scholarly journals The Question of First-Professional Degree in Engineering

2021 ◽  
Author(s):  
Peter Dorato
Keyword(s):  
10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford

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.


2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S597-S597
Author(s):  
Jasmine R Marcelin ◽  
Rohan Khazanchi ◽  
Elizabeth Lyden ◽  
Kelly Cawcutt ◽  
Ravina Kullar ◽  
...  

Abstract Background Over the last decade, there have been sustained efforts to diversify the healthcare workforce. In 2016, the IDWeek Program Committee was charged to ensure gender equity in speaker sessions. Whether this intervention also resulted in more opportunities for underrepresented speakers has not been determined. Methods This project was supported by IDSA, who provided demographic information on IDWeek speakers (excluding poster sessions) from 2013-2019. Data were summarized using descriptive statistics, and chi-square analysis evaluated changes over time. Each speaker slot was considered an independent event. Data was combined for 2013-2016 (≤2016) and 2017-2019 (>2016). IDSA membership demographics were available from 2014 for gender, race/ethnicity, from 2016 for age, and from 2018 for professional degree. Results A total of 3640 speaker slots were filled by 2504 individuals from 2013-2019. A larger proportion of speaker slots were filled by women >2016 (51%) vs ≤ 2016 (43%), with a linear increase from 38.6% in 2013 to 52.1% in 2019 (p< 0.001). Averaged across 2013-2019, IDSA membership was 67.5% White, 20.6% Asian, 7.7% Latinx, 3.9% Black, and 0.4% Other. IDWeek Speakers during that timeframe were 77.7% White, 13.9% Asian, 4.7% Latinx, 2.7% Black, and 1.0% Other; a larger proportion of slots were filled by Asian speakers >2016 (16.3%) vs ≤ 2016 (12.8%) (p=0.005). The proportion of pharmacist speakers increased over time; 5.1% of speakers in 2019 reflected IDSA pharmacist membership (5.4%). The proportion of individuals invited to speak more than once differed by age (19% in < 40yo, 28% 40-49yo, 32% 50-59yo, and 22% >60yo; p< 0.001), and professional degree (28% physicians, 18% pharmacists, 9% other doctorates, and 7% non-doctorate speakers; p< 0.001). Figure 1: Trends in Gender Distribution of IDWeek Speakers and IDSA Members, 2013-2019 Figure 2: Trends in Race/Ethnicity Distribution of IDWeek Speakers and IDSA Members, 2013-2019 Conclusion Intentional consideration of gender equity by the Program Committee significantly improved equitable gender representation of invited speakers at IDWeek. This effort has not resulted in increased diversity of invited speakers from groups underrepresented in IDSA membership. To ensure that invited speakers represent the membership of IDSA/IDWeek partner organizations and more importantly, the communities we serve, we call for continued application of the principles of Inclusion, Diversity, Access, and Equity at IDWeek. Disclosures All Authors: No reported disclosures


2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Gitte Sommer Harrits

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


1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1211-1222 ◽  
Author(s):  
Teresa Fagulha ◽  
Richard H. Dana

This paper describes the history and current status of professional psychology in Portugal where a unique perspective combines training, research, and practical contributions from Europe and the Americas with their own history of psychological tradition and expertise. Training in professional psychology includes Social Psychology and Educational and Vocational Guidance specializations in addition to Clinical Psychology and Psychotherapy and Counseling for the professional degree, Licenciatura. Advanced degrees are offered in Environmental Psychology, Career Development, Social Cognition, and other areas, primarily for academic positions. Research in all of these areas is expected to have applied outcomes that contribute to individual well being and an improved quality of life for the entire population. The result has been a rapid development of an indigenous professional psychology to address mental health, social, and environmental concerns that compel psychological attention and resources worldwide as well as those problems of local and national origins.


2013 ◽  
Vol 655-657 ◽  
pp. 2156-2159
Author(s):  
Wen Dai ◽  
Qing Lin ◽  
Heng Wen Li

This paper proposed the problem on how to improve professional degree graduate students’ engineering quality. Based on teaching practice, three kinds of reform measures are proposed. Firstly, change the curriculum system setting. And then establish interdisciplinary tutor team. Lastly, construct the practice base. In the engineering quality cultivation, highlight the practice ability training. By establishing variety practice platforms provided students practical engineering training environment. Through the above reform measures, enhanced students’ awareness of engineering and improved their engineering quality.


2020 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Justin Reich

Many higher education institutions have begun offering opportunities to earn credit for in-person courses through massive open online courses (MOOCs). This mixed-methods study examines the experiences of students participating in one of the first iterations of this trend: a blended professional master's degree program that admitted students based on performance in MOOC-based online courses. We found that the blended master's program attracted a cohort of highly educated mid-career professionals from developed countries who were looking for more flexible alternatives to traditional graduate programs. Success in the online courses was correlated with higher levels of prior formal education and effective use of learning strategies. Students who enrolled in the blended graduate program reported being academically prepared for their coursework and had higher GPAs (3.86, p<0.01) than students in the residential program (3.75). The findings of this study suggest that the technological affordances of MOOC-based online and blended degrees will neither transform higher education nor solve its most stubborn equity challenges, but there may be particular niches where they provide a valuable service to learners in particular programs and contexts.


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