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Proctor-Williams, Kerry, Jessica Fitzpatrick, Nicole Vaughn, Jessica Qualls, and Angelica Wiggins. "Graduate Student Research Projects: A Path for Productive Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1839.
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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.
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Kiersma, Mary E., Nicholas E. Hagemeier, Aleda M. H. Chen, Brittany Melton, Marwa Noureldin, and Kimberly S. Plake. "A Graduate Student Mentoring Program to Develop Interest in Research." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1468.
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Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring.
Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring.
Results. Although there were no significant differences among the mentees’ perceptions of research or the mentors’ confidence in mentoring, qualitative analysis indicated that the mentees’ perceptions of research improved and that the mentors believed their mentoring skills improved.
Conclusions. Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students’ perceptions of research and graduate students’ confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.
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Mims, Pamela J. "Enriching the Graduate Student Experience Through Scholarship, Research, and Applied Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/209.
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DRAUGALIS, JOLAINE REIERSON. "ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184055.
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A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.
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Chien, Li-ching Chang Kai-Hsiung. "Promulgating graduate research and disseminating student information through web applications and database management." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CHIEN_LI-CHING_2.pdf.
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Napolitano, Amanda. "Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.
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This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field of higher education reviewed and approved the interview protocol. The research study and data analysis were conducted in the Spring Semester of 2017. The researcher employed semi-structured interviews that were guided by ten protocol questions. Transcription accuracy, credibility, and trustworthiness were established through diligent adherence to university protocols. The collected data revealed themes that supported the researchers’ understanding of graduate students’ perception of engagement and experiences in face-to-face, online, and blended classroom settings.
The qualitative research study provides in-depth insight for future enrollees and program development. The selected institution’s IRB and Nova Southeastern University’s IRB granted permission to conduct the study. A phenomenological approach was used to maximize exploration of graduate students’ perception of engagement and experiences in face-to-face, online, and blended graduate level classroom settings. Ten protocol questions guided the semi-structured interviews. Subsequent to the scheduled 60-minute interviews, Interpretative Phenomenological Analysis (IPA) was used to describe the meaning of several individuals’ perceptions. The most prevalent theme that emerged was a lack of meaningful social interaction, or student engagement, in online formats. Once the data had been analyzed, recommendations for future research were provided to support the needs of a graduate student population on university campuses.
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Zeng, Min, and 曾敏. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3700685X.
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Ashlee, Kyle C. "Constructing, Deconstructing, and Reconstructing Whiteness: A Critical Participatory Action Research Study of How Participating in a Critical Whiteness Studies Course Informs the Professional Socialization of White Student Affairs Graduate Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981442521.
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Baleisis, Audra. "Joining a Discourse Community: How Graduate Students Learn to Speak like Astronomers." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193776.
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Almost half of all graduate students leave their doctoral programs without finishing. Who leaves, taking which skills and strengths with them, is still poorly understood, however, because it is hard to measure exactly what graduate students learn in their doctoral programs. Since the expertise required of a PhD holder is highly dependent on discipline, the development of a better understanding of graduate education and attrition requires studying the process at the departmental level.This is a qualitative study of the cultural values and norms of academic astronomy, as transmitted through the socialization of graduate students into giving talks, asking questions, and participating in departmental speaking events. This study also looks at the conflicts that arise when implicit cultural norms, which are practiced but remain unacknowledged, are inconsistent with the official, explicit values and norms for speaking in astronomy.Doctoral students and faculty members in a single astronomy department, at a large western university, filled out a short survey about the stakes involved in astronomy speaking events. A subset of these individuals was interviewed in-depth about the goals of, and their experiences with, five departmental speaking events: Coffee Hour, Journal Club, research talks, Thesis defense talks, and Colloquia. These interviewees were: (1) graduate students who had given a verbal presentation at one of these events, and (2) graduate students and faculty members who were in the audience at a graduate student's presentation.The desired outcomes which were expressed for these speaking events included: (1) lively, informal discussion among all participants, (2) increasing graduate student verbal participation in these events as they "learn to speak like astronomers," and (3) the utility of these events in helping graduate students learn and practice their speaking and reasoning skills related to astronomy research. In practice these goals were not achieved due to: (1) the ubiquitous, but unacknowledged practice of judging others' speech performance to come to negative conclusions about those individuals' intentions, intellectual abilities or efforts, (2) a lack of feedback for graduate students on their verbal performances, and (3) a lack of faculty members making explicit their own solutions to the inherent dilemmas of academic speaking.
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Cochran, Allen J. "A Participatory Action Research Case Study: Designing for a Transformative Service Experience with a University Graduate Student Governance Organization." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374262360.
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Lenio, James. "Investigating Employer Support as a Predictor of Online Master's Student Retention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7551.
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Enrollment in master level programs has been increasing nationwide, particularly in online programs which tend to enroll older and more ethnically diverse students who are likely to be balancing work, finances, and family responsibilities with their educational pursuits. The challenges related to this balance has resulted in higher attrition rates and lower completion rates. In this quantitative study, the relationship between employer support and first-year retention for master's students enrolled in online programs at a for-profit university was examined. Bean and Metzner's model of nontraditional student attrition was used as the theoretical foundation. Archival data from the online institution were examined to determine the extent that 1st year retention is predicted by employer support when controlling for demographics, student background, external factors, integration/socialization, and intent to graduate. Findings from the logistic regression analysis showed 4 variables that significantly predict 1st year retention, employer support, household income, overall satisfaction, and importance of graduating from the institution. Students who received employer support were almost 2 times more likely to be retained at 1-year. Positive social change can result from having educational institutions encourage students to seek employee educational benefits. Having students seek these employer benefits may lead to higher graduation rates, higher pay, and job satisfaction for employees.
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Purcell, Jennifer M. "Perceptions of senior faculty concerning doctoral student preparation for faculty roles." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002188.
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Huerta, Andrew L. "First-Generation College Students and Undergraduate Research: Narrative Inquiry into the University of Arizona's Ronald E. McNair Achievement Program and the Phenomenon of Student Transformation." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306969.
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With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine first-generation college students in the summer research portion of the Ronald E. McNair Achievement Program (McNair) at University of Arizona. The qualitative data collected includes in-depth interviewing, observing the students' in-class presentations on the progress of their summer research, and reviewing the students' written work. Drawing on Adult Transformational Learning Theory (Mezirow, 1991) and Gee's writings on student identity (2000) and Discourse (2005), this study primarily addresses the following questions: 1) How do UA McNair students take on and use the Discourse of research during the 10 week summer program? And 2) as they engage in the Discourse of research (in classes, with mentors, with peers, in written work), what academic identity transformations are observed (in the classroom, in interviews, and in written work)? Narrative inquiry (Clandinin & Connelly, 2000) was utilized to organize and examine the data, and research texts consist of academic biographies written for each student. Findings reveal that student transformation is the noticeable difference in the students' utilization and integration of a language system used to describe their summer research and to define their research interests. Defined as the Discourse of research, this becomes the basis for students enacting the identity of undergraduate researcher. As a cohort of nine McNair Scholars, students share the experience of undergraduate research and engage in conversations which address the insecurities they have as first-generation college students. Through this formation of an affinity group (Gee, 2005) and their utilization of the Discourse of research, students engage in critical reflection, reevaluate their academic identities, and begin preparing themselves for their transition from undergraduate students to first-year doctoral students.
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Doucette, Wendy, and Joanna Anderson. "Embedding Student Support into Boot Camp: Research, Citation and Data Management at the Point-of-Need and Beyond." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/391.
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Although we give library instruction in graduate courses per request,we reach a small number of students this way. Others will see us oneon-one,but we’re still missing the majority. Nearly all Boot Campersare unknown to us, which means they’ve had no formal graduatelibrary instruction prior to writing the biggest project of their academiclives.To this end, we offered two new strategy-based workshops, whichwe propose to outline as one single-session presentation at USETDAunder the category of “Student Support and Training” (ImpactfulETD Processing).In Boot Camp, Session One covers data management: physical andvirtual workspace organization, file structure, online data storage andbackups. The emphasis here is on where to put data and how to saveit. Online programs covered include free word processing softwaresuch as Google Docs, Word Online, Shutterbug, and Zoho Docs andcloud storage services such as Google Drive, Microsoft’s OneDrive,Mac’s iCloud Storage, Amazon storage, Box and Dropbox.Session Two of Boot Camp addresses research and citation management.Revamped to include the Association of College and ResearchLibraries (ACRL) Information Literacy Framework’s concepts, wepresent systematic research as a transferable skill, not an isolated casetied to one course or problem. This workshop incorporates criticalthinking into showing students how to construct a search; how tokeep on top of research through folders, feeds, and alerts; and how tomanage citations via Mendeley.After the presentation and discussion, attendees should be able torecognize the significant function librarians perform in a targetedprogram such as Boot Camp convey the value of formal, timelyintervention for graduate students assess the benefits of linking ouroverall methodology to the ACRL Framework replicate our offeringsto support their students at the point of need, and beyond.
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Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.
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One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs).
Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process.
There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.<br>Ph. D.
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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.
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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of
Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.<br>B.S.N.<br>Bachelors<br>Nursing<br>Nursing
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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
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Sailor, Perry. "The Relationship Between Graduate Students' Education in Research Ethics and Their Attitudes Toward Research Misconduct." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6108.
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A mail survey of a nationwide sample of department heads in university departments of mechanical engineering, physiology, and psychology was conducted, in order to determine what these departments were doing to educate their Ph.D. students in research ethics. Department heads were also asked to supply names of the Ph.D. students in their departments. Based on the survey responses, departments within each discipline were then divided into those placing a relatively high versus low emphasis on teaching research ethics. Random samples of students in each emphasis category for each discipline were then surveyed and asked to rate the seriousness of 44 different hypothetical acts of misconduct, to determine if students from departments placing relatively higher emphasis on research ethics education had stricter standards than those from departments placing relatively lower emphasis on research ethics education. The two major findings of the study were (a) the majority of departments in physiology and psychology require some form of formal education in research ethics of their Ph.D. students, but only a very small percentage of mechanical engineering departments require such training; (b) the present study found no evidence that education of Ph.D. students in research ethics has any effect on the strictness of their stated ethical standards.
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Lin, Yuhfen. "From Students to Researchers: The Education of Physics Graduate Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213372064.
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Almotawah, Wafaa. "The role of Kuwait university libraries in supporting graduate students' research." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15186/.
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Doucette, Wendy C. "Developing a Comprehensive Suite of Graduate-Level Research Support." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5365.
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Graduate students are the largest-growing group at East Tennessee State University. While it is easy to assume that graduates have mastered the basics of searching and conducting research, this assumption is largely unfounded. Whether they did learn these skills as undergraduates or not, graduates are rarely prepared for the project management challenge of undertaking the biggest research assignment of their lives. Graduate students often have additional stressors not faced by undergraduates: established careers, families, and greater financial responsibilities. Conceived during Summer 2015 and rolled out as an ongoing series in Fall 2015, the Graduate Student Workshops offered by the Sherrod Library provide instruction in the following areas: scholarly research, papers, and publishing; comprehensive project management; academic searching; APA style; citation management; and establishing a professional identity. As the program coordinator, the Graduate Services Librarian will discuss the origination of the program, from its inception in ETSU’s Graduate Thesis and Dissertation Boot Camp to its growth as a full-fledged series. Creating new relationships, leveraging partnerships with other faculty and departments, and organizing and marketing these services are critical to program success. Scheduling, logistics, costs, and assessment will also be discussed. After the program and discussion, attendees should be able to: recognize the significant function librarians can provide to graduate student research support convey the value of formal, targeted intervention to graduate students and campus administrators create offerings to support their own graduate students
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Chu, Kai-wah Samuel, and 朱啟華. "Development of information search expertise of research students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014693.
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Iman, Sarah A. "Publication Bias and Graduate Students' Perceived Trust in the Literature." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1459413243.
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Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.
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It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
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Nelson, Firm Faith. "Perceptions of graduate students regarding the challenges of conducting research in higher education /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1328067531&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.
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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.
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Rhee, Eunsook Ha. "Complexities and Dynamics of Korean Graduate Students' Textual Borrowing in Academic Writing." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/83455.
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CITE/Language Arts<br>Ed.D.<br>Academic writing in U.S. higher education often involves textual borrowing, referred to as the integration and documentation of reading sources and carried out with summaries, quotes and paraphrases. Second language (L2) English students are likely to use sources inappropriately and consequentially are accused of plagiarism based on a moral judgment. A body of research on textual borrowing including this study has provided strong evidence that these students' inappropriate source use does not result from their intention to steal other's intellectual property and language, but from their cultural backgrounds or situated factors in their U.S. academic contexts. Few research studies, however, offer a thorough view of how both cultural backgrounds and situated factors are associated with L2 students' textual borrowing practices; much empirical attention has focused on a more limited examination of Chinese student populations. In this respect, this study explores the complex and dynamic nature of Korean graduate students' source use by investigating faculty expectations both in Korea and in their L2 academic setting and these students' perceptions and practices of textual borrowing.
For these investigations, a qualitative research study was conducted, and multiple sources of data were analyzed: (a) interviews with two faculty informant groups and the student participants, (b) observations of the Master's meeting and group study meetings, (c) tutoring sessions at the Writing Center, and (d) written texts, including institutional and instructional documents, email messages, and multiple handouts, outlines, and essays. These sets of data were analyzed using two different methods: content analysis and text analysis.
The findings of this qualitative research revealed that both cultural and situated factors were associated with the Korean students' understandings of and changes in textual borrowing practices. With regard to their initial understandings, the results showed that although the participants understood textual borrowing in terms of citation methods and writing skills, their practices were not aligned with their perceptions nor with faculty expectations. However, I noted that in the process of the research period, most of them were able to achieve the textual purposes by utilizing reading sources strategically and appropriately and thus fulfill the academic goals required in the situated context. Based on these findings, pedagogical implications are discussed.<br>Temple University--Theses
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/illuminated/16.
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From the School of Graduate Studies; Going All In [Dr. Matthew McGahey, Ed.D. Global Sport Leadership]; Where Are They Now? [Rob Cantor & Dr. Sharon McGee]; Letters from the Past [Emily Lu, M.A. History]; Where Are They Now? [Featuring: Maura Bishop & Bradley Marshall]; Empowering Students to Take Control [Ziyad Alrumayh, M.Ed. Special Education]; Research Grant Recipients, 2018; Where Are They Now? [Featuring: Ernest Eugene & Matthew Harrison]; A Link to Your legacy [Lee Ann Davis, Director for University Alumni Programs]; Where Are They Now? [Featuring: Tiffany Hogan & Thomas Roddy]; Understanding the Value of Identity in Healthy Behaviors [Byron Brooks, Ph.D. Psychology]; Where Are They Now? [Featuring: Lindsay Toman & Shelby Morris]; Necessity, the Mother of New Understanding [Jack Hartsell, M.S. Mathematical Sciences]; Narrators of Grief; Giving Nigerian Widows’ Voice [Esosa Mohammed, M.A. Liberal Studies]<br>https://dc.etsu.edu/illuminated/1000/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/illuminated/1.
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From the School of Graduate Studies; Hailing the Future [Edward Hall, Applied Computer Science, M.S.]; The Effects of "Bath Salts" on the Brain [Serena Allen, Biomedical Sciences, Ph.D., Backing Up the Unsung Heroes of Appalachian Education [Drs. Fox, Mims, Baroszuk with Olakunle Joseph Oni]; Caring for a Performer's "Instrument" [Heather Smith, Speech-Language Pathology, M.S.]; Where Are They Now? [Lawence Loving, Jenna Middlebrooks, and Jami Winstrom]; Tudo Roses, Milanese Mercenaries, and the Laws They Manipulated to Maintain Power [Heather Alexander, History, M.A.]; Positive Deviance: An Assests-Based Approach to Solving Health Disparities [Olivia Egen, Community Health, Dr.PH]; The Pure Math Behind Brands [Andrew Sweeney, Mathematical Sciences, M.S.], ETSU Student Receives TCGS Award [MD Salman Ahmed]<br>https://dc.etsu.edu/illuminated/1001/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/illuminated/15.
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From the School of Graduate Studies; Nordic Noir [Bradley Hartsell English, M.A.]; Research Grant Recipients [Shina Bhatia, Byron Brooks, Jesse D. Daniel, Wesley Drew Gill, Jesi Hall, Joseph Kusi, Areej Mosa, Claiborne Daniel Sea]; Where Are They Now? [Olushola Aromona Professional Communications, M.A., 2016]; Where Are They Now? [Nathan Cunningham Public Health, M.P.H., 2014]; The Appalachian Student Research Forum- Dipping A Toe Into The Pool Of Academia; Where Are They Going? [Maike Klein Counseling, M.A., 2017]; Where Are They Now? [Russell Ingram Biology, M.S. (Biology), 2013]; The Balancing Act [Elizabeth Hall Clinical Nutrition, M.S.]; Where Are They Going? [Vijay Tiwari Biology, M.S. (Biology), 2016]; Where Are They Now? [Jeni Hunniecutt Professional Communication, M.A., 2013]; Opening Communication Between Health Care Providers And Patients [Stephanie Mathis, Community Health, Dr.P.H.]; Inside the Minds of Spiders [Rebecca Wilson Biological Sciences, Ph.D.]; Where Are They Now [Rickey Bump Art, M.F.A. (Studio Art), 2016]<br>https://dc.etsu.edu/illuminated/1002/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/illuminated/3.
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From the School of Graduate Studies; Research Grant Award Recipients; Cesium Adsorption in the Environment [Kenneth Seaton Chemistry, M.S.]; Social Media and Health Information [Anthony Peluso Public Health, M.P.H]; Where Are They Now? [Samuel Kakraba Mathematical Sciences, M.S., 2015 Colton Watts Biology, M.S., 2014]; The Forgotten Law Enforcement Officers [Caitlin Botelho, Sociology, M.A.]; Asking the Right Questions [Jedaidah Chilufya Biology, M.S]; Where Are They Now? [Saundra Reynolds Liberal Studies, M.A.L.S., 2016 Kathleen Klik Psychology, Ph.D., 2015]; The Epidemiology of Hepatitis C [Yang Chen Public Health, Dr.P.H]; Criminal Justice and Sex Offenders [Maria Aparcero-Seuro Criminal Justice and Criminology, M.A.]; Student Affairs: Putting Students First [Dr. Joe Sherlin Vice President for Student Affairs, Dr. Jeff Howard Associate Vice President for Student Engagement, Dr. Michelle Byrd Associate Dean of Student]; Where Are They Now? [Tonya Hensley Nursing, D.N.P., 2014]<br>https://dc.etsu.edu/illuminated/1004/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/illuminated/5.
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From the School of Graduate Studies; Where Are They Now? [Featuring Wendee White, Ariel Ford, Dr. Gene Couch & Tasha Keys]; Planning for Success [Dr. Wendy Doucette Graduate Studies Librarian]; Oregon’s Right to Choose: Decisions About Dying with Dignity [Sociology, M.A. Graduate Student: Erin Mauck]; When Pathogens Don’t Share Well: Exploring How Chlamydial Infections Prevent Herpes Virus Disease [Biomedical Sciences, Ph.D. Graduate Student: Jessica Slade]; Improving Education Through Research [Elementary Education, M. Ed. Graduate Student: Kelly Stapleton]; Controlling Lipid Synthesis [Biomedical Sciences, Ph.D. Graduate Student: Muhammad Mahbubur Rahman]; English [English, M.A. Graduate Student: Inga Sarkodie]; The Mechanism of Atr and Cancer Research [Biomedical Sciences, Ph.D. Graduate Student: Benjamin Hilton]; Monstrous-Femininity: Reevaluating the Lawrentian Woman [English, M.A. Graduate Student: Dusty Brice]; Research Grant Awards<br>https://dc.etsu.edu/illuminated/1006/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/illuminated/7.
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Where Are They Now? [Geoff Adebonojo & Marla Perna]; Evidence from the Earth: Researching Cranial Material of Mio-Pliocene Salamanders at the Gray Fossil Site [Geosciences, M.S. (Paleontology) Graduate Student: Hannah Darcy]; Healthy Plant-Based Fats: An Ongoing Exploration of Triacylglycerol Oil Accumulation in Plants [Biology, M.S. (Biology) Graduate Student: Parker Dabbs]; ETSU Housing and Residence Life [Dr. Bonnie Burchett]; The Creative Process: Paintings Inspired by History and Connectivity [Art, M.F.A. (Studio Art) Graduate Student: Katherine Block]; Maternal and Child Health: Informing and Encouraging Healthy Families [Public Health, Dr.P.H. (Epidemiology) Graduate Student: Marc Stevens, Jr.]<br>https://dc.etsu.edu/illuminated/1008/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/illuminated/10.
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The Tennessee Military Maneuvers of 1941 [History, M.A. Graduate Student: Joshua Savage]; Creating New Technology at ETSU to Help Monitor Volcanoes [Geosciences, M.S. (Geospatial Analysis Concentration) Graduate Student: Richard Freeman]; Meet Your Personal Librarian; Where Are They Now? [Melissa Wilson]; Solving Puzzles with Algebra [Mathematical Sciences, M.S. Graduate Student: Amanda Justus]; Where Are They Now? [Raquel Fratta]; A Closer Look at Perceptions of Chinese Business [Professional Communication, M.A. Graduate Student: Xueyi LI]; Improving Care for Children with Cleft Lip & Palate [Communicative Disorders, M.S. (Speech Pathology Concentration)]; Where Are They Now? [Hilary Anne Gibson]<br>https://dc.etsu.edu/illuminated/1011/thumbnail.jpg
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Studies, ETSU School of Graduate. "Illuminated Magazine." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/illuminated/13.
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Art, M.F.A. (Studio Art Concentration) [Sculpting Conversation with Melisa Cadell Graduate Student: Melisa Cadell]; History, M.A. [Charting European Nationalism Graduate Student: John Wyatt Greenlee]; Where Are They Now? Computer and Information Sciences, M.S. (Information Technology Concentration) [Megan Bradley]; Psychology, Experimental Psychology Concentration, Ph.D. [the Effect of Self-Compassion and Mindfulness on Depression Graduate Student: Jessica Williamson]; Where Are They Now? English, M.A. [Sean Levenson]; Biomedical Sciences, Ph.D. [Searching for the off Switch in Cancer Cell Replication Graduate Student: Moises Serrano]; Clinical Nutrition, M.S. [Nutrition on the .Net Graduate Student: Courtney Mckinney]; Where Are They Now? Kinesiology and Sport Studies, M.A. (Exercise Physiology and Performance Concentration) [George Beckham]; Professional Communication, M.A. [Costume Design in the Digital Era Graduate Student: Christine Waxstein]<br>https://dc.etsu.edu/illuminated/1014/thumbnail.jpg
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Mitchell, Julie B. "Exploring Midcareer Women's Graduate School Transition: Department Socialization Tactics and Perceived Fit." [Kent, Ohio] : Kent State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1270745471.
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Thesis (M.A.)--Kent State University, 2010.<br>Title from PDF t.p. (viewed May 26, 2010). Advisor: Robyn Parker. Keywords: organizational socialization; proactive newcomers; nontraditional graduate students; socialization tactics. Includes bibliographical references (p. 114-122).
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Williams, A. Lynn, and Marc A. Fagelson. "Fostering a Community of Scholars in a Graduate Program." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1585.
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Fortunately, there are others, most notably Rosenthal (see http://class.csueastbay.edu/commsci/ASHAStudRes.htm), who provided an impetus to our own design and implementation of the research methods course in the department of communicative disorders at East Tennessee State University. Rosenthal described a graduate research course in which students designed and executed a research project within an 11-week quarter. At the completion of the course, the top student projects were selected for publication in a departmental student research journal and submitted to the California State University Student Research Competition.
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McLean-Anderson, Gloria. "A critical evaluation of the research experiences of master and doctoral students at Technikon Natal." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49815.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2004<br>ENGLISH ABSTRACT: There are indications that the emergence of global trends in the production and
dissemination of knowledge is influencing science policies worldwide, and compelling
universities and technikons in South Africa to become more market oriented, competitive
and entrepreneurial. Some of these trends include new modes of knowledge production,
increased financial and academic accountability and distance education. The changing
higher education landscape worldwide has implications for South African tertiary
institutions. In addition, one of the objectives of the democratic government that took
power in 1994 was to transform higher education. The publication of the White Paper on
Education in 1997, the establishment of the Council on Higher Education (CHE) and the
Higher Education Quality Committee (HEQC), and the National Plan for Higher Education
in 2001 heralded the beginning of change. Consequently, it became necessary for higher
education institutions to deliberate on the future course of their undergraduate and
postgraduate teaching and training programmes. In this context, it is important for
universities and technikons to understand the needs of their postgraduate students.
The overall aim of this study was to identify the perceptions of ex-Technikon Natal (now
the Durban Institute of Technology) postgraduate students on their research experiences
with regard to supervision, communication, the Technikon generally, availability of
resources, finance, time, departments, faculties, research, research methodology,
statistics, library and expertise. The particular focus was on postgraduate students
registered at the Technikon Natal in 2001, whether or not they had submitted their
research proposals. A postal survey was carried out to determine the students' perceptions
of their research postgraduate experiences at the then Technikon Natal.
The results of the survey indicate that the majority of postgraduate students have a
negative perception of the Technikon. Students feel that there are insufficient experienced
supervisors available for consultation, leading to unacceptable delays. With regard to
communication, students feel that the Technikon does not disseminate enough information
on processes and procedures about postgraduate issues. Overall, students in the Health
Sciences are more dissatisfied than students in the other faculties. In fact, the postal
survey reveals that students in these other faculties are more positive than negative about
their postgraduate experiences. However, it is worth pointing out that a large proportion of Science and Engineering students (38%) are undecided on this matter. It is interesting to
note that the open-ended comments section at the end of the questionnaire reveals far
more negative perceptions than the closed questions. Students are dissatisfied about the
lack of modern computer facilities and available funds. They also feel strongly that it takes
too long to get a research proposal approved. The majority feels that a postgraduate
information kit would assist greatly. Comments about Research Methodology as a subject
are particularly negative with regard to statistics, and the course, which they feel is too
general. Students do not seem to have any major difficulties with the library services.
The Technikon has to put structures in place to improve these negative perceptions and
manage the students' needs. Combined with the impact of the merger of the former
Technikon Natal and M.L. Sultan Technikon, the effects of which are not yet fully
understood, the new Durban Institute of Technology should give serious consideration to
the needs of its postgraduate population, especially in the Faculty of Health.<br>AFRIKAANSE OPSOMMING: Globale tendense in die produksie en disseminasie van kennis blyk wereldwyd 'n invloed
op wetenskapsbeleid te he en noodsaak universiteite (en ook technikons in Suid-Afrika)
om 'n groter markgerigtheid, mededingendheid en ondernemingsgees te openbaar.
Hierdie globale tendense behels, onder andere, 'n verskuiwing na nuwe modi van
kennisproduksie, sowel as 'n toename in finansiele en akademiese verantwoordbaarheid,
en afstandsonderrig. Suid-Afrikaanse tersiere instellings kan hierdie wereldwye
veranderinge in die landskap van hoar onderwys moeilik ontsnap. Daarbenewens het die
demokratiese regering, wat in 1994 aan bewind gekom het, dit ten doel gestel om hoar
onderwys in die land te transformeer. In 1997 het die eerste veranderinge ingetree met die
publikasie van die Witskrif op Onderwys, en dit is in 2001 opgevolg met die
totstandkoming van die Raad op Hoar Onderwys (CHE), die Hoar
Onderwyskwaliteitskomitee (HEQC), en die Nasionale Plan vir Hoar Onderwys. Gevolglik
het dit nodig geword dat hoar onderwysinstellings oorleg pleeg rakende die toekomstige
verloop van voorgraadse en nagraadse onderrig- en opleidingsprogramme. Binne hierdie
konteks is dit nodig vir universiteite en technikons om begrip te he vir die behoeftes van
hul nagraadse studente.
Die oorhoofse doel van hierdie studie was om die persepsies te identifiseer van nagraadse
studente aan die eertydse Technikon Natal (nou deel van die Durban Instituut vir
Tegnologie). Die fokus was op studente se navorsingservarings met betrekking tot
supervisie, kommunikasie, die technikon in die algemeen, die beskikbaarheid van
hulpbronne, finansies, tyd, departemente, fakulteite, navorsingsmetodologie, statistiek,
biblioteekfasiliteite en kundigheid. Studente wat in 2001 aan die Technikon Natal
geregistreer was, is by die ondersoek betrek, ongeag of die student 'n navorsingsvoorstel
ingedien het of nie. 'n Posvraelys-opname is gebruik.
Die resultate van die opname toon die meerderheid nagraadse studente het 'n negatiewe
persepsie van die Technikon. Die studente voel daar is nie genoeg ervare studieleiers om
te raadpleeg nie, en dit lei tot onnodige vertragings. Wat kommunikasie betref, voel die
studente dat die Technikon nie genoeg inligting omtrent nagraadse prosesse en
prosedures versprei nie. In geheel gesien, het studente in die Gesondheidswetenskappe
'n veel groter ontevredenheid uitgespreek as studente in ander fakulteite. In die ander fakulteite was 'n geringe persentasie studente meer positief as negatief omtrent hul
nagraadse ervaring. 'n Redelike persentasie studente in die Natuur- en
Ingenieurswetenskappe (38%) was egter besluiteloos in hul opinie. Verder het die oop
vrae aan die einde van die vraelys, wat kommentaar versoek, veel meer negatiewe as
positiewe persepsies ontlok. Die studente is ontevrede met die gebrek aan moderne
rekenaarfasiliteite en beskikbare fondse. Hul voel dat dit te lank neem om 'n
navorsingsvoorstel goedgekeur te kry. Die meerderheid is van mening dat 'n nagraadse
informasiepakket van groot waarde sou wees. Die kommentaar omtrent
Navorsingsmetodologie as 'n vak is besonder negatief, veral wat statistiek bet ref, en hulle
voel die kursus is te algemeen. Die studente blyk nie ernstige probleme met
biblioteekdienste te he nie.
Die technikon moet derhalwe strukture in plek stel ten einde die negatiewe persepsies van
die studente aan te spreek en hul behoeftes doeltreffend te bestuur. Tesame met die
impak van die samesmelting (waarvan die effek nog nie ten volle begryp word nie), moet
die instelling ook ernstige oorweging skenk aan die behoeftes van die nagraadse
populasie, veral in die Fakulteit van Gesondheid.
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Chiang, Jing Fen. "Cultural impact on customer perception of service quality in the hotel industry: A comparative study of Eastern and Western respondents." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3041.
Full textAbstract:
The purpose of the study was to investigate cultural aspects that influence customer perception of service quality in the hotel industry, specifically those that influence Eastern and Western respondents. A questionnaire was developed to assess cultural differences on perceptions, which included a modified version of the SERVQUAL scales, an instrument used to measure service quality. The convenience sample consisted of students enrolled in the MBA program at a Western university (N=152; Eastern=57.9%, Western=34.9%, Other=7.2%). Findings indicated that there were no significant differences between Eastern and Western cultures in perceptions of service quality. A sample questionnaire is included.
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Kashyap, Nishmin. "Graduate International Students' Social Experiences Examined Through Their Transient Lives: A Phenomenological Study at a Private Research University in the United States." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1737.
Full textAbstract:
Thesis advisor: Philip G. Altbach<br>This is a phenomenological study of ten graduate international students at Chardin University (pseudonym). Through 30 in-depth interviews, multiple social contacts, and group and member checking sessions, stories emerged that highlight the social experiences of these graduate international students through their transient lives. Theoretical frameworks used to interpret the findings were transnationalism, adult transitional theory, and the graduate socialization model. This study provides a forum for participants to narrate their stories instead of being invisible and silent as they pass through our institutional corridors. What emerged from these narratives is that graduate international students cannot be grouped as one monolithic entity because they all lead variant and divergent lives. This research enumerates the intricacies, shades, and textures of their lives as they persist, succeed, and develop identities. In the past, graduate international students' social experiences have been portrayed in an oversimplified fashion, when in fact such students lead extremely complex lives as they negotiate a world that comprises both home and host country. Strongly lacking in the realm of social experiences have been meaningful relationships with American peers (looking beyond superficial ones), the university, and the local community. Operating within transnational social fields, regular prolonged conversations with family and friends from home tend to prevent participants from seeking out new connections in the United States. Most participants find comfort within their own ethnic enclaves, leading to cross-cultural isolation, which is still prevalent after decades of research conducted on this population. This study challenges universities to forge new pathways to engage with this vital and vibrant student body in meaningful, innovative, and creative ways. It is the responsibility of institutions of higher learning to understand the intricacies of their lives, as well as differences in religion, language, and socialization patterns. Universities need to find new ways to stay relevant in the lives of graduate international students during their tenure in the United States<br>Thesis (PhD) — Boston College, 2010<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Hill, Geof. "Promoting congruence between the inquiry paradigm and the associated practices of higher degree research." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36661/1/36661_Digitised%20Thesis.pdf.
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In this study I examine a number of educational practices in higher education from the insider perspective of a research student. By using my own stories of undertaking two research higher degrees, both with post-positivist research paradigms, I analyse the interrelationships between a student and their supervisors and examiners, and explore ways in which those relationships can be influenced by the student's nominated research paradigm.
The research paradigm underpins the way in which a student undertakes their research and documents that research. Literature suggests that the research paradigm has potential to influence the supervision and examination of that research. In this study I have explored that potential with a particular focus on a research paradigm consisting of a constructivist ontology and a practice epistemology.
While the use of my own story is not presented as being generalisable, the analysis generates a number of issues related to my own student practices and my expectations about supervision and examination of a higher degree. I believe these issues are relevant to other higher degree students and their supervisors and examiners.
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Gibbs, Lakeisha Nicole. "Persistence of graduate students at an urban research institution in the Southeastern region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/584.
Full textAbstract:
Attrition rates have remained at the breadth of significant concerns for higher education institutions. During the progression toward a graduate degree, countless students lose focus and “stop-out.” An unsuccessful practice in higher education is the lack of concentrated initiatives to retain graduate students and assist in providing resources to support persistence. Alas, graduate students are abandoned and forced to navigate programs in isolation. Therefore, this study examined the problem of persistence of students in graduate programs and the extent to which variation in such persistence may be influenced by: (a) demographic factors, (b) program advisement, (c) research advisement, (d) financial aid status, (e) student involvement and socialization, (f) family and peer support, (g) institutional physical resources, (h) student response to environmental distractions, (i) student response to academic structure, and (j) academic peer support. Additionally, the purpose of this study was to identify whether there was a significant relationship between persistence of graduate students at an urban research institution in the Southeastern region of the United States on selected variables, which may indicate factors for success in graduate program completion. This study attempted to discover the impact of variables on the persistence of graduate students toward degree completion. The objective of the research was to focus specifically on students engaged in graduate programs in pursuit of advanced degrees at the master’s, specialist, and doctoral levels at an urban research institution in the Southeastern region of the United States.
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Lee, Geoffrey Anton. "Examining the influence of research mentoring and training model on clinical and counseling graduate students' scholarly activity." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024763.
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Doucette, Wendy C. "Teaching Motivation that Works: Structuring Graduate-Level Research Support Workshops to Foster Centered, Focused Self-Sufficient Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5351.
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All too frequently, instruction librarians’ only opportunity to teach students distills down to the fifty-minute, one-shot, make-or-break experience. We disseminate the essential information as requested—how to use the library, how to search the databases, and so on—with little time to explain why all the pieces fit together and why they are important. Worse, well-intentioned librarians often strive to cover as much as possible in these sessions, oversaturating and frustrating their student audience.
Even in settings of brief duration with no follow-up, another approach is possible. Rather than attempting to demonstrate everything at once, we can interject effective, real-life motivational tactics into the session by highlighting the underlying purpose of the process demonstrated. In other words, we can focus not simply on “what” or “how” but on “why.” Providing this context and structure not only grounds students, it clarifies and demystifies the process. Understanding that purpose and method are as important as data better empowers students with strategies to pursue their own needs independently. This chapter focuses on graduate students, particularly those in doctoral programs, but with a little creative thinking, these strategies could also be adapted for application with undergraduate learners.
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Ganqa, Ncumisa Hazel. "Research supervision experiences of masters in education students at a South African University." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/473.
Full textAbstract:
In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
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Bergstrom, Barbara J. "Engaging a Sense of Self: Participatory Action Research within a Course for MFA Graduate Students in the Visual Arts." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318836.
Full textAbstract:
The purpose of this research study aimed to critically examine personal and professional issues related to a small group of visual arts MFA graduate students and myself as we participated in a semester-long course entitled, “Issues of Relevance and Character in the Fine Arts,” at a large public university in the United States. In the form of a colloquium series, the course aimed to explore a graduate student’s developing sense of self and its impact on the different roles he or she often embodies while pursuing an MFA in a School of Art. These roles include those of an individual, a student, an artist, a teaching assistant, and a future professional in the field of the visual arts. Employing a participatory action research methodology, I was also a participant in the study. I regularly documented the oral, written, and visual data that emerged from the participants’ considerations of their immediate circumstances both inside and outside the School of Art as well as their interactions with the reflexive pedagogies utilized in the colloquium sessions. This dissertation also reviewed research studies conducted on graduate student development, students in visual arts MFA programs, the historical development of the MFA degree, as well as faculty members in MFA programs and their curricular and pedagogical practices. Findings indicated the following: First, strong convictions seemed to be intrinsic to the participants’ pursuit of their MFA degrees. They appeared eager to learn about becoming a professional in the field, and each participant expressed interest in teaching the visual arts as instructors in higher education. Second, participating in a course such as “Issues of Relevance and Character in the Fine Arts,” seemed to offer the participants a receptive and reflective platform to convey the voices of the “characters” they embodied as MFA students. For example, the participants appeared to clarify intra- and interpersonal priorities, educational goals and artistic aspirations. Their personal and professional development was influenced by the complex relationships they shared with others in their MFA programs. The MFA participants grappled with the connections and disconnections that appeared to exist between their professors, peers, and themselves. A third theme addressed the impact of my participation within the study. With an established background in both teaching and taking courses in the studio arts and Art and Visual Culture Education, the findings suggest that I was able to empathize with the three other participants on several fronts. Fourth, the findings also address the curricular and pedagogical strengths and limitations of the course. The implications of this research study suggest the need for (a) more action research studies of MFA graduate students, as the methodology seemed to enhance the reflexive and exploratory nature of self-inquiry; (b) a series of required courses within MFA curricula that help graduates to systematically reflect upon their roles as graduate students in terms of their immediate goals, as well as their aspirations for the future; (c) research and professional development opportunities for faculty members so that they might become more aware of the ways that their MFA curricula and instructional practices influence a graduate student's sense of self both positively and negatively; and (d) research on how art and visual culture educators can be involved in assisting MFA graduate students and faculty members develop new perspectives related to their instructional and mentoring practices.
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Schneider, Jennifer S. "A multivariate study of graduate student satisfaction and other outcomes within cooperative research centers." 2007. http://www.lib.ncsu.edu/theses/available/etd-03202007-083548/unrestricted/etd.pdf.
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Cardinal, Trudy. "For All My Relations - An Autobiographical Narrative Inquiry into the Lived Experiences of One Aboriginal Graduate Student." Master's thesis, 2010. http://hdl.handle.net/10048/1533.
Full textAbstract:
Abstract
For All My Relations is a narrative representation of an autobiographical narrative inquiry into my experiences as an Aboriginal graduate student negotiating the complexities of learning about, and engaging in, Indigenous research. The research puzzle centers on my wonders about the responsibilities of an Aboriginal graduate student choosing to engage in research with Aboriginal peoples in ethically responsible ways. The field texts for the inquiry are my writings over two years: final papers, response journals, assignments, and life writings. Using a narrative inquiry methodology, I identify tensions and bumping points in coming to understand Indigenous research, and in doing so, I have come to a deeper understanding of the impact of these moments on my identity as researcher in the making and on my sense of belonging. I also attend to the social and institutional narratives about Aboriginal people in which my storied experiences are nested. Issues of ethical obligations, relationship, and responsibility are central in my inquiry, and speak to the complexities of wrestling with the questions of researchers right to tell and viewing people through a lens. The findings of my inquiry add to the emerging literature of Indigenous research and narrative inquiry, and their connections. The findings also present insights into the experiences of an Aboriginal graduate, and the notion of identity and belonging. Most importantly, this narrative inquiry enabled me to work through my lived tensions, discomforts, and unease, and to restory my experiences; this process allowed me to grow more confident in my ability to continue to engage in Indigenous research in ethically and relationally responsible ways. My inquiry begins with my experiences of not belonging and feeling less than, and concludes, in the midst, with a counterstory to tell. Counterstories are saving stories for me and for all my relations, past, present, and future.<br>Indigenous Peoples Education