Increasing Graduate Education Relevance Through Innovative Marketing

2011 ◽  
Vol 1 (2) ◽  
pp. 72-78
Author(s):  
Lynn Wilson
Keyword(s):  
Environmental Policy ◽  
Graduate Education ◽  
Curriculum Design ◽  
Program Design ◽  
Graduate Program ◽  
Interdisciplinary Curriculum ◽  
Work Program ◽  
Policy Work

The aim of this paper is to illustrate innovative interdisciplinary and transdisciplinary implications for marketing for an academically rigorous graduate program that serves the needs of employers in the emerging field of environmental policy. By linking interdisciplinary curriculum design to the transdisciplinary nature of environmental policy work, program design and marketing become interwoven.

Occupational Therapy Graduate Program Needs Part II

1985 ◽  
Vol 52 (3) ◽  
pp. 125-131 ◽  
Author(s):  
Patricia Wood ◽  
Helen Madill
Keyword(s):  
Occupational Therapy ◽  
Graduate Education ◽  
Graduate Program ◽  
Similar Response ◽  
Response Patterns ◽  
Mail Questionnaire ◽  
Graduate Degrees ◽  
Financial Factors ◽  
Potential Demand ◽  
Program Components

This article concludes a two-part review of graduate education in occupational therapy, with the results of a survey of 309 therapists and 68 administrators from the prairie provinces. Three areas were included in the mail questionnaire: graduate program components, potential demand, and factors likely to affect enrolment. Therapists and administrators had remarkably similar response patterns on desirable program components. Therapists expressed a need for graduate level education and administrators indicated a need for therapists with graduate degrees. Therapists indicated a variety of family and financial factors limiting their ability to enroll in graduate study. A small number of administrators indicated that assistance was available.

ACADEMIC GRADUATE PROGRAM IN NURSING AT UFSC: TECHNOLOGICAL, POLITICAL, SOCIAL AND ECONOMIC IMPACTS

2021 ◽  
Vol 30 ◽  
Author(s):  
Marta Lenise do Prado ◽  
Mara Ambrosina de Oliveira Vargas ◽  
José Luis Guedes dos Santos ◽  
Alacoque Lorenzini Erdmann ◽  
Jussara Gue Martini
Keyword(s):  
Graduate Education ◽  
Nursing Care ◽  
Graduate Program ◽  
Economic Impacts ◽  
Graduate Programs ◽  
Descriptive Analysis ◽  
Annual Reports ◽  
Nursing Science ◽  
Documentary Sources ◽  
Qualitative Evidence

ABSTRACT Objective: to discuss the different impacts - technological, political, social and economic - of Graduate Program in Nursing at the Universidade Federal de Santa Catarina, problematizing their indicators and their adequacy to the field of Nursing and Health, according to the genesis and nature of Nursing care, the Nursing science and its interfaces with other fields of knowledge. Method: a study conducted in July 2021 based on documentary sources extracted from an institutional form, for evaluating graduates and annual reports of the Program in the period between 2011 and 2020. The documentary data were submitted to descriptive analysis. Results: the technological, political, social and economic impacts and their respective indicators are presented as proposed by the Coordination for the Improvement of Higher Level Personnel for the evaluation of graduate programs. The evaluation of the impacts of graduate education in Nursing indicated that it represents a challenge to be faced, given the difficulties identifying quantitative and qualitative evidence allowing such verification. Conclusion: important impacts of the Program are evidenced; however, the indicators and respective criteria are questioned regarding the best adequacy and completeness to the field of Nursing and Health, according to the genesis and nature of Nursing care, the Nursing science and interfaces with the other fields of knowledge. Therefore, it is urgent to invest in studies and to propose indicators and criteria to evidence the real impact of the Graduate Programs in Nursing on society.

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

scholarly journals Structural Change in Higher Education: Implications for Agricultural Economics Academic Programs

1993 ◽  
Vol 25 (1) ◽  
pp. 122-130
Author(s):  
Larry J. Connor
Keyword(s):  
Teacher Preparation ◽  
Graduate Education ◽  
Teaching Methods ◽  
Graduate Program ◽  
Faculty Training ◽  
Academic Programs ◽  
Agricultural Economics ◽  
Faculty Teaching ◽  
Growth Opportunity ◽  
Change In Higher Education

AbstractMajor changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education, and faculty training in teaching methods. Teaching represents a major growth opportunity for Agricultural Economics, but it remains to be seen whether the discipline takes advantage of this opportunity.

scholarly journals Program design and student outcomes in graduate education

2008 ◽  
Vol 27 (2) ◽  
pp. 111-124 ◽  
Author(s):  
Jeffrey A. Groen ◽  
George H. Jakubson ◽  
Ronald G. Ehrenberg ◽  
Scott Condie ◽  
Albert Y. Liu
Keyword(s):  
Graduate Education ◽  
Student Outcomes ◽  
Program Design

Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment

2006 ◽  
Vol 30 (1) ◽  
pp. 38-45 ◽  
Author(s):  
Darrell W. Brann ◽  
Shawnee Sloop
Keyword(s):  
Curriculum Design ◽  
School Environment ◽  
Graduate Program ◽  
De Novo ◽  
Design And Technology ◽  
Graduate Course ◽  
Faculty Position ◽  
Core Courses ◽  
New Curriculum ◽  
On Line

Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.

Urban Consulting Practice

1993 ◽  
Vol 15 (1) ◽  
pp. 12-15 ◽  
Author(s):  
Michael English
Keyword(s):  
Graduate Education ◽  
Graduate Program ◽  
Applied Anthropology ◽  
University Teaching ◽  
Master's Students ◽  
Perceptual Abilities ◽  
American Society ◽  
Problem Solvers ◽  
The University ◽  
Analytical Tools

In 1974 I enrolled in the inaugural class of the University of South Florida's (USF) M.A. program in applied anthropology. My undergraduate degree had been in finance and prelaw, and my experience with anthropology very limited. My interest in the program had been spurred by a St. Petersburg Times interview with Ailon Shiloh, then the graduate program director. The article told an exciting story about a new idea for anthropology—that the powerful analytical tools and perceptual abilities of the discipline could be taught to master's students, who could then be turned loose on modern American society to become effective and empathetic problem solvers. I was in my mid-twenties and ready to make a commitment to graduate education and a career. Anthropology had never occurred to me, probably because educational and career possibilities in this generally mysterious social science were limited, in my perception, to a Ph.D. and university teaching.

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