There was a significant difference between self-efficacy ratings based on degree held and years of experience. A significant difference in self-efficacy was found based on practice category (i.e., identification of knowledge gap, critical appraisal of research, development of treatment plans based on evidence, clinical judgment, and client preferences). Qualitative analysis revealed graduate program and post-graduate factors which impacted self efficacy ratings both positively and negatively.

scholarly journals Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

2015 ◽  
Vol 6 (1) ◽  
pp. 24 ◽  
Author(s):  
Mei-ching Ho
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Research Writing ◽  
Structured Interviews ◽  
Writing Anxiety ◽  
Affective Constructs ◽  
Individual Variables ◽  
The Individual ◽  
Survey Responses

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students’ perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master’s and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students’ self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.

Diversity and Inclusion in the Academy

2019 ◽  
pp. 50-65
Author(s):  
Susan Swayze ◽  
Rick C. Jakeman
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Faculty Members ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Structured Interviews ◽  
Diversity And Inclusion ◽  
Graduate Students Of Color ◽  
Lgb Students

This chapter describes how graduate students of color and lesbian, gay, or bisexual (LGB) students define diversity and inclusion and describe their classroom experiences with diversity and inclusion. In semi-structured interviews with graduate students of color and students who self-identified as LGB, differing views of diversity and inclusion emerged—diversity was described numerically, while inclusion was discussed in terms of action. Further, graduate students of color described diversity based on visible signs of representation while LGB graduate students emphasized inclusion and the need for voice. This chapter concludes with recommendations that faculty members can enact to create more inclusive classroom environments in higher education.

Chinese Faculty Members at Japanese Universities: Who Are They and Why Do They Work in Japan?

2021 ◽  
pp. 209653112098587
Author(s):  
Futao Huang ◽  
Lilan Chen
Keyword(s):  
Doctoral Degree ◽  
Faculty Members ◽  
Full Time ◽  
Structured Interviews ◽  
International Faculty ◽  
Key Characteristics ◽  
To Come ◽  
Key Aspects ◽  
First Time ◽  
Quantitative And Qualitative Methods

Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data from a national survey of full-time international faculty in Japan in 2017 and results from semi-structured interviews with several full-time Chinese faculty hired in different Japanese universities. Findings: This study suggests that, compared to the average level of international faculty, there are larger numbers of female Chinese faculty, greater numbers of Chinese professors, Chinese doctoral degree holders, Chinese faculty in engineering, and larger numbers of them being engaged in research rather than teaching. Further, this study argues that the most important reasons for Chinese faculty to work in Japanese universities are academic or professional reasons, followed by their fondness for Japanese life and culture and their agreement with better living conditions in Japan than in China. Originality/Value: It is the first time that the key characteristics of full-time Chinese faculty at Japanese universities and their motivations to come in Japan are investigated and discussed based on both quantitative and qualitative methods.

scholarly journals Women in Academic Atmospheric Sciences

2015 ◽  
Vol 96 (1) ◽  
pp. 59-67 ◽  
Author(s):  
David MacPhee ◽  
Silvia Sara Canetto
Keyword(s):  
Graduate Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Tenure Track ◽  
Educational Preparation ◽  
Atmospheric Sciences ◽  
Representation Of Women

Abstract Past studies suggest that the atmospheric sciences may have the fewest women of all geosciences occupations. The purpose of this study was to document the representation of women in the academic atmospheric sciences, specifically women’s representation among faculty in U.S. atmospheric sciences doctoral programs. A second purpose was to describe the demographic profile, educational preparation, and occupational destination of atmospheric sciences graduate students—as a way to gauge the characteristics and progress of women potentially in the pipeline for academic positions. Data on atmospheric sciences faculty (N = 813) were collected from the websites of 34 doctoral programs. Women constituted 17% of tenure-track and tenured atmospheric sciences faculty. Most departments (53%) had two or fewer female tenure-track or tenured faculty members. The proportion of female faculty members declined as academic rank increased. Institutional data for graduate students (N = 1,153) at a subset of these programs showed that at matriculation, women represented 39% of the students. The typical provenience disciplines of atmospheric sciences graduate students were majors with a low participation of women. Finally, significantly fewer women than men completed their doctoral degrees or pursued academic careers upon completion of the doctorate. Only 20% of doctoral degree completers who chose academia were women. Based on these findings and those of related studies, we forecast a persisting scarcity of female faculty members in U.S. atmospheric sciences doctoral programs.

scholarly journals Music Education and Postgraduate Study: The Case of Dokuz Eylül University

2021 ◽  
Vol 11 (3) ◽  
pp. 516-526
Author(s):  
banu özevin
Keyword(s):  
Music Education ◽  
Role Models ◽  
Graduate Program ◽  
Single Case ◽  
Postgraduate Education ◽  
Faculty Members ◽  
Music Teaching ◽  
Graduate Faculty ◽  
Program Outcomes ◽  
Institutional Goals

The purposes of this study are to shed light on postgraduate education in Music Teaching and draw inferences about the future by evaluating the Music Teaching Postgraduate Program in Dokuz Eylul University Institute of Educational Sciences. The research is a qualitative study modelled with a single-case embedded study. In accordance with the interlocking single case pattern, the Music Education graduate program was examined by focusing on student, graduate, faculty member, theses. The opinions of 10 students, 23 graduates and 6 faculty members were taken to evaluate the program, and 57 master’s and 20 doctoral theses were examined. As a result of the content analysis,opinions were collected under four main categories. These categories are defined as “institutional goals”, “content”, “program outputs” and “updates”. In the category of program outcomes, the theses were evaluated according to various categories and the professional orientations of the graduates were statistically shared. According to the results of the research, the following conclusions were made: students should be informed at the beginning of the program in order to understand the vision and mission of the institution and to make the process they spent in the education process meaningful; A “scientific research in music education” course should be added to the program in order to conduct qualified research in the field of music education; subjects and research groups in theses should be diversified; faculty members should be role models in preparing thesis and academic studies for their advisors; graduate programs should be updated according to the needs of the time and society.

Career Alternatives for Physical Anthropologists

1991 ◽  
Vol 13 (4) ◽  
pp. 27-30
Author(s):  
Curtis Wienker
Keyword(s):  
Graduate Students ◽  
Faculty Member ◽  
Graduate Program ◽  
Physical Anthropology ◽  
Colleges And Universities ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
University Faculty ◽  
Job Openings ◽  
College Or University

The career to which most physical anthropology graduate students have aspired historically is that of college or university faculty member in an anthropology department with a graduate program. Through the early 1970s, such a career was not an unrealistic aspiration. However, an important employment threshold was exceeded in 1975; the production of Ph.D. physical anthropologists by U.S. colleges and universities exceeded the number of new Ph.D. physical anthropologists hired as faculty members by these departments. That trend continued into the 1980s, with one-third again as many doctoral degrees being granted in the field as there were job openings in U.S. anthropology departments.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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