Academic literature on the topic 'Higher Education and MS/PhD Program'
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Journal articles on the topic "Higher Education and MS/PhD Program"
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Saloma, Caesar. "Production of STEM PhD Graduates: First decade of the ASTHRD and ERDT Programs." Transactions of the National Academy of Science and Technology 41, no. 2019 (2022): 1–10. http://dx.doi.org/10.57043/transnastphl.2019.2028.
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The first decade (2007–2018) of implementation of the Advanced Science and Technology Human Resource Development Program (ASTHRDP) and the Engineering Research & Development for Technology (ERDT) Program was examined to identify possible best practices and continuing challenges encountered in the production of new Filipino PhD graduates in science, technology, engineering, and mathematics (STEM). The ASTHRDP and the ERDT Program, started in 2007 by the Department of Science and Technology (DOST) in partnership with selected Philippine higher education institutions (HEIs), aimed to produce more STEM PhD and MS graduates. The DOST identified ten (10) and eight (8) out of 1900 HEIs, to partner with, in the initial implementation of ASTHRDP and the ERDT, respectively. From 2008 the total number of PhD and MS scholarships awarded per fiscal year both increased at an average annual rate of 18% (PhD: 302 to 893; MS: 956 to 2,832, respectively). The PhD and MS scholarship packages enable an awardee to study fulltime for three and two academic years, respectively. From 2007 to 2015, 662 ASTHRDP PhD scholarships were awarded and produced 373 PhD graduates from 2007 to 2018, with a graduation efficiency rate of 56.34%. The corresponding ERDT rate was 48.13% with 268 PhD scholarships awarded and 129 PhD scholars graduated. The ASTHRDP partner institutions performed at varying individual efficiencies, with the Visayas State University at 100% (with all 16 PhD scholars graduated), University of the Philippines Diliman at 34.34% (34 out of 99), UP Los Baños at 65.59% (162 out of 247). For ERDT, UP Diliman had a graduation rate of 61.1%. The availability of more dissertation research supervisors was identified as a key factor towards improving the ASTHRD and ERDT PhD graduation rates. A number of recommendations are proposed with the aim of improving the program graduation efficiency and producing more highly trained scientists and researchers to serve the national interest.
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Zubair, Ahmed Shah Syed Babar Ali Shamaila Burney Kaukab Abid Azhar. "Student-Perceived Service Quality in Management Science MS, PhD Programs of Tier 1 Business Schools in Karachi." Multicultural Education 7, no. 6 (2021): 693. https://doi.org/10.5281/zenodo.5391842.
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<em>The contemporary academic environment, marked by the marketization of education, have been observing adoption of the practices and concepts originating from the business world. An example of marketization of education is the adoption of the concept of measurement of service quality which is already established in the business world, and now increasingly gaining recognition in the academia as well. This research is an attempt to evaluate service quality in Management Sciences programs using students’ perception. A sample of MS, PhD program of Tier 1 private sector business schools operating in Karachi. A modified version of the standard SERVQUAL instrument that was previously authorized by a PhD faculty member and three students of the MS program, was used to collect data from the students of this program, both former and current. The findings of this study outlined a gap between expectations and perceptions of students in all the five dimensions, known as: assurance, tangibility, empathy, reliability, and responsiveness of service quality. A detailed analysis of the data revealed that the campus facilities, access to academic and research resources, consultation time, and access to advisors are some of the areas, where the university administrators should be focusing their attention more. Although, this study is not rigorous because of short time horizon and low response rate, nevertheless, the study has attempted to explore into some of the service quality-related problems the management sciences faculty has currently been experiencing. Moreover, the gap model discussed in this study may prove to be a valuable tool for the administrators to enhance the service quality of the faculty..</em>
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Sadaf Shah. "The Impact of Machine Learning on Student Progress in Higher Education: A Case Study of Smaller City in Developing Countries." Power System Technology 49, no. 1 (2025): 164–78. https://doi.org/10.52783/pst.1421.
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Using machine learning (ML) in customised learning systems has shown significant potential for improving student engagement and academic achievement in higher education. However, successfully scaling these individualised techniques remains a considerable issue, especially among huge student populations in underdeveloped countries. This study investigates the influence of (ML) on student advancement in a smaller city in a developing nation like Peshawar, Pakistan. We conducted a cross-sectional study at the University of Engineering and Technology Peshawar and surveyed 550 students enrolled in BS, MS, and PhD programs using a stratified random sampling technique. The data was collected using a standardised questionnaire, and the results were using correlation matrices, composite reliability, and regression models. The findings revealed substantial connections between ML applications and better educational outcomes, with the regression model accounting for 67% of the variation in enhanced tailored learning experiences. The remarkable representativeness of the model (R2=0.656) indicates that (ML) has a significant ability to improve institutional effectiveness and student learning. In addition, younger learners expressed tremendous enthusiasm for using ML in their teaching methods. The findings demonstrate machine learning's revolutionary potential in higher education, particularly in developing countries, by promoting cooperation, customised learning, and increased institutional efficiency.
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Tonis, Rocsana B. Manea, and Natalia Manea. "Quality parametres on higher education PhD program in Romania." Independent Journal of Management & Production 10, no. 2 (2019): 475. http://dx.doi.org/10.14807/ijmp.v10i2.855.
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More and more universities are striving to provide competitive education programs to help graduates integrate into market areas. In this fight, universities need to have strong communication and support in the business world. The purpose of this article is to identify the main factors that would improve the quality of the doctoral program and facilitate the integration of students into the labour market in Romania. A questionnaire was applied to PhD students from the universities in Bucharest, and the data collected were interpreted.The linear regression model developed shows that the library facilities, school infrastructure, access to Doctoral Theses, dialog between academia and students, doctoral coordinator and committee proficiency, staff attitude and multiple way of communication are some important factors that have positive influence over the quality of the higher education in the PhD program and the students’ integration on labour market in Romania. The open questions of survey revealed new interesting suggestion for improving PhD programs in Romania.
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Golding, Jonathan M., Mary Beth McGavran, David Susman, and Raymond Wright. "Demystifying One’s Chances of Acceptance into Clinical PhD Psychology Programs." Teaching of Psychology 47, no. 1 (2019): 97–101. http://dx.doi.org/10.1177/0098628319889537.
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The present study investigated the commonly accepted view from various sources (e.g., American Psychological Association [APA]), which indicates the significant difficulty in being accepted into a PhD in clinical psychology program. Data were collected (total number of applicants, applicants accepted, and number of accepted students who matriculated) from 100 APA-accredited PhD in clinical psychology programs that are also members of the Council of University Directors of Clinical Psychology. These data were used to examine why the probability of acceptance into at least one clinical PhD program may be higher than previously thought. The results showed an acceptance–matriculation discrepancy—the overall number of individuals accepted into clinical psychology PhD programs is higher than that of matriculated students. In addition, being accepted into a clinical PhD program is a function of the number of applications per applicant. The article concludes with a discussion of how applicants to clinical PhD programs should approach the application process.
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Son, Jeong-Bae, and Sang-Soon Park. "Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program." International Journal of Pedagogies and Learning 9, no. 1 (2014): 26–37. http://dx.doi.org/10.1080/18334105.2014.11082017.
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Mueni Matheka, Hyrine, Ellen E.P.W.A. Jansen, and Adriaan W.H.A Hofman. "PhD Students’ Background and Program Characteristics as Related to Success in Kenyan Universities." International Journal of Doctoral Studies 15 (2020): 057–74. http://dx.doi.org/10.28945/4467.
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Aim/Purpose: Kenya plans to be a middle-income country by the year 2030. To achieve this development target, the country has rapidly expanded its university sub-sector in order to produce the requisite skilled professionals. This has put a strain on the available PhD holders thus heightening the pressure on universities to produce more PhD graduates to meet the required larger pool of highly qualified professionals to service the academia and other sectors of the economy. However, the PhD graduation rate per year is very low and unexplained. This study sought to explain the factors influencing PhD success rates in Kenyan universities. Background: This cross-sectional study set out to establish how PhD students’ background and program characteristics are related to their success. This knowledge will inform policies and strategies to enhance PhD training and success in Kenya. Methodology: Data on 1,992 PhD students was collected from 10 universities by using the Microsoft Excel data tool to collect administrative data. The researchers utilized the data collection to construct a quantitative research design. The PhD students were enrolled in the following program domains/clusters: Humanities and Social Sciences, Business and Economics, Physical and Life Sciences, Applied Sciences and Medical Sciences. Contribution: PhD success factors have been extensively studied in developed countries. This paper builds on this body of knowledge with a specific focus on developing countries like Kenya. Findings: Students’ background characteristics (age, nationality, gender, financial support and marital statuses) were not related to PhD students’ success, however, full-time employed PhD students had better progression than their part-time colleagues. Program characteristics (program cluster and mode of study) were significantly related to students’ success. Students who had delayed for two years or more years had limited chance to graduate. Recommendations for Practitioners: To improve the PhD education system, practitioners should endeavor to monitor and track the progress of their PhD students. To do this, the researchers recommend that the universities collect and keep good records of these types of data. Universities should come up with strategies to build on or mitigate against the factors that have been identified to influence PhD success. Recommendation for Researchers: The researchers recommend further research, especially in developing countries, to understand the PhD study systems and inform effective interventions. Impact on Society: To identify, conceptualize or mitigate against the factors which influence PhD success lead to higher success in PhD training in order to enhance knowledge to solve societal problems. Future Research: Further research is recommended especially in the context of developing countries to establish how supervisor–student interactions, availability of infrastructural resources, and students’ motivation, efficacy and well-being relate to PhD success in Kenyan universities
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Bernhard, Irene, and Anna Karin Olsson. "University-Industry Collaboration in Higher Education: Exploring the Informing Flows Framework in Industrial PhD Education." Informing Science: The International Journal of an Emerging Transdiscipline 23 (2020): 147–63. http://dx.doi.org/10.28945/4672.
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Aim/Purpose: The aim is to explore the informing flows framework as interactions within a PhD education practicing a work-integrated learning approach in order to reveal both the perspectives of industrial PhD students and of industry. Background: An under-researched field of university-industry collaboration is explored revealing both the perspectives of industrial PhD students and of industry. Methodology: Qualitative methods were applied including interviews and document studies. In total ten semi-structured interviews in two steps were conducted. The empirical context is a Swedish PhD program in informatics with a specialization in work-integrated learning. Contribution: By broadening the concept of work-integrated learning, this paper contributes empirical results on benefits and challenges in university-industry collaboration focusing on industrial PhD students and industry by applying the informing flows framework. Findings: Findings expose novel insights for industry as well as academia. The industrial PhD students are key stakeholders and embody the informing flows between practice and university and between practice and research. They are spanning boundaries between university and industry generating continuous opportunities for validation and testing of empirical results and models in industry. This may enable increased research quality and short-lag dissemination of research results as well as strengthened organizational legitimacy. Recommendation for Researchers: Academia is recommended to recognize the value of the industrial PhD students’ pre-understanding of the industry context in the spirit of work-integrated learning approach. The conditions for informing flows between research and practice need to continuously be maintained to enable short-term societal impact of research for both academia and industry. For practitioners: This explorative study show that it is vital for practice to recognize that challenges do exist and need to be considered to strengthen industrial PhD pro-grams as well as university-industry collaborations. Additionally, it is of importance to formalize a continuously dissemination of research in the industries. Future Research: Future international and/or transdisciplinary research within this field is encouraged to include larger samples covering other universities and a mix of industrial contexts or comparing industrial PhD students in different phases of their PhD education.
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Muhammad Muzammil Ghayas, Salima Barkat Ali, and Shamsha Shamsy. "Evaluation of Higher Education Policies: Case Study of PhD Programs in South Asia." International Journal of Social Science & Entrepreneurship 3, no. 4 (2023): 374–85. http://dx.doi.org/10.58661/ijsse.v3i4.242.
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This paper aims to compare quality of higher education in Pakistan and India. In this regard, data were collected concerning policies regarding admission and completion of PhD degrees in Pakistan and India through websites and notifications of Higher Education Commission (HEC) and University Grant Commission (UGC). The policies for admission and award of PhD degrees in both countries are then compared separately using Qualitative Comparative Analysis. There were four major admission criterions. Out of these four criterions, in three cases, rules set by HEC of Pakistan are relatively strict as compared to the rules set by UGC in India. Similarly, there are eight major criterions for the award of PhD degree after admission in the PhD program. Out of these eight criterions, the rules set by HEC in Pakistan and UGC in India are same for the two criterions, whereas, in the remaining six criterions, the rules set by HEC of Pakistan are strict as compared to the rules set by UGC in India. Hence, it is concluded that procedures for PhD programs in Pakistan are relatively better than that of procedures for PhD programs in India.
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Andal, Edilberto Z., John Vincent C. Aliazas, Imelda G. Carada, Julie Fe D. Panoy, Chester M. Derequito, and Allen E. Pasia. "Assessing the Potential for a PhD in Education Program with Specializations at LSPU-System: A Feasibility Study." International Journal of Instruction 9, no. 2 (2024): 91–102. http://dx.doi.org/10.29333/aje.2024.928a.
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The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Education program at LSPU. The study utilized a quantitative research design to gather data from 243 respondents consisting of teachers, education professionals, and stakeholders in the field of education. The data were analyzed using descriptive statistics and inferential analysis to evaluate the potential demand for the program, the availability of qualified faculty members, and the resources needed to support the program. The results showed that there is a high demand for advanced degrees in education, as evidenced by the majority of respondents expressing interest in pursuing a PhD in Education. The study also found that LSPU has an adequate number of qualified faculty members who meet the minimum requirements set by the Commission on Higher Education (CHED) policies and guidelines. Additionally, LSPU's status as a Center of Development in Teacher Education reflects the university's commitment to excellence in teacher education, which is directly relevant to the proposed PhD in Education program. The study concluded that LSPU is well-positioned to offer a PhD in Education program, given its available resources, qualified faculty, and high demand from potential students. This study's findings can provide valuable insights for LSPU in making informed decisions regarding the development and implementation of a PhD in Education program. The study's implications extend beyond LSPU, as other universities interested in offering similar programs can use these findings as a reference for their own feasibility studies.
Dissertations / Theses on the topic "Higher Education and MS/PhD Program"
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Klingler, Scott Lavell. "What makes a quality Ph.D. program in library and information sciences?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5499/.
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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
Books on the topic "Higher Education and MS/PhD Program"
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Aliev, Vagif, A. F. Kononenko, and G. V. Ross. Business planning: a workshop using the Project Expert program. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1279953.
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The tutorial uses practical examples to describe the technology of developing and analyzing acceptable investment projects, as well as the process of creating business plans for these projects using the popular Project Expert 7 program.
 The issues of computer implementation of financial management elements in the MS Excel PPP environment related to investment design are considered. 
 To understand the methods used in the Project Expert 7 program, the issues of calculating performance indicators and financial indicators of investment projects using MS Excel PPP using financial reporting tables that are automatically created by the Project Expert 7 program are studied. The risks of investment projects in the MS Excel PPP environment are analyzed. 
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 It is intended for students studying in the field of Economics and Management; teachers and postgraduates of economic universities; heads of enterprises, organizations and firms involved in the preparation of expertise and implementation of business plans, including for advanced training courses in the direction of "Development and analysis of investment projects using modern information technologies".
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Pasricha, Pradeep Kumar. Taking GRE and TOEFL and Applying for a MS/PhD: A Self-Help Guide for Engineering and Physical Sciences Students. Nova Science Publishers, Incorporated, 2020.
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Pasricha, Pradeep Kumar. Taking GRE and TOEFL and Applying for a MS/PhD: A Self-Help Guide for Engineering and Physical Sciences Students. Nova Science Publishers, Incorporated, 2020.
Find full textBook chapters on the topic "Higher Education and MS/PhD Program"
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Dai, Fu, Sarah Eyaa, Andrew Levula, and Ian Eddie. "PhD Research Training Process." In Advances in Higher Education and Professional Development. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-4175-9.ch008.
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This chapter articulates the strategies supervisors implement to play a pivotal role in guiding their PhD students in conducting organization and management research in Australian universities. It applies the talent-development-in-achievement-domains (TAD) framework to analyze PhD training programs and identify the challenges of the PhD program in the Business Schools of Australian universities. In this chapter, the authors reviewed relevant literature, visited the websites of ten business schools at Australian universities and five websites of international universities' business schools, investigated their PhD programs, and found the common objective of their PhD programs was to develop PhD candidates' capabilities of producing new knowledge. The prevalent challenges identified in Australian universities are PhD completion time and PhD completion rate. This chapter recommends taking advantage of Generative AI technology to respond to the challenges and mentions more challenges derived from introducing generative AI technology to the PhD program at Australian universities.
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Chuchalin, Alexander I. "CDIO Standards Implementation and Further Development in Russia." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch008.
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Russian experience in the implementation of CDIO (conceive, design, implement, operate) standards for modernization of BEng programs focused on graduate training for complex engineering activity are considered. The CPD program “Applying CDIO Standards in Engineering Education” for managers and faculty staff at Russian HEIs is described. Further development of the CDIO concept for MSc and PhD engineering programs design are discussed taking into account the priorities of innovative and research engineering activities. The FCDI (forecast, conceive, design, implement) standards focused on MSc program graduate training for innovative engineering activity and FFCD (foresight, forecast, conceive, design) standards focused on PhD program graduate training for research engineering activity are presented.
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Awwad, Rund, and Anthony Thomas Baker. "Designing in Support." In Building Resiliency in Higher Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5483-4.ch009.
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This chapter promotes the idea that retired academic staff members represent an excellent source of external mentors for postgraduate research students. PhD candidates, particularly those from international backgrounds, face an isolating experience at the outset of their studies. Having a mentor outside the formal supervisory arrangements could positively alter their trajectory. Retired academics have the flexibility to contribute to their institutions, assisting yet another PhD candidate achieve success. The mentor is outside the supervisory team and must respect boundaries around the supervisory team / research student relationship. Part of the chapter is a case study discussing the unexpected outcomes of the involvement of a retired academic staff member and an international postgraduate research student, of non-English speaking background, in a program to develop language skills at the onset of the COVID-19 pandemic. Matching of the two participants meant that they had many interests in common and an effective working relationship developed quickly into a mentor/mentee dyad.
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Lefoka, Pulane. "Perspective Chapter: Lessons from Implementing a Higher Education Program in Lesotho." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109291.
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Recent developments in the Lesotho higher education landscape necessitated a change in this subsector. In particular, the Ministry of Education and Training established the Lesotho Council on Higher Education (CHE) as a regulatory body. Among its achievements, the council legislated that academics teaching in institutions of higher learning undergo professional development. This development coincided with the completion of Lefoka’s PhD thesis. One of the findings of the PhD research is that most higher education teachers do not have professional qualifications for teaching in the subsector. The thesis recommended that higher education teachers should be capacitated for a teaching role. This recommendation motivated the National University of Lesotho to comply with one of the council’s policies by introducing a Post Graduate Diploma in Higher Education (PGD-HE) program. In this chapter, the author uses reflective practice literature to guide the presentation on the implementation of the PGD-HE program. The chapter articulates lessons emerging from the change of initial plan due to disruption by the COVID-19 pandemic. The major change involved the reduction of academic duration and a move from blended teaching to online teaching mode. Based on the lessons learned, this chapter recommends the use of the lessons to improve the offering of the program.
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Muerza-Marín, M. Victoria. "PhD training program activities from a global perspective. A comparison between two European Universities." In Innovative strategies for Higher Education in Spain. Adaya Press, 2018. http://dx.doi.org/10.58909/ad18385234.
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The Bologna Process (BP) intends to create an European Higher Education area through the compatibility of degrees in the signatory countries. As a consequence, Universities have adapted its studies programmes at all academic levels. Few research has been made on the transversal training programmes required during the completion of a doctoral dissertation at a global level. This paper tries to cover the existing gap, and presents a comparison of the necessary requisites set in two Universities of two European countries: Spain and Germany. In addition, it analyses the duration and types of these doctorate programmes. The results show that differences between the analysed Universities are related to the contents of the programmes, control of activities and types of doctorate attending to the research approach, and the supervision system. The similarities are related to the duration of the doctoral programmes.
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East, Marlene, Eva Brown Hajdukova, Monica E. Carr, William H. Evans, and Garry Hornby. "Comparative Review of Education Doctorates in Three Countries." In The Future of Accessibility in International Higher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2560-8.ch011.
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Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.
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Bengsch, Géraldine. "Data Collection as a Journey." In Overcoming Fieldwork Challenges in Social Science and Higher Education Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5826-3.ch006.
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The journey approach for data collection may enable the novice researcher to reflect on their data collection processes, and it aims to point to potential creative solutions that can help create a coherent study deeply rooted in its social environment. Fieldwork becomes a part of the project, rather than an isolated element that needs to be done. Through this approach, even a novice researcher can demonstrate connected insights that are not only relevant to the study itself but also the subject of study. A creative, multi-layered approach to resources and created opportunities may help increase the feasibility of a study by reacting to and interacting with the social context of the field. This chapter reflects on the author's data collection progress during her PhD program and invites readers to discover actionable steps that can be used to overcome the inertia due to inability to secure access to a field site.
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Balbé, Francisco Nilson Gonçalves, Jair Arody Del Valle López, and Silvia Cristina de Oliveira Quadros. "PHD IN EDUCATION IN MEXICO – EXPERIENCE REPORT OF A BRAZILIAN TEACHER." In Paths of Learning: Foundations of Educational Sciences. Seven Editora, 2024. https://doi.org/10.56238/sevened2024.038-003.
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This experience report presents the experiences of doctorate-level studies carried out at the Universidad de Montemorelos, Mexico, from January 2020 to December 2023. The course focused on knowledge about education aimed at a healthy lifestyle. This report aims to present the activities experienced in the stricto sensu graduate program, to tell about the challenges, difficulties and successes achieved, but also, it proposes to motivate the interest of Brazilian students who wish to carry out their studies at the stricto sensu level in another country. Of note are the experiences in activities of construction of a tutorial action project, problem solving, research fair, participation in a thesis contest, guest teacher to teach classes, partnership for a school of parents, construction of educational content using information and communication technologies (ICT), participation in congress and activity carried out in the form of a technical visit to a technological institute. This experience corroborated the importance that internationalization has in the human and academic growth of a higher education professor, in addition to demonstrating how soft skills and creativity can help in the challenges experienced.
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Toliver-Smith, Andrea “Andi.” "Navigating Academia the Ultimate Set-Up Navigating Academia the Ultimate Set-Up." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0698-7.ch004.
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This chapter illustrates the academic journey of a Black woman in the field of communication sciences and disorders. Dr. Andi Toliver-Smith started her journey at a Historically Black College or University (HBCU) and transferred to a Predominately White Institution (PWI). She was encouraged by her instructors to continue her education and to obtain her PhD in the field. When seeking out a master's program, she experienced microaggressions for the first time when visiting universities. She completed her master's degree at an HBCU and her PhD at her former PWI university. Her experiences compelled her to develop a support group for BIPOC students. She realized that it was imperative to keep the students in the program in order to expand the field. However, there has been little support for the BIPOC faculty. These experiences led Dr. Toliver-Smith to the forefront of the movement to expand the field of CSD through attraction and retention of BIPOC students and faculty. She has also noted responsibility for faculty of color to maintain a presence in higher education settings.
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Hoven, Debra, Rima Al Tawil, Kathryn Johnson, Nikki Pawlitschek, and Dan Wilton. "The Impact of a Cohort Model for Online Doctoral Student Retention and Success." In Early Warning Systems and Targeted Interventions for Student Success in Online Courses. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5074-8.ch006.
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Two critical decisions were made in the design of Canada's first fully online doctoral program discussed in this chapter: to create a professional Doctorate in Education rather than a PhD and to enroll students as cohorts each year. The first decision was based on the contemporary need within the field of online higher education for discipline specialists to have a solid background in online education principles and practice. The second decision was made on the basis of literature around benefits for graduate students. However, little sustained research has been carried out on what specific benefits may accrue for doctoral students participating in a cohort-based program in an online environment. This chapter presents and discusses the outcomes of two research studies on a cohort model, to provide insights into some of the personal and other factors identified as early warning indicators of student difficulties and how and when they arise.
Conference papers on the topic "Higher Education and MS/PhD Program"
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Al-Shalabi, Emad W., Nikolaos C. Kokkinos, Mohammad A. Rahman, et al. "PE Programs Evolution Under Energy Expansion: Global Analysis of Current Status." In ADIPEC. SPE, 2024. http://dx.doi.org/10.2118/221900-ms.
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Abstract With the ever-increasing concerns about global warming, traditional oil and gas companies started rebranding as energy companies, diversifying and expanding their energy portfolio beyond fossil fuel. This has steered job market opportunities and encouraged Petroleum Engineering (PE) programs in different universities to diversify their programs and direct them towards energy rather than traditional PE. This study investigates the recent impact of this energy expansion on PE BSc, MSc, and PhD programs worldwide. This paper is an extension of our previous work (SPE-216532-MS) that discussed the courses and skills needed for the undergraduate PE curriculum to meet future energy requirements. Nevertheless, the current study covers the changes (if any) in BSc, MSc, and PhD degree programs related to PE or Energy Systems, as well as offered minors, concentrations, and professional degrees toward better preparation of future engineers for the energy market. The analysis was conducted on PE programs of top universities in different regions worldwide. These programs were selected based on different 2024 world university rankings, including Quacquarelli Symonds (QS), Times Higher Education (THE), US News and World Report, and the Academic Ranking of World Universities. The data collection was mainly based on a survey shared with department chairs at different PE universities, supported by the public domain of available data on university web pages. Quantitative and qualitative analyses were performed on the data collected, where very interesting trends were observed. The results obtained from this study showed clear differences in PE education at the three different levels of BSc, MSc, and PhD of the seven different regions investigated, including North America, South America, Europe, Asia, the Middle East, Africa, and Australia. The study showed that most of the surveyed PE-related universities around the globe (82%) have been affected by energy expansion. While this energy expansion effect has been mainly limited to the content of the program (59%), some cases showed changes in department/program name, and in very few cases, the program has been closed. However, the percentage of major disruption (41%) is expected to grow within the coming years. The changes in PE-related programs have been mainly concentrated at the BSc level (27%). Furthermore, CCUS (Carbon Capture, Utilization and Storage) is the most important and incorporated topic in PE-related programs at three levels, followed by hydrogen, geothermal, and AI/ML, particularly for the graduate MSc and PhD levels. A considerable percentage (39%) of the surveyed universities/departments offers energy-related certifications in minors, concentrations, professional degrees, or graduate certificates to ensure graduates are marketable and prepared for the future energy market. Regional analysis of survey results showed that energy adaptation has affected each region but to a different extent, where African universities are the least affected. Also, all universities in Australia changed the program or department name, and no energy-related minor or professional degrees are available in South America yet. The findings obtained in this study are based on the universities surveyed in each region. They could be justified by energy resource availability and affordability, as well as climate action commitment. This study is one of the first to track the current shift in the status of undergraduate and graduate petroleum engineering programs around the globe. The paper highlights the new global trends in PE education and reflects the disparity in different regions worldwide. Based on the findings of this study, several actions can be taken by different universities to better prepare their future graduates for the new energy market.
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Kosvyra, Alexandra, Dimitris Filos, Nicola Mountford, Tara Cusack, Minna Isomursu, and Ioanna Chouvarda. "PhD courses and the intersectoral experience: a comprehensive survey." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12978.
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It has been found that most PhD graduates (&gt;85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.
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Merritt, James, and Robert Smith. "Early Success for Pipeline Safety Research With Universities." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64043.
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In 2013, the Pipeline and Hazardous Materials Safety Administration (PHMSA) implemented a new cooperative agreement program entitled the Competitive Academic Agreement Program (CAAP). The CAAP initially was modeled after similar existing private and public sector based university programs where students themselves competed to participate in a limited number of publicized student intern programs. After just three years, CAAP is breathing further innovation into PHMSA’s pipeline safety research endeavors. One difference between CAAP and the traditional university student research model is that the professors directing students under CAAP have control over the number and educational level of the students entering into the program. This promotes a “Team Approach,” which today’s pipeline industry sees as an added value when interviewing potential job applicants. The CAAP is intended to spur innovation through enabling an academic research focus on high risk and high payoff solutions for wide ranging pipeline safety challenges. The CAAP is different in focus, execution and reporting than PHMSA’s core program on Pipeline Safety Research. It is intended to potentially deliver desired technical or scientific/quantitative solutions that can be “handed-off” for further investigations in future year CAAP applications or used in PHMSA’s core Research, Development and Demonstration (RD&D) program, which employs partnerships with a variety of public/private organizations. Another goal for CAAP is to expose undergraduate, MS and PhD research students to subject matter related to their educational area of focus, while addressing pipeline safety challenges. This approach is illustrating how their engineering or technical discipline is highly desired and needed across the pipeline field. The pipeline industry and federal/state regulators are all experiencing low numbers of entry level applications to positions that are engineering or technically focused. Public conferences, meetings and journals have identified similar shortfalls. This paper will describe the level of CAAP investment and focus areas to date; illustrate how efforts to expose student research to industry enhances employment opportunities; and comment on where promising innovations are coming from due to these research endeavors.
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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.
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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.
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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Calatrava Moreno, Maria del Carmen, and Sami Kollanus. "On the motivations to enroll in doctoral studies in Computer Science — A comparison of PhD program models." In 2013 12th International Conference on Information Technology-Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671028.
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Leonardo, Laura, Harriet Anne Palin, Zack Jacob Gray, and Chang Liu. "Peer Pastoral Support: Working with Doctoral Students to Co-Create a Supportive Postgraduate Researcher Environment." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17270.
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This paper delves into the inception, evolution, and impact of Peer Pastoral Support Groups (PPSGs) at Newcastle University, specifically within the Humanities and Social Sciences Faculty. Originating as a response to the challenges imposed by the COVID-19 pandemic, the PPSGs were initially designed to mitigate potential loneliness and facilitate socialisation among first-year PhD students. However, these groups continued beyond the pandemic, becoming an integral part of the Researcher Education and Development (RED) program. The paper suggests that the co-creation of support networks is vital in establishing a supportive postgraduate researcher environment.
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Rahman, Ataur. "Doctoral Supervision in Water Engineering: A Case Study in Western Sydney University." In International Conference on Advancements in Engineering Education. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icaeed2025/32.
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Doctor of Philosophy (PhD) is the highest degree in academia. In PhD study, a student is trained so that he/she can become an independent researcher at the completion of the PhD degree. Many students enrolled in a PhD program has little understanding of conducting research and writing research papers. The supervisor of the PhD student has a significant role in transforming a doctoral student from a naïve researcher to a confident scholar. The research culture of the research group or university also plays a part in this process. The author of this paper presents his experience in the supervision of PhD students over the last 24 years in the field of water, environment and sustainability engineering. In this paper, he presents several key steps in the supervision of a PhD student. Some of his PhD students conducted research in water engineering at a distinguished level, which was demonstrated via publication in the top journals, receiving numerous citations and authoring chapters in national guideline called Australian Rainfall and Runoff (ARR). He also owns WSU’s Vice Chancellor’s Excellence Award in Higher Degree Research Supervision on two occasions. It is expected that this paper will be useful to new supervisors and PhD students to enhance their research skills.
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Đorđević, Srđan. "Usluga visokog obrazovanja i problem vremenskog roka za završetak doktorskih akademskih studija." In XVI Majsko savetovanje. University of Kragujevac, Faculty of Law, 2020. http://dx.doi.org/10.46793/upk20.611dj.
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Legislative solutions to higher education in Serbia carry with them problems that may cause problems in practice. We have witnessed in recent years that, almost every start of the new academic year, tensions arise in the student public regarding the rules on the time limit for the completion of studies for those students who have enrolled in faculties the so-called old program. In the research conducted so far, regarding the temporal dimension of the validity of certain provisions of the Higher Education Law, no special attention was paid to the prescribed deadline for completion of PhD studies. In this paper, this is done on the basis of an analysis of the relevant provisions of the legal regulations, with a concluding opinion on the need for appropriate changes.The aim of such a conclusion is to ensure and protect the credibility of the PhD study program, as well as to protect the interests of PhD students.
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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.
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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.