Academic literature on the topic 'Graduate School Selection'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Graduate School Selection.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Graduate School Selection"
1
Huang, Wei-Ting, and Hsuan-Fu Ho. "Selection Determinants In Education Major Graduates Occupations." Contemporary Issues in Education Research (CIER) 10, no. 2 (March 31, 2017): 77–86. http://dx.doi.org/10.19030/cier.v10i2.9913.
Full textAbstract:
Taiwan’s teacher training system currently faces a serious disorder. The excessive number of teacher education programs being set up in universities by the Ministry of Education has dramatically increased the number of teachers. The situation, coupled with the country of low birth rate and high retirement age, brings about fewer teaching vacancies than the number of available teachers. The over-expansion of universities has resulted in a situation that almost every secondary school graduate can access higher education institutions, which subsequently produce a great number of graduates, far exceeding the vacancies in the workplace. This plus with the recent economic recession intensifies competition among individuals hunting for jobs. Thus, it is imperative to identify the ideal jobs for graduates, and the first step is figuring out the main determinants for selecting jobs and the relative importance of these determinants. A self-developed questionnaire was administered to 200 education major graduates in Taiwan. The result indicated that high job stability was perceived to be the most important factor among participants. Also, the education students considered school teacher or administrator to be the ideal jobs.
2
Oyer, Paul, and Scott Schaefer. "The Returns to Elite Degrees: The Case of American Lawyers." ILR Review 72, no. 2 (May 29, 2018): 446–79. http://dx.doi.org/10.1177/0019793918777870.
Full textAbstract:
The authors study the market for young attorneys. Using data from two surveys of attorneys who passed the bar exam in 2000, they find that attorneys who graduate from law schools ranked in the Top 10 nationally earn considerably more than those without such a qualification, even compared to attorneys who graduate from schools ranked 11–20. The premium to an elite education carries over to an attorney’s undergraduate institution as well, and the findings suggest that elite bachelor’s degrees and elite law degrees are close substitutes in terms of their relationships to salaries. The elite–law school premium is more robust to various methods for correcting for selection on ability than the widely studied premium to attending a selective undergraduate institution. The authors consider several reasons elite-school premiums may exist in this labor market.
3
Grillo, Andrew C., Ahmed A. M. Ghoneima, Lawrence P. Garetto, Surya S. Bhamidipalli, and Kelton T. Stewart. "Predictors of orthodontic residency performance: An assessment of scholastic and demographic selection parameters." Angle Orthodontist 89, no. 3 (January 2, 2019): 488–94. http://dx.doi.org/10.2319/062518-477.1.
Full textAbstract:
ABSTRACTObjective:To evaluate the association between resident selection criteria, including Graduate Record Examination (GRE) scores, and student performance in an orthodontic residency program.Materials and Methods:This retrospective study evaluated the academic records of 70 orthodontic residency graduates from the Indiana University School of Dentistry. The following demographic and scholastic data were extracted from the student academic records: applicant age, gender, ethnicity, race, country of origin, dental school graduation year, GRE score, and graduate orthodontic grade point average (GPA). In addition, student American Board of Orthodontics (ABO) written examination quintiles were obtained from the ABO. Scatterplots, analysis of variance, and correlation coefficients were used to analyze the data. Statistical significance was established at .05 for the study.Results:No associations were found with any component of the GRE, except with the quantitative GRE section, which displayed a weak association with ABO module 2 scores. Dental school GPA demonstrated weak correlations with all ABO modules and moderate correlations with overall and didactic orthodontic GPAs. When assessing demographic factors, significant differences (P < .05) were observed, with the following groups demonstrating higher performance on certain ABO modules: age (younger), race (whites), and country of origin (US citizens).Conclusions:Findings suggest the GRE has no association with student performance in an orthodontic residency. However, dental school GPA and/or class rank appear to be the strongest scholastic predictors of residency performance.
4
Wiyono, Slamet, Dyah Apriliani, Taufiq Abidin, and Dairoh Dairoh. "Feature Selection With the Random Forest Packages to Predict Student Performance." Systemic: Information System and Informatics Journal 5, no. 1 (September 1, 2019): 1–5. http://dx.doi.org/10.29080/systemic.v5i1.618.
Full textAbstract:
Each study program seeks to improve the quality of education and accreditation. One element that becomes the value of accreditation is students who graduate on time. The more active students, the more students will graduate on time. Thus, the head of the study program needs to make predictions of students who will be inactive in the next semester. To make predictions, we must determine what features are needed. This article is the result of feature selection research to predict the active status of students. The selection of features using seven features using the RandomForest package from R Studio. One feature as output is the active status of students and six features as input i.e; grade point (GP), grade point average (GPA), parent work, school majors, school category, and student hometown. The results of the selection of features show the strongest features to the weakest are; grade points (GP), grade point average (GPA), work of parents, majors of origin, schools of origin, and student hometown
5
Fauzi, Anis, Mochamad Mizzudin, Nana Suryapermana, and Ani Lestari. "STRATEGIC MANAGEMENT OF MUHAMMADIYAH 12 PAMULANG ELEMENTARY SCHOOL IN IMPROVING SERVICE QUALITY AND EDUCATION GRADUATES." International Journal of Educational Management and Innovation 2, no. 2 (May 20, 2021): 213. http://dx.doi.org/10.12928/ijemi.v2i2.3687.
Full textAbstract:
Strategic management offers the school to plan a superior strategy to achieve the school's vision and mission. However, in reality, not all schools implement strategic management. So there is a gap between expectations and reality. This study aims to describe the strategic management of SD Muhammadiyah in improving service quality and graduate education. This research is a qualitative study, by taking the object of research in SD Muhammadiyah 12 Pamulang related to superior strategies undertaken by SD Muhammadiyah in improving the quality of services and education graduates. Data collection techniques carried out by observation, interviews, and documentation. Data analysis performed using descriptive methods. The results showed that the strategic management process of SD Muhammadiyah 12 Pamulang in improving service quality and education graduates began with planning through internal and external environmental analysis and the selection, implementation, and evaluation of exemplary strategy implementation
6
Keith-Spiegel, Patricia, Barbara G. Tabachnick, and Gary B. Spiegel. "When Demand Exceeds Supply: Second-Order Criteria Used by Graduate School Selection Committees." Teaching of Psychology 21, no. 2 (April 1994): 79–81. http://dx.doi.org/10.1207/s15328023top2102_3.
Full textAbstract:
The three primary criteria used to evaluate applicants by doctoral selection committees—grade point average, Graduate Record Examination scores, and letters of recommendation—may fail to narrow the field to the small number of slots available. A survey of doctoral selection committee members identified the relative importance of the next level of selection criteria. Among the most important are research experience, “good match” factors, and writing skills. Among the least important are ability to speak a language other than English, geographical origins of applicants, and “legacy.” Few differences were found between selection committee members from clinical/counseling programs and experimental programs, underscoring the importance of undergraduate research opportunities and adequate faculty advising.
7
Johnson, H. Wayne. "Advising BSW Students About Choice of MSW Programs: Rankings of Graduate Schools of Social Work by BSW Directors." Journal of Baccalaureate Social Work 1, no. 2 (April 1, 1996): 51–64. http://dx.doi.org/10.18084/1084-7219.1.2.51.
Full textAbstract:
The advising function is an important part of the faculty role. One aspect of advising is assisting students in the selection of a graduate program. Directors of undergraduate programs were surveyed to determine what they saw as the most outstanding graduate schools of social work. These findings are reported along with the respondents' judgments of the criteria by which MSW programs should be evaluated. Implications of the findings are discussed, especially with regard to what an undergraduate advisee or other inquirer should be told in response to the frequently raised questions, “What are the best schools of social work?” and “Where should I go to school for an MSW?”
8
MACMILLAN, LINDSEY, CLAIRE TYLER, and ANNA VIGNOLES. "Who Gets the Top Jobs? The Role of Family Background and Networks in Recent Graduates’ Access to High-status Professions." Journal of Social Policy 44, no. 3 (October 13, 2014): 487–515. http://dx.doi.org/10.1017/s0047279414000634.
Full textAbstract:
AbstractThere is currently debate in policy circles about access to ‘the upper echelons of power’ (Sir John Major, ex Prime Minister, 2013). This research explores the relationship between family background and early access to top occupations. We find that privately educated graduates are a third more likely to enter into high-status occupations than state educated graduates from similarly affluent families and neighbourhoods, largely due to differences in educational attainment and university selection. We find that although the use of networks cannot account for the private school advantage, they provide an additional advantage and this varies by the type of top occupation that the graduate enters.
9
Colarelli, Stephen M., Matthew J. Monnot, George F. Ronan, and Anne M. Roscoe. "Administrative Assumptions in Top-Down Selection: A Test in Graduate School Admission Decisions." Applied Psychology 61, no. 3 (December 12, 2011): 498–512. http://dx.doi.org/10.1111/j.1464-0597.2011.00480.x.
Full text
10
Cribbs, Kristen, Susanna Lynch, Marita LaMonica, Chioma Amadi, and Ashish Joshi. "Enhancing Graduate Practicum Project Development and Selection at Schools of Public Health: A Case Study." Pedagogy in Health Promotion 6, no. 3 (April 9, 2019): 196–202. http://dx.doi.org/10.1177/2373379919842232.
Full textAbstract:
Experiential learning is a core competency of curricula across accredited U.S. schools of public health, helping students to hone diverse skill sets that will enable them to readily join the workforce and contribute to solving complex public health problems. At the City University of New York (CUNY) Graduate School of Public Health and Health Policy (SPH), all master’s and doctoral students are required to complete a practicum during their degree programs; yet practicum development and selection processes are often overlooked. To enhance the experiential learning program and Human Research Protection Program processes surrounding student practica at the CUNY SPH, researchers mined an administrative database and analyzed characteristics of practicum projects undertaken by graduate students. Findings from this novel study will facilitate policy and procedural changes within the SPH Office of Experiential Learning, which oversees the practicum program, and across SPH offices, including the Human Research Protection Program, to promote an optimal, student-centered practicum experience. Additionally, these analyses will serve as a model for other schools of public health seeking to develop, refine, and strengthen their practicum programs.
Dissertations / Theses on the topic "Graduate School Selection"
1
Matsumori, Dylan K. "An Analysis of Graduate School Recruitment Via Website Resources." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2792.
Full textAbstract:
Institutions of higher learning are experiencing increased difficulty managing the quantity and quality of their graduate student populations (Kallio, 1995). Currently the most important informational resource for potential students engaged in the graduate school search process is the Web (Huddleston & Drexel, 2006). Previous research has focused on things such as website design and technological advances but has failed to address the core content needed by applicants (Huddleston & Drexel, 2006). Research has focused on website design from the perspective of administrators and web designers with little consideration of the individuals who are in the process of applying to or identifying a graduate program to attend. This investigation sought to further define the content areas that influence applicants in the graduate program selection process. The sample (N=55) included applicants to the Department of Counseling Psychology and Special Education (CPSE) at Brigham Young University (BYU), a large, private religious university in the western United States. Applicants responded to surveys about the types of content they utilized in their program selection process both in application to BYU's CPSE programs as well as more generally in the graduate program selection process. The results are presented with descriptive statistics that allow comparison in content preference between different groups of applicants (e.g., program type, applicant status). It seems that, overall, the respondents were able to find the content areas that they were looking for on the Website. Responses indicated that the content related to faculty research, program descriptions, and course information was most commonly sought after. While some differences in content preference was noted between program types, little differentiation was noted among the different application groups. Limitations to the present study are discussed, and suggestions for future research are also provided.
2
Andrag, H. W. "The relationship between selection test results and performance of students at the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/80763.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Business schools, businesses and prospective students will benefit from an indication of prospective MBA students’ likelihood of success in their studies. This study examines the relationship between GMAT and SHL selection tests and performance of students at the University of Stellenbosch Business School. The aim is to establish the feasibility of using models derived from the selection tests in order to identify students who are unlikely to succeed. It was found that variables analyzed in GMAT and SHL numeric and verbal tests as well as the SHL OPQ 32-test correlate significantly with weighted average marks on the MBA programme. Significant correlations were also found between GMAT and SHL numeric and verbal tests and the marks obtained in subjects with high failure rates. Different variables correlate significantly with weighted average marks depending on the mode of study. Said correlations were however found to be too weak to build a model to predict, with accuracy, the performance of a student based solely on the results of selection tests. Adding the subject Computer Literacy strengthens the models to the extent that discriminant analysis can identify many of the students whom would be expected to fail. Prediction efficiency of discriminant models is however not high enough to allow its sole use as basis for exclusion of prospective students. Linear models could not predict any of the students who failed to achieve a weighted average mark of 50% or above. Linear regression models could however explain 27.8% to 52.6% of variability in weighted averaged depending on the method of study and selection test taken. Linear regression and discriminant models can thus be used as part of a judgement based selection process or as a basis for the provision of guidance to individuals, it is however not suitable for use as sole measure in admissions decisions.
AFRIKAANSE OPSOMMING: Besigheidskole, besighede en voornemende studente sal baat vind indien hul ‘n indikasie kan kry van die waarskynlikheid van ‘n voornemende student se sukses. Die studie ondersoek die verhouding tussen GMAT en SHL toetse en prestasie van studente aan die Universiteit van Stellenbosch Bestuurskool. Die doel was om vas te stel of dit wesenlik is om modelle, wat van die toelatingstoetse afgelei is, te gebruik om studente wat waarskynlik nie sal slaag nie, te identifiseer. Daar is gevind dat veranderlikes in die GMAT en SHL numeriese en verbale toelatingstoetse sowel as die SHL OPQ32 toets wesenlik korreleer met die geweegde gemiddelde punt vir die MBA program. Wesenlike korrelasies is ook tussen GMAT en SHL numeriese en verbale toelatingstoetse en die punte behaal in vakke met hoeë druipsyfers gevind. Verskillende veranderlikes korreleer op ‘n wesenlike vlak met geweegde gemiddelde punte afhangende van die metode van onderrig. Bogenoemde korrelasies is egter nie sterk genoeg om ‘n model te bou, suiwer gebaseer op toelatingstoetse, wat met akkuraatheid die prestasie van ‘n student kan voorspel nie. Deur die vak Rekenaargeletterdheid by te voeg kan die model sodanig versterk word dat diskriminante analise baie van die studente wat sou druip, kon identifiseer. Die voorspellings effektiwiteit is egter nie hoog genoeg om diskriminante modelle as enigste basis vir die weiering van studente te gebruik nie. Lineêre regressie modelle kon nie enige van die studente wat gedruip het identifiseer nie. 27.8% tot 52.6% van ‘n variansie in geweegde gemiddelde punt kan egter deur lineêre regressie modelle voorspel word, afhangende van die metode van onderrig en toelatingstoets wat geskryf is. Lineêre en diskriminante modelle kan gebruik word as deel van ‘n oordeel gebaseerde keuringsproses of as basis vir die voorsiening van raad aan individue. Dit is egter nie geskik vir gebruik as enigste keuringsmaatstaf nie.
3
Graham, Diana L. "An evaluation of the utilization of the dental health services at Boston University Goldman School of Graduate Dentistry by participants in the dental screening programs." Thesis, Boston University, 1987. https://hdl.handle.net/2144/37811.
Full textAbstract:
Thesis (M.S.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1987 (Dental Public Health).Includes bibliographical references (leaves 63-66).
The shortage of clinical patients utilizing the services provided at dental schooI clinics is a concern shared by many institutions. In an effort to help increase the patient pool at BostOn University Goldman School of Graduate Dentistry, dental screening programs were begun in 1983, which focused at targeting the college student population as prospective clinical patients. The following study was designed to evaluate the effectiveness of the screening programs, conducted during the fall of 1986, in recruiting dental patients for the school and ascertain specific reasons which expediate or preclude college students from utilizing the dental services at Boston University. The results of the study demonstrate the moderate success of the screening programs and indicate the need for continued efforts in improving the visibility and organization of the screening sessions at the college institutions participating in the Dental Screening Programs.
4
Cothran, Jacqueline Ann Lane. "Efficacy of a selection of reading interventions for low socioeconomic African American students by ability and grade levels K-3 : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=94&did=1296090491&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1256308721&clientId=28564.
Full text
5
Stephens, Jeffrey F. "Actual and desirable qualifications for entry-level workers as preceived by high school principals, business personnel managers, school board presidents, and school superintendents." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720396.
Full textAbstract:
The purpose of this study was to provide educators with empirical information on the qualifications personnel managers expect from entry-level employees. The study also compared school officials' rankings of employment qualifications of high school graduates with qualifications found by business personnel managers when selecting entry-level workers.The data collection process involved a card sort technique utilizing two decks of cards. Surveys were mailed to Indiana public school superintendents, high school principals, public school board presidents, and business personnel managers. A total of 1924 surveys were mailed with 528 ranked surveys returned.Six null hypotheses were two-way comparisons of desired entry-level qualifications and current entry-level qualifications. Ten null hypotheses compared desired qualifications with current entry-level qualifications.There was little agreement among the respondents or respondent groups regarding the most desired or currently found entry-level qualifications. All respondent groups ranked science and technology, social and economic studies, and writing as the least found qualifications. Personnel managers ranked science and technology as the most desired entry-level qualification. School officials ranked this qualification as one of the least desired entry-level qualification.If educators are to prepare students to meet the challenges of entry-level employment, general expectations must be developed that are acceptable to a variety of employers. Only through collaborative efforts between business and school officials will entry-level qualifications be developed that have meaning to both groups. Until that collaboration occurs, educators willcontinue to rely on their own beliefs as they prepare students for entrance into the world of work.Department of Educational Leadership
6
Bahl, Armin. "The role of direction-selective visual interneurons T4 and T5 in Drosophila orientation behavior." Diss., Ludwig-Maximilians-Universität München, 2015. http://nbn-resolving.de/urn:nbn:de:bvb:19-180474.
Full textAbstract:
In order to safely move through the environment, visually-guided animals
use several types of visual cues for orientation. Optic flow provides faithful
information about ego-motion and can thus be used to maintain a straight
course. Additionally, local motion cues or landmarks indicate potentially
interesting targets or signal danger, triggering approach or avoidance, respectively.
The visual system must reliably and quickly evaluate these cues
and integrate this information in order to orchestrate behavior. The underlying
neuronal computations for this remain largely inaccessible in higher
organisms, such as in humans, but can be studied experimentally in more
simple model species. The fly Drosophila, for example, heavily relies on
such visual cues during its impressive flight maneuvers. Additionally, it is
genetically and physiologically accessible. Hence, it can be regarded as an
ideal model organism for exploring neuronal computations during visual
processing.
In my PhD studies, I have designed and built several autonomous virtual
reality setups to precisely measure visual behavior of walking flies. The
setups run in open-loop and in closed-loop configuration. In an open-loop
experiment, the visual stimulus is clearly defined and does not depend on
the behavioral response. Hence, it allows mapping of how specific features
of simple visual stimuli are translated into behavioral output, which can
guide the creation of computational models of visual processing. In closedloop
experiments, the behavioral response is fed back onto the visual stimulus,
which permits characterization of the behavior under more realistic
conditions and, thus, allows for testing of the predictive power of the computational
models.
In addition, Drosophila’s genetic toolbox provides various strategies for
targeting and silencing specific neuron types, which helps identify which
cells are needed for a specific behavior. We have focused on visual interneuron
types T4 and T5 and assessed their role in visual orientation behavior.
These neurons build up a retinotopic array and cover the whole visual field
of the fly. They constitute major output elements from the medulla and have
long been speculated to be involved in motion processing.
This cumulative thesis consists of three published studies: In the first
study, we silenced both T4 and T5 neurons together and found that such flies
were completely blind to any kind of motion. In particular, these flies could
not perform an optomotor response anymore, which means that they lost
their normally innate following responses to motion of large-field moving
patterns. This was an important finding as it ruled out the contribution
of another system for motion vision-based behaviors. However, these flies
were still able to fixate a black bar. We could show that this behavior is
mediated by a T4/T5-independent flicker detection circuitry which exists in
parallel to the motion system.
In the second study, T4 and T5 neurons were characterized via twophoton
imaging, revealing that these cells are directionally selective and
have very similar temporal and orientation tuning properties to directionselective
neurons in the lobula plate. T4 and T5 cells responded in a
contrast polarity-specific manner: T4 neurons responded selectively to ON
edge motion while T5 neurons responded only to OFF edge motion. When
we blocked T4 neurons, behavioral responses to moving ON edges were
more impaired than those to moving OFF edges and the opposite was true
for the T5 block. Hence, these findings confirmed that the contrast polarityspecific
visual motion pathways, which start at the level of L1 (ON) and L2
(OFF), are maintained within the medulla and that motion information is
computed twice independently within each of these pathways.
Finally, in the third study, we used the virtual reality setups to probe the
performance of an artificial microcircuit. The system was equipped with a
camera and spherical fisheye lens. Images were processed by an array of
Reichardt detectors whose outputs were integrated in a similar way to what
is found in the lobula plate of flies. We provided the system with several rotating
natural environments and found that the fly-inspired artificial system
could accurately predict the axes of rotation.
7
Hafner, Ferdinand G. "Analysis of Naval Flight Officer selection, assignment, and flight school completion among U.S. Naval Academy Graduates." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA380636.
Full textAbstract:
Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.Thesis advisors, Hildebrandt, Greg ; Owen, Walter E. Includes bibliographical references (p. 89-90). Also available online.
8
Hayden, Melanie L. "Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29567.
Full textAbstract:
First generation students face significant challenges with respect to college enrollment (Choy, 2001) and remain disproportionately underrepresented in certain segments of American higher education particularly in graduate education (Callan, 2001). Among those individuals who shape the educational plans of first-generation students are their parents (Hossler & Stage, 1999; McDonough, 1997). Researchers operationalize parental influence as the transmission of various forms of capital (Bourdieu, 1977).
The purpose of this study was to determine if there was a relationship between various forms of capital parents transmit to their children and graduate school aspirations of first generation and non-first generation students attending highly selective institutions. Three dimensions of capital were explored in this study: (a) human, (b) cultural, and (c) social. Additionally, this study was designed to determine whether there are differences in the degree of these forms of capital among groups classified by race, gender and institution type.
Data from the National Longitudinal Survey of Freshmen (NLSF) (Massey et. al, 2003) which included a sample of Asian, Black, Hispanic and Caucasian first year, first generation and non-first generation students from 28 highly selective colleges and universities were used for this study.
The findings suggest that human, cultural, and social capital transmitted to students by parents are marginally related to graduate school aspirations regardless of generation status. Also, graduate school aspirations differ by race/ethnicity and gender, but do not differ substantively between first generation and non-first generation students in this sample. Finally, the type of institution students attend does not relate to their graduate school aspirations.Ph. D.
9
Briggs, Lorie Plyler. "Factors Prospective Students Consider When Selecting an MBA Program." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4446.
Full textAbstract:
This paper adds to existing literature regarding MBA selection processes and helps identify and better understand the needs that motivate consumers to pursue an MBA degree. Through a series of qualitative, one-on-one interviews with 17 brand-new MBA students or prospective students, this research found that while many people have "always wanted" to earn the advanced degree, most have toyed with the idea of a graduate business degree for many years. The most frequent reasons that people cite regarding their decision to seriously consider an MBA at a large southern university centers around four desires. These are, not surprisingly, the desire to earn more money, the desire to change careers, the desire to advance their careers by obtaining a required credential, and the desire for knowledge that can be obtained by earning the degree. Further, this research identified the single most important factor that prospects considered when determining which university to attend for the MBA degree: the university's ability to help make them more marketable or advance their career. Other answers included cost, university's reputation, convenience, program duration, the university's location, and the caliber of peers in the classroom.
10
Klatt, Laura-Isabelle [Verfasser], Edmund [Gutachter] Wascher, Martin [Gutachter] Tegenthoff, and Clayton [Gutachter] Hickey. "Attentional orienting in perceptual and mnemonic space : investigating electrophysiological correlates of selective auditory attention / Laura-Isabelle Klatt ; Gutachter: Edmund Wascher, Martin Tegenthoff, Clayton Hickey ; International Graduate School of Neuroscience." Bochum : Ruhr-Universität Bochum, 2020. http://d-nb.info/1221370200/34.
Full textBooks on the topic "Graduate School Selection"
1
Athanasoulē, Kyriakē. Hē epangelmatikē metavasē tōn ptychiouchōn tōn philosophikōn scholōn. Athēna: Kentro Programmatismou kai Oikonomikōn Ereunōn, 2009.
Find full text
2
Analysis Of Naval Flight Officer Selection, Assignment, And Flight School Completion Among U.S. Naval Academy Graduates. Storming Media, 2000.
Find full text
3
Reyes, Jesus. The Social Work Graduate School Applicant's Handbook: The Complete Guide To Selecting and Applying to MSW Programs. White Hat Communications, 2002.
Find full text
4
Reyes, Jesus. The Social Work Graduate School Applicant's Handbook: The Complete Guide to Selecting and Applying to MSW Programs. White Hat Communications, 2005.
Find full text
5
Shoenfelt, Elizabeth L., ed. Mastering Industrial-Organizational Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.001.0001.
Full textAbstract:
In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.
Book chapters on the topic "Graduate School Selection"
1
Badiru, Adedeji B. "Selecting a graduate school." In Project Management for Research, 20–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0573-6_2.
Full text
2
Pathak, Deepti, and Shalini Agnihotri. "Factors That Determine B-School Selection." In Advances in Educational Marketing, Administration, and Leadership, 18–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch002.
Full textAbstract:
Education is about the moulding of young and unprepared minds. It is a process that incorporates enormous inputs and commitment on the part of all stakeholders involved: teachers, peers, parents, and society. The outcome of education is measured in terms of the status person has gained, wealth, physical comfort, standard of living, and social esteem. Higher education plays important role in shaping the future of a student. Management education is one the most popular courses at post-graduate level. Hence, this chapter is an attempt to understand the factors that a student looks for while selecting a B-school. Primary survey is done to understand the factors affecting students' decision in selecting a B-school. It is observed that teaching pedagogy, placements, faculty, specialization, and fees play important roles in a student's decision process.
3
Petty, Teresa, Richard Hartshorne, and Tina L. Heafner. "Implementing the Remote Observation of Graduate Interns." In Developing Technology-Rich Teacher Education Programs, 449–66. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch029.
Full textAbstract:
In this chapter, unexpected challenges, “lessons learned,” as well as the best practices that have resulted during the implementation of a program involving the remote observation of graduate interns are addressed. More specifically, best practices and lessons learned related to a series of logistical, pedagogical, and technological issues encountered during both the pilot and full implementation of the ROGI process are presented. Logistical best-practices and lessons-learned address gaining school- and district-level approval to conduct remote observations; communication, verification, and documentation of the remote observations; gaining university supervisor and student intern buy-in; and e-documentation involved in the ROGI process. Pedagogical best-practices and lessons-learned attend to conducting face-to-face seminars and post-conferences remotely and camera movement during the observation. Finally, technological best-practices and lessons-learned focus on hardware and software selection and support for university supervisors and graduate interns.
4
Bryant, Murray, Mary Claire Mahaney, and John-Derek Clarke. "Evolution of Admissions and Recruiting." In Advances in Educational Marketing, Administration, and Leadership, 1–17. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch001.
Full textAbstract:
This chapter examines, by means of a case study, a Canadian business school, including the evolution of its way of admitting students and facilitating the placement of graduates. Three forces triggered its evolution: the privatization of its programs within a publicly funded university, the emergence of globalization, and the increasing importance of business school rankings that directly affect applicants' selection of schools. The chapter demonstrates how the admissions process and program design are a work in progress, especially given new competitors internationally. It also shows how the reputation of the school is enhanced by the quality of its alumni. Ideally, to accomplish the school's goal of high quality education, the admissions process should mirror the strategy and positioning of the school.
5
Metcalfe, David, and Harveer Dev. "Foundation Programme Selection." In Oxford Assess and Progress: Situational Judgement Test. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805809.003.0011.
Full textAbstract:
New doctors intending to work in the United Kingdom (UK) should complete the Foundation Programme. This two- year schedule of rotations ensures core competencies are achieved before doctors enter further training. The first foundation year (FY1) is intended for medical graduates to begin taking supervised responsibility for patient care. Completion of FY1 will usually lead to full registration with the General Medical Council (GMC) and automatic progression to a further year of training. Doctors take on additional responsibility in the second foundation year (FY2) and its successful completion results in the award of a Foundation Achievement of Competence Document (FACD). The FACD indicates that a doctor has achieved the competences necessary to begin one of the many core or specialty training programmes. Selection to the Foundation Programme is overseen by the UK Foundation Programme Office (UKFPO). This organization is responsible for allocating final- year medical students to their new foundation schools. Allocation to foundation schools depends on a score achieved by each student. Applicants through the UKFPO must rank all foundation schools (Units of Application) during the online application process. The system begins with the highest- scoring applicant and assigns them their first- choice foundation school. It does the same for the second highest- scoring applicant and continues in this vein. Once the system reaches an applicant whose first- choice foundation school is ‘full’, they are assigned their second choice, and so on. Therefore, the key determinants as to whether an applicant is placed in their first- choice location are their UKFPO ‘score’ and the popularity of their chosen foundation school. The ratio of first- choice applicants to places varies every year, but some foundation schools (e.g. Oxford and those in London) are almost always oversubscribed. Therefore, it is important to understand how scores are assigned and maximize your performance on these measures. Until 2012 entry, student preferences were allocated according to two measures: 1. Position within their medical school cohort by quartile. Quartiles were determined locally by each medical school with only general guidance from the UKFPO. 2. Answers provided on an application form which asked about academic achievements but weighted most points towards short essaytype answers.
6
"What Should a Student Consider When Selecting a Graduate School?" In Graduate Study in Criminology and Criminal Justice, 15–16. Routledge, 2015. http://dx.doi.org/10.4324/9781315721606-7.
Full text
7
Tiwari, Parul, and Mayank Sharma. "Requisites and Provocations for Admissions in B Schools." In Advances in Educational Marketing, Administration, and Leadership, 112–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch008.
Full textAbstract:
In Stanford University's Graduate School of Business, the most selective B-school in the U.S., 94 of every 100 applicants will be turned down. Harvard Business School will rebuff 9 out of every 10 applicants. Although increasingly becoming the “Mecca of the young,” global professional, let's just say that business school is not everyone's cup of tea. Admission committees are meeting huge challenges to make hard and often painful choices for jittery candidates. MBA/PGDM admissions are more art than science. It is a methodology that gives more weight to the ability of an institute to add value, rather than merely perpetuate the brand myth. More importantly, B-schools are incorporating processes and systems that have become the norm in various industries. For example, Alliance Business School, Bangalore, has embarked on an ambitious plan to implement PCMM (people capability maturity model), used in the software industry. Under this, all processes—from admissions to career mapping to interfacing with stakeholders—have been identified and key metrics have been developed and implemented.
8
Shestopalova, Olena, and Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.
Full textAbstract:
The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
9
Yarger, Lisa. "A Beginning." In Lovie. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469630052.003.0003.
Full textAbstract:
This chapter presents a selective account of Lovie’s childhood. Lovie’s interest in pregnancy and birth takes root on the Beard family farm where lay midwives, known as grannies, granny women or granny midwives, attended the deliveries of African American tenant farm women. These traditional midwives, who were community based and served women of color as well as poor white women, learned their vocation through an informal apprenticeship with an older woman, often a relative. When Lovie graduates from high school, her mother insists that she continue her education and pursue a career, advising her that she “can’t rely on menfolks.” Following the contours of Lovie’s life, the reader begins a journey through the last century of midwifery history in the South.
10
Richman, Florence, and Brian W. Sloboda. "A New Partnership in Doctoral Education in Business Administration." In Business Education and Ethics, 1450–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch074.
Full textAbstract:
The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.
Conference papers on the topic "Graduate School Selection"
1
Chari, Deepa, and Geoff Potvin. "Understanding the graduate school selection process from students’ perspectives." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.chari.
Full text
2
Turan, Turgut, Muhammad Amer, Paul Tibbot, Maher Almasri, Faisal Al Fayez, and Stuart Graham. "Use of Hierarchal Decision Modeling (HDM) for selection of graduate school for master of science degree program in engineering." In Technology. IEEE, 2009. http://dx.doi.org/10.1109/picmet.2009.5262107.
Full text
3
Muladi, Utomo Pujianto, and Ulfa Qomaria. "Predicting high school graduates using Naive Bayes in State University Entrance Selections." In 2020 4th International Conference on Vocational Education and Training (ICOVET). IEEE, 2020. http://dx.doi.org/10.1109/icovet50258.2020.9230336.
Full text
4
Holla, Katarina, and Eva Sventekova. "IDENTIFYING THE SECONDARY SCHOOL GRADUATES´ PREFERENCES FOR SELECTING THE UNIVERSITY AND EFFECTIVENESS OF SELECTED MARKETING TOOLS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0631.
Full text
5
Corneal, Lindsay M. "Development of a Materials for Energy Storage Course for Engineering Students." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89065.
Full textAbstract:
The advanced energy storage industry is a rapidly growing field. This industry is looking for engineering graduates with the skills and training to work in the area of energy storage. The School of Engineering at Grand Valley State University is developing a three-course certificate in advanced energy to address this need. The objective of the certificate is to prepare students with a sound engineering and science education which is augmented with knowledge of energy as applied to advanced energy storage for electrified vehicles and power management. As part of the certificate in advanced energy, a course is being developed in Materials for Energy Storage. This course will study the components of electrochemical cells and the various materials used for these components. The focus will be on the properties of the different materials, the benefits and drawbacks of each one, and the selection of materials for specific applications. The interaction between the materials of the individual components within the cells will be examined. Finally, the electrochemical energy storage system will be considered as a whole and the testing and performance of the cells will be studied. This paper will present a description and overview of the course, and the topics that will be covered. As the course is in the development stage, the plans for assessment after its pilot offering will be discussed.
6
Harding, Bruce A. "A Simple Mechanism to Teach a Complex Practitioner Knowledge Set." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80481.
Full textAbstract:
Mechanical engineering technology graduates must exhibit a number of skills as industrial practitioners. While certain skills are learned on the job, fundamental knowledge acquired in school coursework actually forms the basis for successful development of that necessary skills set. Within the skill set, one given great emphasis is that of communications. At Purdue University, the emphasis on communications skills crosses many courses but is divided among four veins: 1) written communications dealing with papers, reports, etc.; 2) oral communications dealing with effective presentations and interpersonal relationships; 3) computational communications, mathematical problem-solving, be it via hand, calculator or computer; and 4) graphics communications dealing with 3D modeling and the development and interpretation of specifications documented on engineering drawings. This paper describes a project where a simple mechanical device is used to teach complex topics, bridging multiple communications veins. In this case the project centers on the design and modification of an arbor press, but could be based on any number of devices. The simple arbor press forms the foundation for the development of a complex industry-driven knowledge set. Included are topics common to practitioners employed in design, manufacturing and quality - all of which are typical industrial assignments for MET graduates. The assignment is part of Production Design & Specifications (PD&S), a core course and the second in a two-course CAD-based freshman sequence. Where the first course teaches 3D modeling skills, PD&S concentrates on the cognitive aspects of problem-solving using modeling, calculations and extracted drawings. Students complete the project in three phases over an eight-week period. Each phase is driven by an Engineering Change Order (ECO), a common industrial practice. Contained in the ECOs are both detailed requirements and open-ended requirements. While fulfilling the ECOs, students must make decisions on interconnected requirements that ripple through design, manufacturing, and quality assurance. Requirements include: • Design based on ISO preferred numbers. • Selection of standard parts and stock materials. • Determination of cost/benefit ratios. • Manufacturing tolerances and tolerance stack-ups. • Fits calculations based on ASME B4.2 standards. • Calculation of mass properties. • Use of geometric dimensioning & tolerancing. • Documentation of product lifecycle changes. Together, these and other varied topics, when woven around the simplicity of an arbor press, give students real-world experiences without the process becoming daunting due to the sheer complexity of the mechanism.
7
Zhou, Yong, Cheng-Chang (Sam) Pan, and Nazmul Islam. "Evaluation of Engineering Readiness and Active Rate Enhanced by Intensive Summer Bridge Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53262.
Full textAbstract:
An engineering Summer Bridge (Engineering Summer Readiness Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from their freshman up to junior year (for those still active in UTB engineering) and further extend our study on the effect of the designed engineering summer program on a) the semester the participants take Calculus I; b) the semester the participants pass Calculus I; c) the first- and second-year engineering active rate; and d) the success rate in the selected engineering major courses of all the participants. We compared all the above mentioned data to the average data of the engineering majors at the same academic stage/level. The engineering summer bridge program was originally designed to prepare the fresh high school graduates intellectually on their math and for an early readiness for their coming engineering study. More than 90% of the targeted students are Hispanic in south Texas, and English is the second language for 86% of them. As one of the components of the University of Texas System, UTB is a minority-serving institution catering mostly to the underrepresented Hispanic population of the Lower Rio Grande Valley region. It has one of the highest concentrations of Hispanic students (both in number and percentage) compared to other universities in the nation [Table 1]. Among the overall student enrollment at the university in fall 2013, 91% are Hispanic. Most of the targeted students are academically below the top 10% in their high school graduating classes due to the pre-selection of the top 10% students by the Texas flagship universities. First-generation college-goers experience a variety of challenges as they enter and move through higher education. The Engineering Summer Bridge provides students with specific types of resources and support to ensure that they move into and through engineering study smoothly and to shorten the time for their engineering study. The 4–5 week summer bridge program at UTB intensively enhances math preparation in pre-calculus and college algebra, and also actively engages the students with the modern engineering design concepts and tools. Specific goals of the bridge programs include introducing math expectations of engineering program in the areas of College Algebra, Pre-calculus, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test in the summer to get ready for Calculus I in the coming fall semester. The long-term goals of the ESB program aim to improve the first- and second-year retention rate and four-year graduation rate of UTB engineering majors. Study on the previous three year’s data suggests that, compared to the overall average of the students enrolling into the UTB engineering program at the same period, summer bridge program participants have statistically started and finished their Calculus I (thus becoming engineering math ready) earlier. Participants also demonstrated higher engineering interesting which was proved by the participation rate in introductory engineering projects in the first two years of their engineering study. Besides, 88% of surveyed students reported that the program was helpful and convenient, and 100% of surveyed students reported that they would recommend the summer bridge program to a friend or a fellow student. Comparison of the first- to second-year active engineering student rate also suggests the validness of the summer bridge program.