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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.
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Tryhub, Ilona. "POSTGRADUATE EXTENT OF THE EDUCATION MODULE «HIGHER EDUCATION QUALITY AND EXPERT SUPPORT: UKRAINE’S MOVEMENT TOWARD THE EUROPEAN UNION»." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 131–37. http://dx.doi.org/10.28925/1609-8595.2018(1-2)131137.
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In the article the modern tendencies of scientific researches for competition of PhD scientific degree and problem questions of preparation of young scientists in Ukraine have been considered. It has been proved that the revision of the quality of PhD candidates training will promote the formation of post-graduate students as scientists and scientific and teaching employees. The methodical aspects of attracting postgraduate students to the educational module of the Erasmus + Jean Monet program «Higher Education Quality and Expert Support: Ukraine’s movement towards the European Union» have been highlighted.
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Santos, Cassio, Neuza Pedro, and João Mattar. "Digital competence of higher education professors:." Obra digital, no. 21 (September 28, 2021): 69–92. http://dx.doi.org/10.25029/od.2021.311.21.
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This article aims to analyse the differences associated with the variables of teaching and institutional nature in the level of proficiency of teachers in digital competences, using the DigCompEdu framework as theoretical reference. A quantitative approach was used and the data collection strategy was based on an online survey. The sample was composed of 846 Portuguese higher education professors linked to 37 universities and 76 polytechnic institutes. The results indicate that characteristics such as working at PhD program level, teaching online and being linked to polytechnic institutes are associated with higher levels of digital competence.
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Islam Suvon, Md Naimul, Sadman Chowdhury Siam, Mehebuba Ferdous, Mahabub Alam, and Riasat Khan. "Masters and Doctor of Philosophy admission prediction of Bangladeshi students into different classes of universities." IAES International Journal of Artificial Intelligence (IJ-AI) 11, no. 4 (2022): 1545. http://dx.doi.org/10.11591/ijai.v11.i4.pp1545-1553.
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Many Bangladeshi students intend to pursue higher studies abroad after completing their undergraduate degrees every year. Choosing a university for higher education is a challenging task for students. Especially, the students with average and lower academic credentials (undergraduate grades, English proficiency test scores, job, and research experiences) can hardly choose the universities that could match their profile. In this paper, we have analyzed some real unique data of Bangladeshi students who had been accepted admissions at different universities worldwide for higher studies. Finally, we have produced prediction models based on random forest (RF) and decision tree (DT) techniques, which can predict appropriate universities of specific classes for students according to their past academic performances. Two separate models have been studied in this paper, one for Masters (MS)students and another for Doctor of Philosophy (PhD)students. According to the Quacquarelli Symonds (QS) World University Rankings, the universities where the students got admitted have been divided into 9 classes for MS students and 8 classes for PhD students. Accuracy, precision, recall and F1-Score have been studied for the two machine learning algorithms. Numerical results show that both the algorithm DT and RF have the same accuracy of 89% for PhD student data and 86% for MS student data.
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Md, Naimul Islam Suvon, Chowdhury Siam Sadman, Ferdous Mehebuba, Alam Mahabub, and Khan Riasat. "Masters and Doctor of Philosophy admission prediction of Bangladeshi students into different classes of universities." International Journal of Artificial Intelligence (IJ-AI) 11, no. 4 (2022): 1545–53. https://doi.org/10.11591/ijai.v11.i4.pp1545-1553.
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Many Bangladeshi students intend to pursue higher studies abroad after completing their undergraduate degrees every year. Choosing a university for higher education is a challenging task for students. Especially, the students with average and lower academic credentials (undergraduate grades, English proficiency test scores, job, and research experiences) can hardly choose the universities that could match their profile. In this paper, we have analyzed some real unique data of Bangladeshi students who had been accepted admissions at different universities worldwide for higher studies. Finally, we have produced prediction models based on random forest (RF) and decision tree (DT) techniques, which can predict appropriate universities of specific classes for students according to their past academic performances. Two separate models have been studied in this paper, one for Masters (MS)students and another for Doctor of Philosophy (PhD)students. According to the Quacquarelli Symonds (QS) World University Rankings, the universities where the students got admitted have been divided into 9 classes for MS students and 8 classes for PhD students. Accuracy, precision, recall and F1-Score have been studied for the two machine learning algorithms. Numerical results show that both the algorithm DT and RF have the same accuracy of 89% for PhD student data and 86% for MS student data.
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Raza, Hasnain, Anwar Ali, Nazia Rafiq, Liu Xing, Tahseen Asif, and Chengjie Jing. "Comparison of Higher Education in Pakistan and China: A Sustainable Development in Student’s Perspective." Sustainability 15, no. 5 (2023): 4327. http://dx.doi.org/10.3390/su15054327.
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Education has played a central role and has had cross-cutting impact on all aspects of human life. China–Pakistan friendly relations have a long history. They cooperate in many parts of life, especially education, i.e., beneficial for better future education exchanges between countries. This study was conducted on the education systems of China and Pakistan to understand the higher education system through a student questionnaire. This research work aimed to investigate the perceptions of Pakistani and Chinese university students on sustainable development in higher education institutes (HEIs). HEIs and universities perform a unique and vital role in society by acting as intellectuals, entrepreneurs, and problem solvers. This section presents state of the art in sustainable development, the role of sustainable development in higher education, and the students’ perspectives. There were 327 questionnaires out of 400, with 27 incomplete replies being discarded, leaving us with 300 complete surveys. The literature and research theme were used to construct the hypotheses of this study. PLS-SEM, a statistical approach that utilized the partial least squares to model structural equations, was used to evaluate the hypotheses. The analysis must take into consideration all parameters. Smart PLS 3.3.9 was used for PLS-SEM analysis in this study. The results showed that quality assurance and students’ satisfaction were significant factors related to sustainable university development programs. Moreover, there was a good correlation between technological improvements in education institutes, teachers’ capacity-building programs, and student–teacher (learning–teaching) relationships. Pakistani institutions comprised 50% of the study’s participants, while students from Chinese universities comprised the remaining 50%. Among all participants, 9.66 percent of respondents were enrolled in Ph.D. programs, 37.67 percent were enrolled in an MS/M.Phil. programs, and 52.67 percent were undergraduate students. Moreover, this study also indicated that technical improvements and advancements positively correlated with sustainable development programs for Pakistani students.
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Eyre, Peter. "Veterinary education with career emphasis: A partnership with private, public, and corporate veterinary practice." Journal of the American Veterinary Medical Association 200, no. 3 (1992): 311–15. http://dx.doi.org/10.2460/javma.1992.200.03.311.
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Summary The Virginia-Maryland Regional College of Veterinary Medicine responded to the Pew-sponsored National Veterinary Education Program by proposing a Center for Government and Corporate Veterinary Medicine. The Center is currently providing, through elective course offerings and practical experiences, a senior clinical curriculum that permits career emphasis in a number of species areas, in addition to a unique program for graduates wishing to enter the field of public and corporate veterinary medicine. The Center is also developing post-veterinary school education for advanced degrees (PhD, MS) and residency training in public and corporate fields, and for midcareer updating and changes of career emphasis.
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Helfer, Fernanda, and Steve Drew. "Students’ Perceptions of Doctoral Supervision: A Study in an Engineering Program in Australia." International Journal of Doctoral Studies 14 (2019): 499–524. http://dx.doi.org/10.28945/4368.
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Aim/Purpose: The overall aim of this study was to improve our understanding of engineering student satisfaction and expectations with PhD supervision and their perceptions of the roles in a supervisory relationship. Background: Studies on PhD supervision quality are highly valuable, mainly when they provide information on supervision experiences from students’ perspectives, rather than from supervisors’ perspectives. Understanding how PhD students think, their preferences and their perceptions of roles in a supervision process can help enhance the quality of supervision, and consequently, form better researchers and produce better research outcomes. Methodology: The method employed in this investigation was based on a student survey with scaled and open-ended questions of 30 full-time engineering PhD students from a research institution in Australia. Contribution: Studies that provide a better understanding of how engineering PhD students think and how they expect a supervisory relationship to be are limited. This study can be used to derive recommendations for improving supervisory relationships, particularly in engineering schools and institutions. Findings: The majority of the students perceived most of the supervisor and student roles in close agreement with the roles described in the literature and existing codes of practice for the supervision of higher degree research students. The main reasons for dissatisfaction with supervision were identified as being the lack of involvement of supervisors in the research projects, particularly in the writing process, and the lack of supervisor’s knowledge in the field being supervised. Recommendations for Practitioners: It is recommended that the roles of each party in a supervision process be discussed and clarified at the beginning of any PhD candidature to avoid false student expectations. The right supervisory fit should be ensured early in the candidature, and additional supervisors should be added to the team if the expertise of supervisors is deemed insufficient. The use of supervisory panels as opposed to individual supervisions to ensure that responsibilities are shared and to increase the range of advice and support available to each student is highly recommended. Recommendation for Researchers: It is recommended that this type of research be expanded to other disciplines. It is also recommended that specific actions be taken to improve supervision and these be correlated to satisfaction rates and/or student performance.
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Malik, Shahab Alam, and Shujah Alam Malik. "Graduate school supervisees’ relationships with their academic mentors." Journal of Applied Research in Higher Education 7, no. 2 (2015): 211–28. http://dx.doi.org/10.1108/jarhe-07-2013-0032.
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Purpose – The purpose of this paper is to observe different aspects of working relationships between supervisees/mentees with their academic supervisors/mentors from the mentees’ perspective. Respondents were asked about networking, instrumental, psychological help received from their mentors and their working relationships with their mentors. Design/methodology/approach – A descriptive study was carried out in the COMSATS Institute of Information Technology, a public university of Pakistan. Data were collected from its main campus of Islamabad only, the capital of Pakistan. Respondents were Master of Science (MS) and PhD level students actively engaged in research projects/theses with their mentors. A final sample of 104 respondents was used for data analysis, comprising of 65 MS and 39 PhD students, from six departments offering graduate programs. Descriptive analysis was mainly used here to observe mean differences (ANOVA) based on control variables of supervisees gender, academic program, supervisor designation, gender and selection. Findings – Major significant mean scores differences were observed between supervisees who selected supervisors themselves and those who were assigned supervisors by the concerned department. In academic programs (MS vs PhD), some significant differences in instrumental and psychological help were observed, whereas no significant differences were found on gender basis (both supervisees and supervisors), supervisor designation and supervisees’ category (full-time, part-time and faculty on leave). Originality/value – This study endeavored to observe relationships between supervisees and their supervisors in an academic environment using descriptive analysis. No such particular research in literature has been made earlier on national level and thus this study tries to fill that gap. This research’s outcomes can be useful to all the concerned parties i.e. the mentor, supervisees and the graduate school. Mentors can assess how supervisees rate the supervision style and contribution. Supervisees can benefit from the experiences of their fellows and the graduate schools can assess which aspects of relationship matter most to the supervisees at different levels.
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Sannadan, Jessie Grace M., Pinky Larcelle L. Gas-ib, Maria Cyrila C. Bawer, Paulino P. Reyes II, and Marilou B. Adora. "Professional journeys of PhD development education graduates in a Philippine higher education institution." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 419–27. https://doi.org/10.53894/ijirss.v8i4.7868.
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This study aimed to comprehensively examine post-Ph.D. career trajectories, program effectiveness, and alumni engagement. Employing a mixed-methods approach, the research utilized a sequential explanatory design, beginning with quantitative data collection and analysis, followed by qualitative exploration. Findings revealed that 70.59% of graduates experienced promotions post-Ph.D., emphasizing the potential for career advancement, while the remaining 29.41% cited reasons such as a deliberate personal break and family time reconciliation for delaying promotions. Narratives from graduates postponing promotions underscored the need to balance professional aspirations with individual well-being and familial commitments. Additionally, the data revealed a nuanced understanding of promotion, with some graduates viewing roles like the Teacher in Charge as forms of promotion. Recommendations include establishing mentorship programs, offering regular career development workshops, providing research funding opportunities, and creating robust alumni engagement initiatives to support graduates in their ongoing professional journeys.
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P., S. Aithal, P. K. Paul, and A. Bhuimali2. "MPhil as Masters by Research Work Programs in IT & Computing Fields: A Case Study of Indian Private Universities." Asian Journal of Information Science and Technology 8, no. 1 (2018): 15–21. https://doi.org/10.5281/zenodo.1195709.
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Indian higher education system is changing rapidly. During the last few decades after Independence of India, several educational institutions have been developed throughout the nation. During this period apart from the establishment of HEIs various new degrees, diplomas and awards have been started. Like the United Kingdom and its follower countries, degrees in the field of Science and Applied Sciences started and continued both Science and Engineering platform/ stream. Similarly, in research segment two main degrees till continued one is Doctor of Philosophy (PhD) and another is Master of Philosophy (M.Phil.). Both are important and valuable in their own place. The M.Phil. program is a kind of research based master’s program and similar to the Masters of Research (M.Res.) programs available in many countries. M.Phil. is also a smaller and previous part of Doctor of Philosophy (PhD). Normally it requires less time than a PhD program. The program available worldwide and in India also it has offered by the universities. In India, the degree is available in different platform or stream i.e. Arts, Science, and Commerce. Even in Technology and Management stream as well the programs have been started in recent. This paper is conceptual in nature and primary study based on the availability of M.Phil. program nationwide. The research work mainly focuses on the varieties of M.Phil. programs available in IT and Computer fields and especially offered by Private Universities in India. Keywords: M.Phil., PhD, Research Degree, Indian Higher Education, Research & Development, Universities, M.Res, M.Tech. (Research), UGC Norms, Private Universities
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Ajayi, Tolulope. "An Online Doctorate for Researching Professionals." Journal of Interdisciplinary Studies in Education 9, no. 1 (2020): 181–83. http://dx.doi.org/10.32674/jise.v9i1.1947.
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An Online Doctorate for Researching Professionals was written with the view of using new perspective in expanding the horizon of PhD students in higher education. The authors considered the development of online programs to meet the needs of the working professionals. This became necessary because the traditional PhD programs in education was not enough to meet the desires of the working professionals in combining the furthering of their education and carrying out applied research skills with continuing full-time employment. The authors presented their model that focused on an online professional doctorate program which combined theory research and practice.
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Tafahomi, Rahman. "Insight into the postgraduate certificate in teaching and learning in higher education, challenges, and opportunities." International Journal of Social Sciences and Education Research 10, no. 3 (2024): 164–76. http://dx.doi.org/10.24289/ijsser.1466943.
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The main objective of this paper is to evaluate the postgraduate program in learning and teaching in higher education. The program was designed to introduce the essential knowledge, skills, and abilities to enhance the teaching quality to the higher education academic staff. The research methodology was qualitative, with content analysis, structured observation, and storytelling techniques. The research findings reveal that the program has been designed for the junior staff to engage with the undergraduate students. The program does not consider the senior staff who supervises master’s and PhD students, and they need knowledge about research methodology, thesis and dissertation supervision, and the support system. In conclusion, the program needs to be flexible with more optional or elective courses to specialize or personalize the content and structure for the individual participants.
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Velez, Gabriel, Vinit B. Mahajan, Ronald J. Weigel, and Steven R. Lentz. "Trends in Specialty Training and National Institutes of Health Funding Among Surgeon-Scientists." Annals of Surgery Open 5, no. 4 (2024): e521. http://dx.doi.org/10.1097/as9.0000000000000521.
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Purpose: To determine if dual-degree training [ie, completion of a National Institutes of Health (NIH)-funded MD/PhD program], among other professional development and demographic variables, predicted academic productivity (eg, K-to-R conversion, number of publications, etc.) among early-career surgeon-scientists. Methods: We analyzed publicly available data from the National MD/PhD Program Outcomes Study and the Association of American Medical Colleges Graduate Medical Education Track database to identify trends in the number and proportion of MD/PhD graduates pursuing surgical specialties. NIH Research Portfolio Online Reporting Tool Expenditures and Results was interrogated to identify a cohort of early-career academic surgeon-scientists receiving K-awards from 2011 to 2021. Results: The total number of MD/PhD program graduates completing Graduate Medical Education training increased each decade after the Medical Scientist Training Program was established by the National Institute of General Medical Sciences, but the proportion completing surgical specialties did not change significantly (P = 0.96) from 1965 to 2014. More recent residency match trends demonstrate an increase in both the proportion and number of MD/PhD graduates entering surgical specialties, with 21.5% entering surgical residency training in 2020. Among 476 early-career academic surgeon-scientists receiving K-awards at 70 institutions, 27% were faculty members at only 4 universities, suggesting that federally funded surgeon-scientists are concentrated at a small number of institutions. Although MD/PhD graduates represented only 2.3% of active surgical residents from 2011 to 2020, they constituted a much higher fraction of K-awardees (29%). Of 296 surgeon-scientists who completed K-awards, 35% successfully obtained an R01-equivalent award. Conclusions: These findings emphasize the need for comprehensive career development and institutional resources to support early-career surgeon-scientists.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Is there a Core Curriculum across Higher Education Doctoral Programs?" International Journal of Doctoral Studies 11 (2016): 127–46. http://dx.doi.org/10.28945/3409.
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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. 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 with programs that required the completion of standardized coursework prior to beginning a dissertation. 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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Hall, Joshua D., Jessica R. Harrell, Kimberley W. Cohen, Virginia L. Miller, Patricia V. Phelps, and Jeanette G. Cook. "Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs." CBE—Life Sciences Education 15, no. 3 (2016): ar27. http://dx.doi.org/10.1187/cbe.16-01-0054.
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Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences.
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Tizazu Fetene, Getnet, and Wondwosen Tamrat. "The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms." International Journal of Doctoral Studies 16 (2021): 319–37. http://dx.doi.org/10.28945/4744.
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Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years. Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study. Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education. Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport. Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring. Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.
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Ruban, L. S. "Comparative analysis of the Russian and Western education and scientific-training system." RUDN Journal of Sociology 20, no. 2 (2020): 416–29. http://dx.doi.org/10.22363/2313-2272-2020-20-2-416-429.
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The article compares the Russian and Western strategies of higher education and scientific training and their implementation in the state policy. The author considers the three-level structure of scientific training which includes in the West Bachelors, Masters and PhD programs, while in Russia in the previous period - specialty, PhD program - to defend the thesis and get the degree of Candidate of Science - and Postdoc program - to get the degree of Doctor of Science. After Russia signed the Bologna Declaration at the Berlin Conference of ministers of education in September 2003, these differences were eliminated and already in 2010 Russia implemented all basic principles of the Bologna process by having transformed its system of education and scientific training on the basis of the British-American model. The author considers both advantages and losses of this reform. Thus, Russia introduced the same education standards with the West and accepted the single certification system (Bachelor, Master, PhD), which is certainly a positive side of the reform. On the other hand, by removing the specialty level, Russia lost the basis for mass scientific training without the Masters level: today we have a negative situation in the system of higher education, when thousands of young people with Bachelors degree cannot find job or continue studying and scientific career without Masters degree, but they do not have money to pay for Masters program due to financial difficulties. As a result, the production and science systems do not get enough qualified specialists and young scientists for whose training the state has already spent a lot of money. The author concludes that it is necessary to use effective foreign experience but without ignoring the Russian education and science achievements and with taking into account national traditions and specifics of the national development.
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Kravchenko, Oksana, and Nataliia Koliada. "PHD STUDENTS’ TRAINING FOR MANAGING A RESEARCH PROJECTS: FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM «SOCIAL WORK»." Social work and social education, no. 2(7) (September 29, 2021): 322–31. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244877.
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The article is devoted to the specialists’ training in mastering the methodology of project management as an important component in the implementation of educational programs. It was found that an important condition for effective and innovative scientific activity is the readiness of the individual for research work, his research activity, research behaviour, and therefore, knowledge of the essence of methodology and organization of research project management is mandatory. In particular, it is reasonably expedient to form readiness for such activities in applicants of the third (educational-scientific) level of 'PhD' as future researchers who obtain an education and at the same time the first science degree. 
 The objective of the article is to summarize the practical experience of preparing PhD applicants in the speciality '231 Social Work' to manage research projects as part of the educational and scientific program 'Social Work'.
 Analysis of the project activities of the Faculty of Social and Psychological Education allows us to conclude that active participants in the development and implementation of research projects are doctoral candidates (a third (educational and scientific) level of higher education, the educational and scientific program "Social Work"). It is important to note that these projects, although they have different forms of implementation (from socio-cultural practices to youth policy), at the same time meet the requirements of an interdisciplinary approach and have a social focus. This corresponds both to the national requirements for PhD training and to international standards and recommendations for ensuring the quality of PhD programs in social work. 
 At the same time, such practical project activity, along with studying the theoretical principles of research project management, allows PhD students to form program results to determine the goals, content and structure of research projects, analyze financial needs and funding sources, control the project implementation process and adjust its implementation plan; project risk management, etc.
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Mitic, Radomir Ray, and Hironao Okahana. "Don’t count them out: PhD skills development and careers in industry." Studies in Graduate and Postdoctoral Education 12, no. 2 (2021): 206–29. http://dx.doi.org/10.1108/sgpe-03-2020-0019.
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Purpose The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions. Design/methodology/approach Using student-level data from nearly 2,400 early career PhD alumni from 50 US PhD granting institutions, this study uses a generalized ordered logit model with partial proportional odds to test the main and conditional effects of 14 areas of skill development on perceptions of career preparation. Findings This study contributes empirical evidence to show that research skills and communicating with non-technical audiences are positively linked with job preparation. Practical implications The combination of sophisticated research and noncognitive skills promotes the idea of a well-rounded PhD – a highly skilled and versatile researcher that can interact in both academic and industry settings – as a goal of doctoral education. The knowledge gained from this study will assist scholars and graduate educators, including faculty advisors, program directors, graduate deans, graduate education professionals and career development professionals to reconceptualize professional preparation for work in industry. Social implications For-profit businesses, particularly start-up companies, are vital for economic development and many require PhD-level employees across research and management roles. Developing PhDs with the appropriate skills for industry will better align higher education and economic interests. Originality/value The wide scope of doctoral institutions allows for a quantitative approach not appropriate for single-institution case studies of doctoral career pathways research.
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Tabassum, Anfa, Abdul Hameed Qamar, and Uzma Shahzadi. "Impact of International Trade of Higher Education on Universities' Performance." Global Regional Review V, no. II (2020): 237–45. http://dx.doi.org/10.31703/grr.2020(v-ii).25.
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The central theme of the research work was to examine the impact of International Trade of Higher Education (IToHE) on universities' performance. The nature of the article was descriptive; as a consequence, the data of the study was assembled by means of survey and interview. The targeted population was comprised of all BS, MS, PhD students, faculty and administration from all general public universities of Punjab, which were included in the HEC ranking in 2015. The purposive sampling technique and multiphase strategy were applied to specify the sample. Data was collected via two research instruments. To assemble quantitative data, a questionnaire was planned on six factors, i.e. Leadership role (LR), Quality Teaching (QT), Research (R), University Ranking (UR), Community Perception (CP) and International Trade of Higher Education (IToHE). According to the triangulation result, findings illustrated that Academia should do productive work instead of producing passive labor. The study recommended further researches in the field of cross border mobility and its role in university, society and country development.
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Boettcher, Shannon W., and Paul A. Kempler. "Revitalizing Electrochemical Science and Engineering Education to Create a Clean Energy Workforce." ECS Meeting Abstracts MA2024-01, no. 54 (2024): 2900. http://dx.doi.org/10.1149/ma2024-01542900mtgabs.
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Electrochemical science, engineering, and technology education and workforce development are central to the ongoing clean energy transition. In particular, I will highlight battery, hydrogen, and microelectronics industries as drivers. I then highlight a unique Electrochemistry-Technology-focused Graduate program launched through the Oregon Center for Electrochemistry in 2020. At the master’s level, the accelerated program consists of six core electrochemistry science and engineering lecture, laboratory, and project-based courses over either two or three academic quarters. In addition to core electrochemistry knowledge spanning thermodynamics, transport, kinetics, and device technology, emphasis is placed on problem solving, data analysis, programming (particularly in Python) and professional development and this additional content is embedded throughout all the core lecture and laboratory courses. Students are also introduced to continuum-level electrochemical simulations, with an emphasis on understanding the effects of boundary conditions on the simulation output. They also complete a team-based applied project sponsored by industry partners. The program ends with a nine-month paid internship leading to a master’s degree and career in the electrochemistry industry after 15 months. The coursework is also open to PhD students and postdoctoral scholars who go on to serve as near peer mentors and teaching assistants in the program in future years, directly synergistic with their research, and building community around electrochemistry. A new BS-MS program leveraging the above has launched in 2023, allowing University of Oregon students to complete coursework for both BS and MS in just four years yielding an incredibly high return on tuition and time investment in terms of career potential and earnings. Key to the success of the programs is very low administrative overhead with technical faculty/staff leading all efforts and a transparent budget model to fund the program based on tuition return.
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P., S. Aithal, and K. Paul P. "M.Phil. Programs in IT & Computing into new heights: A Case study of Srinivas University, Karnataka." Asian Journal of Computer Science and Technology 7, no. 1 (2018): 16–21. https://doi.org/10.5281/zenodo.1198602.
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Computing programs are internationally available at different levels and nomenclatures. The popular levels in this regard are Bachelors and Masters Degree. Internationally the Bachelors programs are commonly available as BS and MS program. Though UK and its follower countries the level and nomenclature are also called and popular as BSc and MSc programs. Worldwide Computing and IT programs are available only in science platform (except few countries that offers Master of Engineering/ Technology program). As far as Research levels are concerned most common are PhD and MPhil. Though, among these, PhD is most common. However, it is worthy to note that MPhil program is not offered and not so much popular in some countries. MTech by Research is considered as another program of research level offered to the BTech/ BE degree holders and in some cases MSc degree holders. In India, MPhil and PhD are available in IT and Computing fields for the science candidates, though engineering post graduate in related fields may also join the program. MPhil program in India is offered only at universities. In recent past, the number of private universities has been significantly increased and thus many of them are offer MPhil. And many of those private universities offer MPhil in the field of IT and Computing. The traditional MPhil programs are concentrated on broad areas viz. Computer Science/ Applications. Though, a significant move was undertaken by the Srinivas University, Karnataka for offering MPhil in subfields of IT. The paper discusses in detail of MPhil program available in India with a special focus on specialized MPhil in Cloud Computing, Big Data Analytics etc. Paper also tries to move into healthy educational policy related work for future potentialities.
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Mashraki, Nissim, Dorith Tavor, Aleksandra Gerkerova, and Nitza Davidovitch. "PhDs of International Students—The Case of Israeli PhDs." Education Sciences 14, no. 6 (2024): 644. http://dx.doi.org/10.3390/educsci14060644.
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Pursuing academic studies in foreign countries is a globally prevalent phenomenon for diverse reasons: earning a degree in high-demand subjects from a prestigious university opens more doors than a diploma earned locally. Earning a degree overseas is an opportunity to expand one’s horizons and gain new experiences and exposure to other cultures. In addition, other personal and/or academic reasons that prevent students from pursuing a degree in their home country, such as age, admission requirements, and difficulty in finding an appropriate supervisor, motivate them to choose a degree program in a foreign country. The current study examines the motives of PhD degree holders who are Israeli residents who completed their doctorate studies overseas and explores the aspirations they hope to achieve through such studies. The study examines several aspects of the profiles of PhD holders who chose to study overseas, including demographic, socioeconomic, academic, financial, and professional, as well as their aims. The study sample comprised 153 PhD holders who earned their PhD degree in the field of education overseas and applied to the Israeli Ministry of Education for accreditation of their degree. The sample focuses on PhD holders in the social sciences and humanities, specifically in education. The study was conducted using the quantitative method and is based on a survey. The findings of the study offer insights into decision makers in higher education in Israel and their efforts to assess the value of the degrees presented for accreditation by PhD holders who earned their degrees overseas.
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Princhankol, Pornpapatsorn, and Kuntida Thamwipat. "The Design and Development of Digital Contents on Social Media Network with Mega Influencers for Crowdfunding to Support Students with Financial Hardship." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(24).
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Pornpapatsorn Princhankol , Associate Professor and M.Ind.Ed. Program Secretariat in Department of Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi, Bangkok ,Thailand. She graduated her PhD. from Chulalongkorn University , Bangkok ,Thailand , program in Higher Education and come to be a lecturer in Department of Educational Communications and Technology from year 2004 till now. She has experience in mass communication field in radio broadcasting programs of Chula Radio and the Department . Also she has experience in active learning ; co-operative learning and University quality assurance for over 10 years. Kuntida Thamwipat , Associate Professor in Department of Educational Communications and Technology, Associate Dean in Students Development and Organization Communication in Faculty of Industrial Education Technology, King Mongkut's University of Technology Thonburi, Bangkok Thailand . She graduated her PhD. from Chulalongkorn University , Bangkok Thailand , program in Communication Arts and came to be a lecturer in Department of Educational Communications and Technology from year 2000 till now. She has experience in mass communication field such as radio and television broadcasting program and experience in active learning ; service learning. Also she has experience in University public relations for over 15 years. Keywords: Digital Contents, Social Media Network, Mega influencers, Crowdfunding
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Regan, Kelley, Margaret (Peggy) Weiss, and Anya Evmenova. "Using eCoaching to Improve Practice of Novice Teacher Educators." Journal of Teaching and Learning with Technology 6, no. 1 (2017): 45–64. http://dx.doi.org/10.14434/jotlt.v6.n1.21321.
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Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.
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Briggs, Farren B. S., Erika S. Trapl, Farrah J. Mateen, Alessandro De Nadai, Devon S. Conway, and Douglas D. Gunzler. "Common Social and Health Disparities Contribute to Racial Differences in Ambulatory Impairment in Multiple Sclerosis." International Journal of MS Care 26, no. 1 (2024): 36–40. http://dx.doi.org/10.7224/1537-2073.2023-004.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVE: Describe the extent to which common social and health disparities contribute to racial differences in ambulatory impairment in MS. Recognize the importance of distinguishing mediators from confounders in multivariable regression models. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the health care team. This activity was planned by and for the health care team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of 0.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded .5 CE credit. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive .5 general continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed no relevant financial relationships. Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed not relevant financial relationships. Authors Farren B.S. Briggs, PhD, ScM; Farrah J. Mateen, MD, PhD; Devon Conway, MD, MS; Alessandro de Nadai, PhD; Erika S. Trapl, PhD; and Douglas D. Gunzler, PhD, have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: January 1, 2024; Valid for Credit through: January 1, 2025 To receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Salonen, Tapio, and Alexandru Panican. "Kompetensprofilen hos undervisande personal på socionomutbildningar." Socialvetenskaplig tidskrift 29, no. 2 (2023): 209–33. http://dx.doi.org/10.3384/svt.2022.29.2.4614.
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The competence profile of teaching staff in social work education programs - a strategic issue for the field of social work
 In the past four decades, the higher education in social work has expanded greatly in Sweden, but analyses of what this development means for the field of social work are few. No scientific text pays specifically attention to the competence profile of the teaching staff. The aim of this article is to investigate the quality of the education with a focus on the competence profile among teaching staff in social work education programs. The competence profile is analysed by studying the competence on social work as academic discipline (Bachelor of Science in Social Work for non-PhD teaching staff and PhD in social work for staff with doctoral degree) and scientific level (PhD among the teaching staff) based on two quality criteria: two-thirds of the teaching staff with doctoral degree and two-thirds with social work as their main academic discipline. The article has a comparative approach by comparing both the competence profile between higher education institutions with social work programs 2020 and the development between 2008-2020. The article uses quantifiable data that has been collected through a survey with basic facts about the teaching stuff from all institutions with social work programs and statistical data from the Swedish Higher Education Authority. The analyses of the empirical material has led to two main conclusions regarding the competence profile of teaching staff: none of the higher education institution with social work program in Sweden meets both quality criteria and the differences between the institutions risk to develop an stratified higher education with a hierarchy between social work programs with negative consequences for the discipline as well as for the students’, labour market entry after graduation and for clients.
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McArthur, Amy Roder, Elizabeth Walker Peterson, Jacob Sosnoff, et al. "Online Delivery of the Individualized Reduction of Falls Intervention for Persons With Multiple Sclerosis Who Use a Wheelchair or Scooter Full-time: A Pilot Study." International Journal of MS Care 25, no. 2 (2023): 82–90. http://dx.doi.org/10.7224/1537-2073.2022-044.
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CE INFORMATION ACTIVITY AVAILABLE ONLINE: To access the article and evaluation online, go to https://www.highmarksce.com/mscare. TARGET AUDIENCE: The target audience for this activity is physicians, advanced practice clinicians, nursing professionals, mental health professionals, social workers, and other health care providers involved in the management of patients with multiple sclerosis (MS). LEARNING OBJECTIVES: Describe the components of a fall prevention and management program for individuals living with multiple sclerosis who use a wheelchair or a scooter. ACCREDITATION: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Intellisphere, LLC. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. This activity was planned by and for the health care team, and learners will receive .5 Interprofessional Continuing Education (IPCE) credit for learning and change. PHYSICIANS: The CMSC designates this journal-based activity for a maximum of .5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. NURSES: The CMSC designates this enduring material for .5 contact hour of nursing continuing professional development (NCPD) (none in the area of pharmacology). PSYCHOLOGISTS: This activity is awarded .5 CE credits. SOCIAL WORKERS: As a Jointly Accredited Organization, the CMSC is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The CMSC maintains responsibility for this course. Social workers completing this course receive .5 continuing education credits. DISCLOSURES: It is the policy of the Consortium of Multiple Sclerosis Centers to mitigate all relevant financial disclosures from planners, faculty, and other persons that can affect the content of this CE activity. For this activity, all relevant disclosures have been mitigated. Francois Bethoux, MD, editor in chief of the International Journal of MS Care (IJMSC), has served as physician planner for this activity. He has disclosed relationships with Springer Publishing (royalty); Qr8 (receipt of intellectual property rights/patent holder); Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau); MedRhythms (consulting fee, contracted research); GW Pharmaceuticals, Genentech, Helius Medical Technologies, Osmotica, Ipsen (consulting fee); and Adamas Pharmaceuticals (contracted research). Alissa Mary Willis, MD, associate editor of IJMSC, has disclosed relationships with Greenwich Biosciences (consulting fee); Alexion (consulting fee, speakers’ bureau, contracted research); Genentech (consulting fee, speakers’ bureau); and Biogen, Bristol Myers Squibb (speakers’ bureau). Jacob Sosnoff, PhD, has disclosed relationships with Xavor, Inc (consultant); Genentech (advisory board); and Sosnoff Technologies (owner). Authors Amy McArthur, OTR/L; Elizabeth Walker Peterson, PhD, OTR/L; Deborah Backus, PhD, PT; Rebecca Yarnot, MS; Libak Abou, PhD, MPT; Jacqueline Kish, MS, OTR/L; Sydney Steinkellner, BS; Arman Sandhu, BS; Laura Rice, PhD, MPT, ATP have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Intellisphere, LLC who are in a position to influence content have disclosed no relevant financial relationships. Laurie Scudder, DNP, NP, continuing education director CMSC, has served as a planner and reviewer for this activity. She has disclosed no relevant financial relationships. METHOD OF PARTICIPATION: Release Date: March 1, 2023; Valid for Credit through: March 1, 2024 To receive CE credit, participants must: (1) Review the continuing education information, including learning objectives and author disclosures.(2) Study the educational content.(3) Complete the evaluation, which is available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation. There is no fee to participate in this activity. DISCLOSURE OF UNLABELED USE: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Intellisphere, LLC do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Intellisphere, LLC. DISCLAIMER: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Allarakhia, Hawa. "Forging a unique path, a conversation with Catherine Coe." Recruiting & Retaining Adult Learners 26, no. 11 (2024): 4–5. http://dx.doi.org/10.1002/nsr.31209.
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Ms. Catherine Coe is the Director of Competency Development and Program Evaluation at the Warrington College of Business at the University of Florida. Ms. Coe discusses her journey combining her passion for business and education and how that led her toward higher education.
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Sobol, T. "COMPETENCE APPROACH IN THE FORMATION OF EDUCATIONAL PROGRAMS (IN THE EXAMPLE OF THE PHD PROGRAM IN PHILOSOPHY)." Bulletin of Taras Shevchenko National University of Kyiv. Philosophy, no. 3 (2018): 35–38. http://dx.doi.org/10.17721/2523-4064.2018/3-8/12.
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This article discusses the main positions and orientations of the European approach to education and the Ukrainian realities of their implementation. The PhD program in philosophy and the main "competence" requirements of the Decree of the Cabinet of Ministers of Ukraine on the procedure for the preparation of applicants for higher education, Ph.D. and Doctor of Science degrees in higher education institutions are analyzed. The importance of forming general and professional competences in philosophy is emphasized not only for the formation of a professional scientist, but also for a highly developed person who is able to study during whole his or her life and easily overcome the social challenges of our time.
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Bakhrushyn, Volodymyr. "PROBLEMS OF DEVELOPING THE STANDARDS OF THE THIRD LEVEL OF HIGHER EDUCATION IN UKRAINE." Educational Analytics of Ukraine, no. 4 (2021): 46–59. http://dx.doi.org/10.32987/2617-8532-2021-4-46-59.
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Problems of developing the Ukrainian PhD standards of higher education are analyzed. The legal framework, which is the basis for their development, requires improvement and elimination of internal contradictions in legal documents and contradictions between different documents. Article 10 of the Law of Ukraine "On Higher Education" needs to be clarified. First of all, this concerns the requirement of Paragraph 1 of Part 3 to define in the standards the number of ECTS credits required for the appropriate degree of higher education. But according to Part 6 of Article 5, the third level educational program must consist of educational and scientific components. Only for the educational component, the Law provides a credit dimension. Therefore, for PhD programs, this requirement of the Law cannot be met. The most problematic of the normative documents is the Procedure for training applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education and scientific institutions. In some norms, it uses outdated or indefinite terminology, contradicts the Law of Ukraine "On Higher Education", underestimates the requirements for competencies/learning outcomes established by the National Qualifications Framework. In particular, the requirements of the Procedure for dividing the educational component into separate blocks aimed at achieving certain competencies are incorrect. These competencies are formed not by studying individual components, but by fulfilling the entire educational program, including its scientific component. Some of the requirements of the Procedure would be more relevant in bachelor’s or master’s standards. Some discussion issues are also analyzed. In particular, these concern the description of the subject area, formulation of competencies and learning outcomes, requirements for certification of applicants, recognizing the outcomes of previous learning, an acceptable degree of unification of requirements for different specialties, etc.
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Bakhrushyn, Volodymyr. "PROBLEMS OF DEVELOPING THE STANDARDS OF THE THIRD LEVEL OF HIGHER EDUCATION IN UKRAINE." Educational Analytics of Ukraine, no. 4 (2021): 46–59. http://dx.doi.org/10.32987/2617-8532-2021-4-46-59.
Full textAbstract:
Problems of developing the Ukrainian PhD standards of higher education are analyzed. The legal framework, which is the basis for their development, requires improvement and elimination of internal contradictions in legal documents and contradictions between different documents. Article 10 of the Law of Ukraine "On Higher Education" needs to be clarified. First of all, this concerns the requirement of Paragraph 1 of Part 3 to define in the standards the number of ECTS credits required for the appropriate degree of higher education. But according to Part 6 of Article 5, the third level educational program must consist of educational and scientific components. Only for the educational component, the Law provides a credit dimension. Therefore, for PhD programs, this requirement of the Law cannot be met. The most problematic of the normative documents is the Procedure for training applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education and scientific institutions. In some norms, it uses outdated or indefinite terminology, contradicts the Law of Ukraine "On Higher Education", underestimates the requirements for competencies/learning outcomes established by the National Qualifications Framework. In particular, the requirements of the Procedure for dividing the educational component into separate blocks aimed at achieving certain competencies are incorrect. These competencies are formed not by studying individual components, but by fulfilling the entire educational program, including its scientific component. Some of the requirements of the Procedure would be more relevant in bachelor’s or master’s standards. Some discussion issues are also analyzed. In particular, these concern the description of the subject area, formulation of competencies and learning outcomes, requirements for certification of applicants, recognizing the outcomes of previous learning, an acceptable degree of unification of requirements for different specialties, etc.
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Fabricio Souza Silva, Wesley. "MINERAÇÃODEDADOSNOCONTEXTODASEGURANÇAPÚBLICA:ESTUDOSOBREVIOLÊNCIADOMÉSTICAEMCAMPOGRANDE,MS." Revista Científica da Polícia Militar de Mato Grosso do Sul - RevPMMS 2, no. 1 (2025): 263–76. https://doi.org/10.62927/revpmms.v2i1.80.
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With the exponential growth of stored data, especially in public security, the application of advanced data mining techniques to support decision-making has become crucial. However, while the use of data mining in public security is expanding, the application of these techniques to the Integrated Operational Management System (SIGO) of Mato Grosso do Sul to predict patterns of recurrence in domestic violence remains an unexplored area. This study addresses this gap by applying symbolic algorithms, such as association and classification rules, to extract significant patterns from records of domestic violence crimes in Campo Grande (MS). The results reveal a higher incidence of verbal abuse (injury) among victims with higher education levels and a tendency for younger victims to break the cycle of domestic violence. The classification rules achieved 84% accuracy, identifying that victims with higher education and financial independence are more likely to leave abusive relationships. A relevant finding is that victims with children from the aggressor register more than three occurrences, suggesting that they remain longer in the cycle of violence. These findings support targeted interventions, especially in the context of the Safe Woman Program (PROMUSE) andencourage broader use of data mining within SIGO to improve public security.Keywords:Data Mining;Knowledge Extraction;Symbolic Algorithms;Public Security;Domestic Violence.
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Khan, Jehanzeb, Muhammad Fareed, Zahra Khan, and Huma Akhter. "Exploring English Language Learning Needs of Pakistani ESL Postgraduate Research Students A Qualitative Study." Academy of Education and Social Sciences Review 3, no. 3 (2023): 298–309. http://dx.doi.org/10.48112/aessr.v3i3.548.
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English has gained supremacy as the primary language in a range of domains including business, science, technology, higher education, and research. This dominance has created a necessity for a curriculum that meets learners' needs. In Pakistan, postgraduate students face challenges related to the English language in coursework, research paper writing, and dissertation preparation. The objective of this research was to examine the English language requirements of potential Pakistani postgraduate students, who were pursuing studies in science disciplines. The sample included 26 prospective MS students and 4 prospective PhD students, who were preparing for admission tests. The researchers used a semi-structured questionnaire to collect the data, which had been validated by two experts. Thematic analysis revealed that the prospective postgraduate students needed reading skills for reading and comprehending research papers, followed by writing skills for research proposal writing and thesis writing. Participants also recognized the importance of speaking skills for research presentations and communication with supervisors, and listening skills for better understanding of lectures and seminars. The findings suggest that ESP learner-cantered courses should be offered to Pakistani MS/MPhil and PhD candidates that focus on the four language skills for research purposes.
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Yermekova, Moldir, Nurgul Yrymbayeva, Pakizat Rakhimgalieva, and Abdirkenova Akbidash. "Bridging the digital divide: Assessing future educators' competence in Kazakhstan's higher education through the DigCompEdu framework." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 1224–38. https://doi.org/10.53894/ijirss.v8i1.4572.
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This study examines digital competencies among prospective educators at a Kazakhstani university, drawing on a 360-participant survey based on the DigCompEdu framework. The findings reveal significant variations in self-perceived technological skills across three academic levels—Bachelor’s, Master’s, and PhD—and five demographic factors: gender, place of residence, prior ICT experience, academic program, and age. Master’s students generally exhibit the highest competence, while PhD candidates unexpectedly show moderate mastery in areas such as digital resource use. Male Bachelor’s students report greater confidence in technical tasks, whereas female Master’s students surpass their male peers in professional engagement. Additionally, urban participants consistently outperform their rural counterparts, highlighting infrastructural disparities that hinder digital skill development. Prior ICT training emerges as a strong predictor of competence across all levels and programs, emphasizing the importance of early, structured exposure to technology. Despite the recognized necessity of integrating digital tools in teaching, the data suggest that many programs, particularly at the doctoral level, provide insufficient attention to digital pedagogy. The study concludes by recommending curriculum enhancements, targeted interventions, and infrastructural improvements to ensure future educators are prepared to teach effectively in technologically evolving classrooms.
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Demirbatır, Rasim Erol. "The Evaluation of Music Education Doctoral Program in Terms of Content and Application within the Scope of Uludag University Sample." European Journal of Social Sciences Education and Research 2, no. 1 (2014): 81. http://dx.doi.org/10.26417/ejser.v2i1.p81-88.
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Music, with its various functions in human life, is not only an instrument of education but also a field of it. Basically, music education leads an individual to develop a behavior, or forms a behavioral change by changing and developing a gained behavior. Music education is carried out in a planned and programmed way at every level, from kindergarten to university. Besides the training of individuals through music, this situation necessitates some individuals, chosen especially for this training, to be trained in particular fields of music. In Faculties of Education within Turkey's Higher Education System, the specialization in the field of Music Education in Master's Degree level has been put into practice with the Higher Education Law No.2547, which took effect in 1982, and institutions were able to constitute only some parts of their academic staff with master's programs opened until 1990s. There has been a more active education for the last 20 years; however, there isn't satisfactory music education in our country especially in PhD level. Uluda? University Education Faculty the Department of Music Education (1982) is the fourth well-established educational institution in our country in terms of the date of establishment subsequently after Ankara (1924), ?stanbul (1969), ?zmir (1973). It has a more than 30-year-experience and knowledge. Master's Degree Education has been carried out since 1986. Up to now, there have been many graduates, significant contribution to the art and culture of Music with many studies carried out different fields of Music Education, and many scholars have been trained. As of 2013, within Uluda? University Institute of Educational Sciences, Music Education PhD Program has been opened and the education is carried on since then. in this paper, there will be evaluations and introductions in terms of education, syllabus and application regarding this program.
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Paul, P. K., P. S. Aithal, and K. S. Shivraj. "M.Phil. as Masters by Research Work Programs in IT & Computing Fields: A Case Study of Indian Private Universities." Asian Journal of Information Science and Technology 8, no. 1 (2018): 15–21. http://dx.doi.org/10.51983/ajist-2018.8.1.2594.
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Indian higher education system is changing rapidly. During the last few decades after Independence of India, several educational institutions have been developed throughout the nation. During this period apart from the establishment of HEIs various new degrees, diplomas and awards have been started. Like the United Kingdom and its follower countries, degrees in the field of Science and Applied Sciences started and continued both Science and Engineering platform/ stream. Similarly, in research segment two main degrees till continued one is Doctor of Philosophy (PhD) and another is Master of Philosophy (M.Phil.). Both are important and valuable in their own place. The M.Phil. program is a kind of research based master’s program and similar to the Masters of Research (M.Res.) programs available in many countries. M.Phil. is also a smaller and previous part of Doctor of Philosophy (PhD). Normally it requires less time than a PhD program. The program available worldwide and in India also it has offered by the universities. In India, the degree is available in different platform or stream i.e. Arts, Science, and Commerce. Even in Technology and Management stream as well the programs have been started in recent. This paper is conceptual in nature and primary study based on the availability of M.Phil. program nationwide. The research work mainly focuses on the varieties of M.Phil. programs available in IT and Computer fields and especially offered by Private Universities in India.
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Park, Seungyeon. "Academic Acculturation of International Doctoral Students in the U.S.: A Qualitative Inquiry." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 16089. http://dx.doi.org/10.3390/ijerph192316089.
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The aim of this phenomenological inquiry is to explore the academic acculturation experiences of international kinesiology professionals during their doctoral programs in higher education institutions in the U.S. Purposive sampling technique was used which include six study participants. The data collected from a demographic questionnaire and a focused interview. Using acculturation theory as a conceptual framework, the subjects’ academic acculturation as former international PhD students were described. There are three subthemes: (1) graduate program and requirements, (2) the academic environment of graduate program, and (3) professional development for a career in kinesiology. Findings are discussed in light of academic acculturation with a focus on assimilation (proactive adaptation in a new environment), and integration (flexibly to embrace the life experiences, learning experiences, and current experiences of the students in a new context). Particularly, findings examine how international kinesiology professionals perceived their doctoral degree experiences and sustained academic acculturation, pertaining to research and professional development at their programs. Exploring the academic acculturation of international PhD students is crucial for diversity awareness in higher education in the U.S. Often described as a minority with a narrower status, these international students undergoing academic acculturation should be assisted with aligning to their contextual frames, in terms of degree level and its characteristics in their field of study.
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Zeeman, Jacqueline M., Emili B. Anderson, Isabel C. Matt, Michael B. Jarstfer, and Suzanne C. Harris. "Assessing factors that influence graduate student burnout in health professions education and identifying recommendations to support their well-being." PLOS ONE 20, no. 4 (2025): e0319857. https://doi.org/10.1371/journal.pone.0319857.
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Background While well-being has become increasingly important in graduate education, limited information exists regarding factors contributing towards burnout and well-being in Pharmaceutical Sciences Doctor of Philosophy (PhD) students. This exploratory story aimed to identify factors influencing well-being and burnout in these students as well as identify recommendations to support their well-being. Methods A two-stage sampling approach was used: (1) purpose sample of Pharmaceutical Sciences PhD students at a public university were invited to participate in a semi-structured focus group or interview to explore factors contributing to PhD student burnout and well-being as well as solicit suggestions for strategies to improve their well-being; (2) Stratified sampling was used to assign participants into focus groups by All-But-Dissertation (ABD) status (i.e., pre-ABD candidates, ABD candidates) to explore experiences that may be unique to these students. Inductive coding and thematic analysis were used. Results Six PhD candidates participated in three sessions: three Pre-ABD candidates in one focus group, two ABD candidates in one focus group, and one ABD candidate in one interview. Participants identified relationships and aspects of curriculum and research (i.e., program design, completing milestones) as factors influencing their well-being. Factors influencing participants’ burnout included curriculum and research stressors (e.g., cumulative exams, competing academic and research responsibilities), working overtime, unrealistic expectations, lack of work life balance, and financial burden. While relationships and curriculum and research were factors in both subgroups, unique aspects within these themes emerged between Pre-ABD and ABD participants. Participant recommendations to foster PhD student well-being included improving financial support and encouraging PhD connections. Conclusions This study advances knowledge on factors influencing PhD student well-being and burnout, providing suggestions to improve their well-being. Findings highlight curriculum and research factors as well as relationship dynamics influence graduate student burnout and well-being. Findings contribute to broader conversations aimed to support student wellness and reduce burnout in higher education, informing the academy of focused areas and strategies to improve PhD student well-being.
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Pentang, Jupeth T., Ronalyn M. Bautista, and Mary Jane D. Gamozo. "A TRACER STUDY OF PHD IN EDUCATIONAL ADMINISTRATION GRADUATES: RECOMMENDATIONS TO STRENGTHEN THE PROGRAM." Jurnal Ilmiah Ilmu Terapan Universitas Jambi 8, no. 2 (2024): 746–59. http://dx.doi.org/10.22437/jiituj.v8i2.36985.
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This study aims to evaluate the effectiveness and relevance of a PhD in Educational Administration program at a State University in Western Philippines through a tracer study, offering insights into the graduates’ demographic and academic profiles, career alignment, and recommendations for improvement. The study employed a descriptive research design, collecting data from 19 non-randomly selected graduates based on availability. Data were gathered using an instrument based on guidelines from the Philippine Commission on Higher Education, with additional elements drawn from previous tracer studies. Analytical tools such as frequency counts, percentages, and arithmetic means were used to describe the findings. Results highlight that the PhD in Educational Administration program effectively serves mid-career professionals, attracting individuals from diverse backgrounds and helping them meet evolving leadership demands in educational administration. Graduates reported that the program equipped them with the necessary skills to excel in their current roles. However, they suggested several areas for improvement, including enhancing the program's accessibility and inclusivity. These recommendations are crucial to ensuring the program remains relevant, especially in preparing leaders capable of addressing modern challenges in education. This research provides new insights into the strategic role of tracer studies in shaping the future of educational leadership programs. It aligns with Sustainable Development Goal 4 (Quality Education) by proposing a continuous curriculum review, which ensures the program evolves alongside educational leadership trends. The study also underscores the importance of equipping faculty with current insights to strengthen the program's ability to prepare leaders for a dynamic educational landscape.