I Graduated. . . . Now What?

2021 ◽  
pp. 1-27
Author(s):  
Karis LeToi Clarke
Keyword(s):  
Graduate Student ◽  
Lived Experiences ◽  
Early Adulthood ◽  
Doctoral Degree ◽  
Degree Program ◽  
Student Attrition ◽  
Career Stage ◽  
Attrition Rates ◽  
Career Placement ◽  
Professional Degree

This chapter is a reflection upon the author's journey from completing a professional degree program until present day. It is the intent of the author to share lived experiences of a professional who has completed the doctoral degree with emerging completers, and those new to the profession. Having a relationship with multiple mentors can significantly enhance development in early adulthood and in the mid-career stage of the more experienced person. Existing research tends to focus on how mentoring can influence graduate student attrition rates. However, there is little evidence that researchers have approached the issue of navigating career placement after the doctoral degree. The aim of this chapter is to provide an overview of how new doctoral completers can be supported in post-doctoral career placement.

How Mentors Can Improve Online Graduate Student Attrition Rates

eLearn ◽  
2015 ◽  
Vol 2015 (1) ◽  
Author(s):  
Narjis Hyder ◽  
Judith Gilliam
Keyword(s):  
Graduate Student ◽  
Student Attrition ◽  
Attrition Rates

scholarly journals Evaluating Access, Quality, and Equity in Online Learning: A Case Study of a MOOC-Based Blended Professional Degree Program

2020 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Justin Reich
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Formal Education ◽  
Graduate Program ◽  
Online Courses ◽  
Developed Countries ◽  
Degree Program ◽  
Highly Educated ◽  
Professional Degree ◽  
Technological Affordances

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.

Fairy tale midwifery 10 years on: re-evaluating the lived experiences of newly qualified midwives

2019 ◽  
Vol 27 (10) ◽  
pp. 649-654
Author(s):  
Kate Ashforth ◽  
Ellen Kitson-Reynolds
Keyword(s):  
Job Satisfaction ◽  
Lived Experiences ◽  
Fairy Tale ◽  
Original Research ◽  
Attrition Rates ◽  
Reality Shock ◽  
Data Saturation ◽  
Sources Of Support

Newly qualified midwives (NQM) experience a reality shock upon initiation of first post. Despite efforts to smooth the transition to NQM status, there remains an incongruence between the expectations (‘fairy tale’) and the realities of practice. Transition and preceptorship programmes aim to increase competence and confidence, and improve the lived experiences of NQMs. Preceptorship, however, is unstandardised and supernumerary shifts and rotations to clinical areas may be affected by service demands. Sources of support in practice include peers, preceptors and midwives on shift. No new themes emerged when comparing contemporary and original research, suggesting data saturation has been reached, although it may still be pertinent to consider the experiences of NQMs in order to reduce attrition rates and increase job satisfaction.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

2019 ◽  
Vol 35 (4) ◽  
pp. 235-250
Author(s):  
Samar Aad Makhoul
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Student Attrition ◽  
Faculty Members ◽  
Faculty Retention ◽  
Regional Accreditation ◽  
Learning Enhancement ◽  
Attrition Rates ◽  
Content Type

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

scholarly journals Faculty/librarian collaborations enhance doctoral student success: Strategies for retention and graduation

2018 ◽  
Vol 79 (10) ◽  
pp. 560
Author(s):  
Yu-Hui Chen
Keyword(s):  
Doctoral Students ◽  
Undergraduate Students ◽  
Meta Analysis ◽  
Doctoral Student ◽  
The United States ◽  
Student Attrition ◽  
Success Strategies ◽  
Doctoral Study ◽  
Attrition Rates ◽  
Retention And Graduation Rates

Doctoral study is perhaps the most rigorous educational experience anybody can have. In higher education, a great amount of effort has been focused on increasing retention and graduation rates of undergraduate students. Yet, there has been little discussion about effective qualitative measures for retaining and graduating doctoral students. This neglect masks the reality that doctoral student attrition rates in the United States have been problematic for several years. A meta-analysis conducted in 2001 showed that about 50% to 71% of doctoral candidates in the humanities did not complete their degrees.1

A Conceptual Model for Public Health Education in Podiatric Medicine

2001 ◽  
Vol 91 (9) ◽  
pp. 488-495 ◽  
Author(s):  
Arthur E. Helfand ◽  
Alice J. Hausman
Keyword(s):  
Public Health ◽  
Health Education ◽  
Conceptual Model ◽  
Clinical Education ◽  
Public Health Education ◽  
Degree Program ◽  
Department Of Health ◽  
Professional Degree ◽  
Health Studies ◽  
Dual Degree

This article discusses the need for and the advantages of a dual degree program between podiatric medicine and public health. The authors expand on the existing program for public health education at the first professional degree level to include a conceptual model for a dual degree program developed at Temple University’s Department of Health Studies, through the Graduate School and the School of Podiatric Medicine. The model combines didactic and clinical education at the graduate level to ensure that clinicians involved in determining health policy are prepared to represent the profession in the restructuring of the health-care system. (J Am Podiatr Med Assoc 91(9): 488-495, 2001)

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