Doktorat a sytuacja zawodowa kobiet i mężczyzn

2021 ◽  
pp. 286-304
Author(s):  
Urszula Sztanderska ◽  
Gabriela Grotkowska

Obtaining a doctoral degree has recently gained popularity in Poland, especially in some areas of education (such as law or medicine). In this article we try to answer whether the doctorate provides economic benefits to its holders. In order to answer this question, the employment (structure and frequency) of individuals with a Ph.D. was analysed, and their wages and the rate of return to Ph.D. degree were assessed, i.e. the income of individuals with a Ph.D. was compared to the income they would get holding “only” a master’s degree and not having spent time on achieving the doctorate. Generally, in Poland the doctorate per se does not ensure an increase in income, but in certain occupations it is a necessary promotion tool. The wage growth of the individuals with Ph.D. depends of their place of employment and gender. Women gain less from having a doctoral degree, which - as it has been assumed - may also weaken their incentives to obtain it.

2015 ◽  
Vol 50 (1) ◽  
Author(s):  
Małgorzata Stasińska

<p>The article presents the biography and scientific achievements of Professor Maria Lisiewska. She earned master’s degree and Ph.D. in natural sciences from Adam Mickiewicz University in Poznań. After earning her doctoral degree, she stayed at Adam Mickiewicz University in Poznań and conducted her thrilling research on mycology and taught until now. Prof. Maria Lisiewska is an author of many books, articles, and other scholarly reports.</p>


2016 ◽  
Vol 3 (6) ◽  
Author(s):  
Päivi Karttunen

Higher education has changed a lot during the past 25 years in Finland. The universities of applied sciences (UAS) were established in the 1990s when the former college system became higher education. At the moment there are 22 universities of applied sciences and 14 universities. Universities and universities of applied sciences have their own profile and legislation as well. About 23 000 bachelor-level students and 2200 master-level students graduate from the UASs annually. It is quite normal that in universities all students will complete the master’s degree with about 15 000 students getting their master’s degree and 1821 getting their doctoral degree annually. In UASs it is not possible to complete doctoral studies.


2013 ◽  
Vol 12 (5-6) ◽  
pp. 570-589
Author(s):  
Saqer Jabali

Abstract This study analyzes, using the elite approach, the relationship between the Israeli ministerial elite and their adoption of a unilateral withdrawal plan from the Palestinian territories because the socio-economic constituents of this elite are so strong and influential that it affects the political conduct of its members. The study shows, through an analysis of the relationship between party affiliation and members’ adoption of the withdrawal plan, that all members of the Shinui Party and 85.7% of Kadima members supported the plan and that all the ministers from the National Religious Party, Yisrael Baaliah and Yisrael Beiteinu opposed it. The study also finds that the socio-economic status of the ministerial elite affects the members’ stand on the unilateral withdrawal plan: those who were seventy, sixty or fifty years old supported the plan while those who were forty opposed it. The study also shows that 56.3% of the ministers who were born in Israel supported the withdrawal plan and 80% of the members of the Israeli elite who lived in major cities ( Jerusalem, Tel Aviv and Haifa) approved the plan, while all members of the elite who lived in settlements rejected the plan completely. Furthermore the study shows that all those who practiced or worked in journalism and 75% of lawyers and managers had supported the Israeli unilateral withdrawal plan. With regard to the level of education, the study also shows that the highest percentage of supporters of the unilateral withdrawal plan among the members of the ministerial elite amounted to 75% among master’s degree holders, 66.7% among doctorate degree holders and 56.3% with a bachelor’s degree. On the other hand, the highest percentage of opponents amounted to 33% among doctoral degree holders, followed by bachelor’s degree 31.2% and then master’s degree by 25%. The percentage of the members of the educated ministerial elite who studied in Israel and voted for the plan was 56% while all members who studied in the United States backed the unilateral disengagement plan, while 66.7% of those who studied in foreign universities outside Israel agreed on that plan. This indicates that American universities promote the principles of coexistence in the region. With respect to the recruitment in the army or the political administrative system, about 95% of the ministerial elite had done military service and that about 68.4% of them supported the unilateral withdrawal plan.


Psichologija ◽  
2019 ◽  
Vol 59 ◽  
pp. 68-88
Author(s):  
Ramunė Grambaitė ◽  
Linas Bieliauskas ◽  
Evelina Grušauskienė ◽  
Albinas Bagdonas

We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master’s degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master’s degree studies, i.e., a specialized Master’s diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master’s diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master’s studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists’ education in clinical neuropsychology.


2018 ◽  
Vol 13 (3) ◽  
pp. 205-218 ◽  
Author(s):  
Kellie C. Huxel Bliven ◽  
Kelly Potteiger ◽  
Russell T. Baker ◽  
William A. Pitney

Context: As health care education evolves, so do the required educational degree levels. In athletic training, the master's degree has traditionally represented the advanced degree option, but clinical doctoral education is relatively new and not well understood. Objective: To explore stakeholders' perceptions of the postprofessional clinical doctorate in athletic training (DAT). Design: Population survey. Patients or Other Participants: Survey participants included 254 faculty members, 150 administrators, 334 clinicians, and 131 employers. Intervention(s): Four surveys designed to gauge perceptions of the DAT. Main Outcome Measure(s): Descriptive statistics were calculated to describe perceptions. Qualitative data from open-ended questions were analyzed inductively and organized into themes. Results: Faculty and administrators were more familiar with various degrees (71.8%–82.3%), whereas clinicians and employers indicated no or little (52.5%–58.0%) familiarity with clinical doctoral degrees. There was discord between faculty and administrators regarding the viability of the DAT as an alternative to the postprofessional master's degree. Faculty believed the DAT would help advance knowledge and clinical skills among practitioners. Administrators believed in increased education and clinical expertise of faculty, increased productivity, and an alternative avenue for hiring faculty for those with a DAT. Hiring concerns, research productivity, friction among degree holders, program expense, and lack of understanding of the degree were negative implications reported by administrators. Clinician interest in pursuing a DAT was divided (47.5% interested, 52.5% not interested). Reasons for pursuing the DAT included increased clinical ability, desire to transition to a faculty role, and advancement. Employers were divided as to whether they would hire a DAT. Employer concerns included lack of adequate compensation and lack of significant difference in clinician skills. Conclusions: Support for the DAT by all stakeholders exists. However, there are concerns and a general lack of understanding about the degree that should be addressed among all stakeholder groups.


2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio

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.


2009 ◽  
Author(s):  
Jessica Kohout ◽  
William E. Pate

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