scholarly journals Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment

2014 ◽  
Vol 44 (3) ◽  
pp. 20-38
Author(s):  
Erin Aspenlieder ◽  
Marie Vander Kloet
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Educational Development ◽  
University Teaching ◽  
Data Sets ◽  
Academic Press ◽  
Graduate Courses ◽  
Discursive Analysis ◽  
Graduate Student Education ◽  
Education And Employment

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.  

scholarly journals Muslims’ Participation in Education and Employment as Compared to Other Socio-Religious Categories: An Analytical Study

2015 ◽  
Vol 2 (2) ◽  
pp. 114-118
Author(s):  
Mohammad Parvez ◽  
Mohd Hasan
Keyword(s):  
Higher Education ◽  
Analytical Study ◽  
Educational Development ◽  
Secondary Data ◽  
Data Sets ◽  
Committee Report ◽  
Policy Makers ◽  
Work Activities ◽  
Education And Employment ◽  
Educational Conditions

Since, the submission of the Sachar Committee Report (2006), several analytical and descriptive studies have been undertaken to analysis the socio-economic and educational conditions of Muslims in India. Many researchers, educationists, thinkers, politicians, policy makers and common Muslims believe that education is the only panacea to eradicate the each and every ails of Muslims, and it is the only mechanism by which not only their status can be raised but also facilitate their entry into better paid job. This paper aims to evaluate the available evidences on the pattern of Muslim participation in education and employment. It is an attempt to see the Muslims’ participation in education and employment in relation to other Socio Religious Categories of India. Based on different secondary data sets, it attempts to see how the Socio Religious Categories across India have utilised the process of education and achieved educational and employment opportunity higher than the Muslims. Muslims as a homogenous group did not participate actively in the educational development, more especially in the arena of higher education whereas the other Socio Religious Categories have acquired the maximum benefits with the constitutional and political interventions that are taken place in Pre and Post- Independent era. The present paper also try to see the trend of Muslims’ participation in education right from the primary education to higher education as well as sector wise employment and work activities as compared to other Socio Religious Categories.DOI: http://dx.doi.org/10.3126/ijssm.v2i2.12196          Int. J. Soc. Sci. Manage. Vol-2, issue-2: 114-118 

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Exploration in the Curriculum and Teaching Based Cultivation of Innovation Capabilities for Graduate Students

2013 ◽  
Vol 655-657 ◽  
pp. 2132-2135
Author(s):  
Xiao Gui Zhang ◽  
Yan Ping Du
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Preliminary Analysis ◽  
Teaching Experience ◽  
Education And Training ◽  
Training And Education ◽  
Starting Point ◽  
Teaching Curriculum ◽  
And Training ◽  
Fundamental Objective

Cultivation of innovation capabilities not only is the top priority in the training and education of graduate students, but also a fundamental objective of the teaching curriculum for graduate students. Based on the practice of graduate education and training as a starting point, and combined with the author’s own teaching experience and understanding, this paper conducts a preliminary analysis and exploration on the ways and means of cultivation of innovation capabilities for graduate students.

scholarly journals Gender Bias in International Relations Graduate Education? New Evidence from Syllabi

2017 ◽  
Vol 50 (02) ◽  
pp. 456-460 ◽  
Author(s):  
Jeff Colgan
Keyword(s):  
International Relations ◽  
Graduate Education ◽  
Gender Bias ◽  
Graduate Training ◽  
Gender Diversity ◽  
Graduate Courses ◽  
Male And Female ◽  
Female Authors ◽  
The Difference ◽  
New Evidence

ABSTRACTGender diversity is good for the study of international relations (IR) and political science. Graduate training is an opportunity for scholars to affect the demographics of their field and the gendered practices within it. This article presents a first-cut investigation of the degree to which gender bias exists in graduate IR syllabi. The author found that the gender of the instructor for graduate courses matters significantly for what type of research is taught, in two ways. First, on average, female instructors assign significantly more research by female authors than male instructors. Second, women appear to be considerably more reluctant than men about assigning their own research as required readings. Some but not all of the difference between male- and female-taught courses might be explained by differences in course composition.

CRM for Academic Institution and Universities

2013 ◽  
pp. 198-204 ◽  
Author(s):  
Viral Nagori
Keyword(s):  
Graduate Students ◽  
Service Industry ◽  
Relationship Management ◽  
Customer Relationship ◽  
Academic Environment ◽  
Academic Institutions ◽  
Graduate Courses ◽  
Long Run ◽  
Major Emphasis

“Keep your customers happy and satisfied to create value in the long run for the firm.” The statement is the motto of all business organisations to become a successful enterprise. Customer relationship management is mainly used to identify the buying habits of the customers, analyse trends and patterns, and market the product to the targeted customers. Academic institutions and universities are considered as a service industry, so the scope and role of CRM would be drastically different compared to manufacturing industries. In the Indian context, the main customers of the institutions or universities are parents of the students who spend significant amount on their children’s education. The companies that recruit graduate students are also considered as the customer for academic institutions and universities. The chapter discusses the fundamentals of CRM, its uses and application in academic environment, and technology supporting CRM. The major emphasis of the chapter is on how to automate communication among the students, parents, and faculties. The chapter also focuses on streamlining and providing the details of the performance of students for the campus interview and final placements to the companies. The chapter also throws light on the role of technology in CRM implementation in academic institutions and universities. Advantages offered by CRM in academic environment are also discussed. The chapter provides guidelines for successful implementations of CRM in academic environment. To narrow down the scope of the study, it is confined to CRM for academic institutions universities offering higher education (graduate/post graduate courses) in Indian environment.

Born and Bred in the Long-Term Ecological Research Network: Perspectives on Network Science and Global Collaborations

2016 ◽  
Author(s):  
Melinda D. Smith
Keyword(s):  
Graduate Students ◽  
Positive Impact ◽  
Research Network ◽  
Data Sets ◽  
Ecological Research ◽  
State University ◽  
Multidisciplinary Research ◽  
Long Term Ecological Research ◽  
Kansas State University

I am a plant community and ecosystem ecologist who has conducted research within the context of the Long-Term Ecological Research (LTER) network from the beginning of my scientific career, now almost two decades ago. My research has benefited greatly from site-based research at the Konza Prairie (KNZ) LTER site, as well as from network-level syntheses utilizing data sets and knowledge produced by the collective of LTER sites. My involvement in the KNZ LTER site, in particular, has shown me the strength of conducting site-based research, yet my involvement in synthesis activities within the LTER network and beyond has illuminated the limitations of site-based research for addressing cross-site comparative research. To this end, I have been and continue to be a strong proponent of highly coordinated, multisite experiments, and much of my research is comparative in nature. Being involved in the LTER network from the start of my research career has made me a scientist who is well aware of the benefits and power of collaborative, multidisciplinary research. Because of the benefits and breadth of experiences that I have received from such research endeavors, I encourage my graduate students and postdoctoral fellows to also become involved in such research, and I recognize the positive impact collaborative, multidisciplinary research can have on beginning investigators. I believe that individuals outside of the LTER network (ranging from established principal investigators, to young investigators, to graduate students) are often not fully aware of the benefits of being involved in the LTER network or of the advances in ecological understanding that it has made possible. Thus, there is a need for the LTER network to be more proactive and creative in the ways that it attracts new researchers to get involved in the site-based or network-level research. Ultimately, the LTER network will only benefit from increased involvement by new investigators, who also could serve the role of leading the LTER network in the future. I have been affiliated with the LTER program since beginning as a graduate student at Kansas State University.

scholarly journals System to outline the graduatestudents

2015 ◽  
Vol 42 (6) ◽  
pp. 413-417
Author(s):  
Alberto Schanaider
Keyword(s):  
Graduate Students ◽  
Graduate Programs ◽  
Current System ◽  
Research Field ◽  
Graduate Courses ◽  
Teaching Career ◽  
Postgraduate Students ◽  
Post Graduate ◽  
Academic Assistance ◽  
Current Context

Objective: to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. Method: it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. Results: there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. Conclusion: it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

The journey into a New me: Narratives of self-development and community revitalization among first-generation, Latinx, adult graduate students

2020 ◽  
pp. 147797142091391
Author(s):  
Virginia Montero-Hernandez ◽  
Steven Drouin
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Graduate Education ◽  
First Generation ◽  
Community Revitalization ◽  
Life Trajectories ◽  
Self Development ◽  
Self Actualization ◽  
Service Oriented ◽  
Life Journey

This study explores the narratives of first-generation, Latinx graduate students whose parents emigrated from Mexico. We aimed to understand the life trajectories of six participants, particularly the ways in which they made sense of graduate education (MA and EdD) as part of their personal journeys, identity and practice as educators. Focus groups and image elicitation techniques allowed us to learn from our participants. Participants’ narratives about their life journey were our unit of analysis. Our results suggest that participants pursued graduate school as a tool to engage in self-actualization and to revitalize their families and communities. Central to our findings is the role that trauma played in the approach they used to engage in graduate education. Trauma worked as a catalyser to seek transformative learning experiences that could help them not only expand their selves but also the community where they serve. Students’ re-framing of personal trauma encouraged them to persist in graduate education and consolidate their service-oriented missions.

Writing Apprehension among Graduate Students: Its Relationship to Self-Perceptions

1999 ◽  
Vol 84 (3) ◽  
pp. 1034-1039 ◽  
Author(s):  
Anthony J. Onwuegbuzie
Keyword(s):  
College Students ◽  
Graduate Students ◽  
Research Methodology ◽  
Writing Apprehension ◽  
Self Perception ◽  
Graduate Courses ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores on Daly and Miller's (1975a) Writing Apprehension Test and on seven dimensions of Neemann and Harter's (1986) Self-perception Profile for College Students. Participants were 97 students (81 women and 16 men) from a variety of disciplinary backgrounds enrolled in graduate courses in research methodology. Analysis indicated that students with the lowest perceived scholastic competence and perceived creativity tended to have the highest anxiety about writing. Recommendations for research include replication.

Sign in / Sign up

Export Citation Format

Share Document