Introduction: Uses of Applied Ethnography in Community, Health, and Development by Anthropologists with Master's Level Training

2005 ◽  
Vol 27 (2) ◽  
pp. 2-4
Author(s):  
Tony Whitehead ◽  
Judith Freidenberg
Keyword(s):  
Research Methods ◽  
Doctoral Programs ◽  
Applied Anthropology ◽  
Master's Level ◽  
Master's Programs ◽  
Disciplinary Identity ◽  
Academic Settings ◽  
Health And Development ◽  
The One ◽  
Level Training

The papers in this issue of Practicing Anthropology are dedicated to the memory of Delmos Jones for the challenge that he presented several years ago to those of us who are involved in the training of anthropologists at the Master's level. He offered this challenge while serving as a discussant on a session at the 1995 meetings of the American Anthropological Association (AAA) that had been organized by a group of anthropologists trained at the Master's level. These anthropologists were wrestling with the difficulty of differentiating the knowledge and skills that they brought to their jobs from the contributions of their co-workers who were graduates of other disciplines and professions. Professor Jones commented that this was a weakness of those trained with in Master's programs in applied anthropology, and he argued that such programs did not have the time in the one or two years that was needed to complete them to adequately provide students with the necessary training in ethnographic research methods and anthropological theory. Such grounding in the methods and theories of the discipline, he suggested, was necessary for developing a strong professional and disciplinary identity. Professor Jones questioned whether such applied programs were a disservice to the students trained in them, and possibly a disservice to the discipline as a whole because they lacked this dimension. His position was that anthropology and anthropologists would be better served by abolishing such programs and providing only anthropological training in doctoral programs, where students would be grounded in the research methods and theories that would provide them a strong anthropological identity whether they were working in applied or academic settings.

An Introduction to Industrial-Organizational Psychology

2020 ◽  
pp. 1-16
Author(s):  
Elizabeth L. Shoenfelt ◽  
Rosemary Hays-Thomas ◽  
Laura Koppes Bryan
Keyword(s):  
Professional Practice ◽  
Graduate Training ◽  
Doctoral Training ◽  
Master's Level ◽  
Job Market ◽  
Master's Programs ◽  
The Past ◽  
Industrial Organizational Psychology ◽  
Level I ◽  
Level Training

This opening chapter provides a brief introduction to the field of industrial-organizational (I-O) psychology. The authors define the field and explain the knowledge, skills, and abilities that master’s-level I-O practitioners will need. I-O master’s-level graduates may enter a wide variety of professional practice areas, and these are briefly outlined. I-O graduate training is introduced. The authors highlight the differences between master’s-level training and doctoral training. I-O master’s programs have grown exponentially over the past several decades, and there is growing demand in the job market for I-O practitioners. The authors conclude with a discussion of issues relevant to the master’s degree in I-O psychology.

Uses of Applied Ethnography by Master's Level Students in Community, Health and Development Projects

2005 ◽  
Vol 27 (2) ◽  
pp. 31-32
Author(s):  
Michael Paolisso
Keyword(s):  
Community Health ◽  
Time Frame ◽  
Applied Anthropology ◽  
Development Projects ◽  
Master's Level ◽  
Walk Away ◽  
Master's Degrees ◽  
Health And Development

The papers in this issue represent the tremendous ethnographic potential that exists in our discipline at the level of students seeking Master's degrees in applied anthropology. While the time frame on which these papers is based is much shorter than equivalent PhD level ethnography, and thus the extent and depth of information collected is restricted, and the theoretical and methodological sophistication is understandably not as developed as what one expects from a PhD level project, the work presented in these papers represents, with great clarity and directness, many of the principal strengths and potentials of applied ethnography. These are papers to be read not so much for their findings or methodological refinements, but because they remind us of the breadth and potential for ethnography, undertaken with enthusiasm and commitment. Let me cite a few specific examples of what even the most seasoned ethnographer can walk away with after reading the papers in this volume.

Psychologists’ role in master’s-level training in counseling: A wolf in the chicken coop or unlikely friends?

2019 ◽  
Vol 13 (2) ◽  
pp. 100-105
Author(s):  
Jesse Owen ◽  
Lynett Henderson Metzger ◽  
Kim Gorgens ◽  
Lavita Nadkarni
Keyword(s):  
Master's Level ◽  
Level Training

Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective From Industrial-Organizational Psychology Master's Programs

2018 ◽  
Vol 11 (4) ◽  
pp. 606-612
Author(s):  
Elizabeth L. Shoenfelt ◽  
Nancy J. Stone ◽  
Janet L. Kottke
Keyword(s):  
Applied Research ◽  
Graduate Programs ◽  
Organizational Psychology ◽  
Master's Level ◽  
Organizational Entry ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Organizational Action ◽  
Definition Of ◽  
Guidelines And Recommendations

As faculty in master's industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master's programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master's programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master's faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master's level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master's-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin's (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication).

scholarly journals Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

1998 ◽  
Vol 30 (3) ◽  
pp. 405-433 ◽  
Author(s):  
Lesley Rex ◽  
Judith Green ◽  
Carol Dixon ◽  
Santa Barbara ◽  
Keyword(s):  
Research Methods ◽  
English Education ◽  
Critical Issue ◽  
Common Language ◽  
Confounding Effect ◽  
Theoretical Perspectives ◽  
Common Term ◽  
Critical Issues ◽  
The One ◽  
Literacy Research

Research into literacy published in journals such as the Journal of Literacy Research spans a range of disciplines and areas of study (e.g., reading, English education, composition). Even individual studies frequently take up interdisciplinary perspectives (e.g., anthropological, sociological, linguistic, educational, textual). The results are journals far ranging in their reach and rich in the knowledge they bring to literacy issues. However, such diversity of theoretical perspectives, research methods, and analytical methodologies also contributes to a confounding effect. In this article, we explore one such effect that occurs when a common term is used with different meanings. Although this may appear on the surface to be a problem easily remedied or even a rather trivial issue, in this article, we show just how consequential this practice can be when the goal is building knowledge from research that can inform practice, policy, and theory. This critical issue can be posed as a set of interrelated questions: Are we all talking about the same thing when we use words like literacy, reading, and even seemingly less resonant ones like context, the one addressed in this commentary? If we are, how do we know? And if we are not, what price are we paying for not considering the issue?

scholarly journals Geographical vocabulary of the Shilan dialect of the Erzya-Mordovian language

2020 ◽  
Vol 12 (4) ◽  
pp. 358-367
Author(s):  
Nikolai V. Belenov
Keyword(s):  
Original Composition ◽  
Research Methods ◽  
Field Studies ◽  
The Other ◽  
Volga Region ◽  
The One ◽  
Xix Century ◽  
First Time ◽  
Source Materials ◽  
Made In

Introduction. The article presents the results of research of the geographical vocabulary of the Shilan dialect, one of the Erzya-Mordovian dialects of the Samara region, common among Erzya population of Shilan village in Krasnoyarsk region. The dialect belongs to rare Mordovian dialects of the Samara Volga region that were formed in the region since the middle of the XIX century, and therefore its research is of extra interest. Materials and Methods. The research methods are determined by the purpose and objectives of the study. The analysis of the geographical vocabulary of the Shilan dialect is carried out with the involvement of relevant items made in other Mordovian dialects of Samara region, adjacent territories of neighboring regions, as well as other territories of settlement of the Mordovians. Data on geographical vocabulary of the dialect introduced into research for the first time. The main source materials for the article is based on field studies in Silane village during the field seasons in 2017 and 2020, as well as in other Erzya-Mordovian and Moksha-Mordovian villages of Samara region and adjacent territories in 2015 – 2020. Results and Discussion. The study showed that the geographical vocabulary of the Shilan dialect of the Erzya-Mordovian language is significantly different from the corresponding lexical clusters in other dialects of the Mordovian region, which can be explained by natural geographical conditions surrounding Shilan village and the original composition of this lexical cluster of Erzya immigrants who founded this village. Conclusion. The analysis of the geographical vocabulary of the Shilan dialect allowed, on the one hand, to identify specific features of this cluster that distinguish it from the corresponding materials of other Mordovian dialects of the region, and, on the other hand, to identify common isoglosses between it and a number of the Erzya-Mordovian dialects of the Samara Volga region.

scholarly journals Interdisciplinarity master programs in Greek universities: Οrganization and cognitive conditions

2018 ◽  
Vol 12 (2) ◽  
pp. 85
Author(s):  
Georgios Stamelos ◽  
Georgios Aggelopoulos
Keyword(s):  
Sociology Of Science ◽  
Master's Programs ◽  
The Public ◽  
Interdisciplinary Programs ◽  
Internal Relations ◽  
Institutional Funding ◽  
The One ◽  
The University ◽  
Institutional Actors

This paper focuses on the development of interdisciplinarityin the Master’s programs in Greek universities. For our analysis, we searched for tools from the Sociology of Organisations (Mayntz) and the Sociology of Science (Whitley). We argue that the University and its keyactors have adopted interdisciplinarity, firstly, as a means to increase institutional funding, and secondly, with care so as not to disturb theinternal institutional structure and the power relations between the key actors in the University. Indeed, on the one hand, universities, responding to the public calls for interdisciplinary programs, took advantage of the European support program for Greece in order to enrich their infrastructures. On the other hand, the new structures and functions (interdisciplinary Master’s programs) remain loose and weak. So the central role of the Department and laboratories remains intact. As a consequence, the internal relations of the institutional actors are protected. Thus, interdisciplinarity seems to be a low priority issue. However, it is interesting to consider that more than 10 years after theend of European funding, the majority of these programs remains active.

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