scholarly journals Follow up Survey of 2015-2017 Master’s Graduates of Comparative Education Program in Zhejiang Normal University

2020 ◽  
pp. 21-36
Author(s):  
Antony Zakaria Fute ◽  
Wan Xiu-Lan
Keyword(s):  
Graduate Students ◽  
Comparative Education ◽  
Survey Study ◽  
Full Time ◽  
International Graduate ◽  
Foreign Countries ◽  
Biological Parents ◽  
Application Procedure ◽  
Part Time ◽  
Normal University

The researcher conducted a survey study of 28 international graduate students of Comparative Education (Master students) who were enrolled in the program from September 2015 to July 2017 in Zhejiang Normal University (ZJNU). With the application and admission procedures in ZJNU, 25% rated the application procedure as A-Excellent and majority of them (45%) rated as B-Very good, followed by another 25% who rated it as C-Good. 5% rated the application procedure to Join ZJNU as D-Not good. Their concerns are very well narrated in this paper. One of the key findings from the survey is that graduates appreciated universities’ contribution to them and the great role played by intelligent supervisors in Zhejiang Normal University (ZJNU), the friendly environment which were always there between supervisors and students, which made these international students feel like they were not in the foreign countries. Most of the supervisors played extra ordinary roles as they acted like their biological parents by taking their students into various places where they learnt a lot of things they couldn’t have learnt. However, few students expressed the challenges faced on the first days after their arrival. With the challenge of language and unfamiliarity of the environment, these students were stuck in their rooms without knowing where they could exchange their money and buy food. However even when they found the place to exchange money, language was still a problem to them. Concerning the impacts of the program, out of 20 graduate students who responded to the questionnaire, 85% are employed and the remaining 15% are not yet employed. Among those who are already employed, 82.4% are in full time job while only 17.6% are working as part time. 60% of these employed graduates got their employment before attending the program of Comparative education at Zhejiang Normal University (ZJNU), while 35% got their current employment after attending the program and only 5% got the employment offer while attending the program at ZJNU. The researcher conducted a survey study of 28 international graduate students of Comparative Education (Master students) who were enrolled in the program from September 2015 to July 2017 in Zhejiang Normal University (ZJNU). With the application and admission procedures in ZJNU, 25% rated the application procedure as A-Excellent and majority of them (45%) rated as B-Very good, followed by another 25% who rated it as C-Good. 5% rated the application procedure to Join ZJNU as D-Not good. Their concerns are very well narrated in this paper. One of the key findings from the survey is that graduates appreciated universities’ contribution to them and the great role played by intelligent supervisors in Zhejiang Normal University (ZJNU), the friendly environment which were always there between supervisors and students, which made these international students feel like they were not in the foreign countries. Most of the supervisors played extra ordinary roles as they acted like their biological parents by taking their students into various places where they learnt a lot of things they couldn’t have learnt. However, few students expressed the challenges faced on the first days after their arrival. With the challenge of language and unfamiliarity of the environment, these students were stuck in their rooms without knowing where they could exchange their money and buy food. However even when they found the place to exchange money, language was still a problem to them. Concerning the impacts of the program, out of 20 graduate students who responded to the questionnaire, 85% are employed and the remaining 15% are not yet employed. Among those who are already employed, 82.4% are in full time job while only 17.6% are working as part time. 60% of these employed graduates got their employment before attending the program of Comparative education at Zhejiang Normal University (ZJNU), while 35% got their current employment after attending the program and only 5% got the employment offer while attending the program at ZJNU.

Adjuncts in Higher Education in the United States

Education ◽  
2016 ◽  
Author(s):  
Tobias Hecht ◽  
Isabel Balseiro ◽  
Daniel Maxey
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Working Conditions ◽  
The United States ◽  
Full Time ◽  
Tenure Track ◽  
Advanced Degrees ◽  
International Graduate ◽  
Tier System

Although teaching remains the province of tenured and tenure-track professors in some elite colleges and universities in the United States, this arrangement is increasingly anomalous in many other institutions of higher learning. “Contingent professors” (here used interchangeably with the term “adjuncts”) refers to anyone teaching at the tertiary level who is not in the tenure stream. This entry refers principally to those with higher degrees who are paid by the course. The shift away from the tenure system may not have been as rapid as is often thought (it dates back at least some decades), but it is a sweeping change. Contingents now constitute a significant majority of academics. In 1969, over 78 percent of faculty were tenured or tenure-track; by 2009, that figure had declined to about 33 percent. Research faculty, graduate students, and postdoctoral fellows are not included in those figures; if they were, the overall representation of adjunct or contingent faculty in higher education would be considerably higher. Most contingent professors teach for a living; some may hope to land a tenure-track position. Others have full-time jobs and teach out of pleasure; yet others, having reached the end of their careers, prefer to teach at a more leisurely pace. Some do it for a short time, whereas others make a lifelong career of it. A considerable portion of non-tenured teachers in the United States are international graduate students or postdoctoral scholars, many of whom have financial, immigration, and communication challenges. What these educators have in common is that their jobs are insecure and can be terminated without review or explanation. The pay is low, sometimes close to minimum wage if examined on an hourly basis; more often than not, those paid by the course receive no benefits. Once hailed as the road to equality, higher education is now imparted in a context of stark inequity—a two-tier system in which some have a job for life, and others can be dismissed at any time. When the policy of paying faculty by the course is defended by institutional leaders, it is often with reference to the purported goal of achieving a certain nimbleness in matching the workforce with changing enrollments, the need to balance budgets, and an alleged surplus of scholars with advanced degrees. However, the inequity in pay, benefits, and working conditions is so stark that discussion of adjuncts has moved beyond the mere denunciation of their working conditions to an increased interest in improving those conditions. Nevertheless, the status of adjuncts raises many questions. How does this policy affect student learning? What does it mean that most professors now lack traditional academic protections of freedom of speech? Is it acceptable that the majority of academics are excluded from institutional decisionmaking while also lacking any clear path toward advancement on the job? Are unions addressing the needs of adjunct professors?

scholarly journals Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Tamara Galoyan ◽  
Kristen Betts ◽  
Brian Delaney ◽  
Mariette Fourie
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Critical Role ◽  
Pedagogical Practices ◽  
Survey Study ◽  
Instructional Designers ◽  
Full Time ◽  
Graduate Degree ◽  
Structured Interviews ◽  
Sequential Mixed Methods

Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to (1) explore graduate students’ conceptualizations of transfer, and (2) examine online pedagogical practices for enhancing transfer. Participants included students enrolled in a full-time online graduate degree program in education at a private university in the Mid-Atlantic USA. Findings from the qualitative phase with seven semi-structured interviews were used to design a survey study with 68 graduate students to explore their perceptions of effective online pedagogical practices for enhancing transfer. This study is significant since its findings revealed a number of online practices that instructional designers and faculty can use to optimize learning and transfer in higher education.

Stress Related Factors among Primary and Part-Time Caregiving Grandmothers of Kenyan Grandchildren

2005 ◽  
Vol 60 (4) ◽  
pp. 273-282 ◽  
Author(s):  
Paul Odhiambo Oburu ◽  
Kerstin Palmérus
Keyword(s):  
Instrumental Support ◽  
Full Time ◽  
Total Stress ◽  
Related Factors ◽  
Levels Of Care ◽  
Perceived Availability ◽  
Behavioral Difficulty ◽  
Biological Parents ◽  
Part Time ◽  
Time Basis

The present study examined whether the total stress experienced by 241 caregiving grandmothers was linked to levels of care provided, child behavioral difficulty, and perceived availability of emotional and instrumental support. One hundred and twenty eight of these participants adopted their orphaned grandchildren on full-time basis. The rest ( n = 113) were grandmothers providing partial parenting roles in households that also included one of these children's biological parents. The results indicated that the full-time grandmothers experienced significantly higher levels of stress than did the part-time caregivers. The total stress experienced was related to these participants' perception of child behavioral difficulty and limited instrumental support.

scholarly journals ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES

2018 ◽  
Vol 17 (6) ◽  
pp. 912-917
Author(s):  
Georgios Tsaparlis
Keyword(s):  
Science Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Good Practice ◽  
Research Approach ◽  
Full Time ◽  
Action Research Approach ◽  
Part Time ◽  
Recent Graduates ◽  
Research Students

Conferences, and especially international conferences, have become an integral part of a scientist’s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. With most conferences, the emphasis tends to be on the presentation and discussion of the findings of recent research. However, in the case of science education, the dissemination of good practice can be considered equally important. Here, “there is little reason to do research, unless there is a pay-off in the classroom” (Hurd de Hart, 1991).

Impostor Feelings of Music Education Graduate Students

2020 ◽  
Vol 68 (3) ◽  
pp. 249-263
Author(s):  
Wendy L. Sims ◽  
Jane W. Cassidy
Keyword(s):  
Graduate Students ◽  
Music Education ◽  
Doctoral Students ◽  
Graduate School ◽  
Graduate Program ◽  
Impostor Phenomenon ◽  
Full Time ◽  
Face To Face ◽  
Part Time ◽  
Impostor Feelings

Impostor phenomenon (IP) is the psychological construct used to describe potentially debilitating feelings of fraud and fear of being exposed as a phony in individuals who are actually high achieving and successful. The purpose of this study was to investigate the IP feelings of music education graduate students. A total of 130 master’s and doctoral students completed a survey that included the Clance IP Scale, the Graduate Music Student Scale, and demographic items. Results indicated that impostor feelings were present in a substantial percentage of the participants. Full-time student status was associated with stronger IP responses than part-time status, as was working on the degree face-to-face versus hybrid. More frequent and intense impostor feelings were experienced by females versus males, participants ages 26 to 35, students who were not married or in a committed relationship, and those who were the first in their family to attend graduate school. Master’s and doctoral students’ IP responses were not different, but successive year in the graduate program was associated with stronger impostor feelings. Based on the possible detrimental effects of strong impostor feelings, the findings should raise concern for students, their instructors, and their mentors.

scholarly journals Psychological Difficulties of Nursing Students

2019 ◽  
Vol 3 (2) ◽  
pp. 121-131
Author(s):  
Iva Takšić ◽  
Olivera Petrak ◽  
Lada Perković
Keyword(s):  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Time Management ◽  
Mental Health Problems ◽  
Student Population ◽  
Full Time ◽  
Financial Problems ◽  
Significant Difference ◽  
Part Time

The research of students adapting to university life, difficulties in coping with the academic demands, and personal problems students face during their study is important for a better understanding of their needs in order to prevent possible mental health problems in the student population and increase the overall quality of study. When researching the difficulties that students face, one of the important factors to be taken into account is the type of study, for instance whether they study full or part time. Since nursing students represent the largest student population at the University of Applied Health Sciences in Zagreb, Croatia, we investigated the differences in the perceived difficulties during studying between full-time undergraduate nursing students and part-time specialist graduate nursing students, most of whom already work as professional nurses. In a sample of 231 participants, there were 143 undergraduate students with the average age of 26.38 years (90.2% females) and 88 specialist graduate students with the average age of 37.52 years (95.5% females). We examined the frequency of 62 difficulties that students may encounter during their study using a survey by the Student Counselling Centre at the Faculty of Philosophy in Zagreb. On average, nursing students perceived 12 difficulties. The most frequent difficulties all students struggle with are nervousness or tension, financial problems, fear of failure, inefficient time management, insecurity, and changes in eating habits. There is no significant difference in the total frequency of perceived difficulties between undergraduate and graduate students but we found significant differences between these two groups in the number of students who encountered particular difficulties regarding 13 issues. Undergraduate students face problems with roommates and problems in communication with professors more often than graduate students, while graduate students struggle the most with financial problems and adapting to the study regime. When faced with problems, 65.4% of all students would seek free psychological counselling. Graduate students and students who perceive more difficulties are more willing to seek psychological support.

scholarly journals Doctoral research education in Canada: Full-time and part-time students’ access to research assistantships

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Ewelina Kinga Niemczyk
Keyword(s):  
Graduate Students ◽  
Full Time ◽  
Education Students ◽  
Research Education ◽  
Doctoral Research ◽  
Part Time Students ◽  
Part Time ◽  
Informal Practices ◽  
Context Specific

Graduate students’ development as researchers is a key objective in higher education internationally. Research assistantships (RAships) nurture graduate students as novice researchers as they develop theoretical and methodological knowledge. However, few studies have investigated the ways institutional regulations, informal practices, and students’ academic status may influence graduate students’ access to RAships. Based on a larger case study exploring RAship experiences of full-time and part-time doctoral Education students at an Ontario university in Canada, this paper reports key arguments and conclusions specific to students’ unequal access to RAships. Although the study is context specific and cannot be generalized, described practices and recommendations can inform other institutions and programs nationwide. 

Attitudes toward Women as Managers with Regard to Sex, Education, Work, and Marital Status

1989 ◽  
Vol 65 (1) ◽  
pp. 347-350 ◽  
Author(s):  
Roger Ware ◽  
Jerilyn J. Cooper-Studebaker
Keyword(s):  
Graduate Students ◽  
Marital Status ◽  
Sex Education ◽  
Attitudes Toward Women ◽  
Full Time ◽  
Scale Analysis ◽  
Managerial Success ◽  
Mba Students ◽  
Part Time ◽  
The Difference

Participants were 58 undergraduate and 55 MBA students who were administered the Women as Managers Scale. Analysis indicated that over-all, females rated women as managers more favorably than did males. Much of the difference was accounted for with the category of traits considered necessary to managerial success. Part-time workers and graduate students indicated more favorable attitudes. More specifically, male graduate students who worked part time indicated significantly more favorable attitudes in this category than those who worked full time and attended undergraduate school.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Sign in / Sign up

Export Citation Format

Share Document