This research was conducted to develop a richer understanding of resistant behavior displayed by adults in the adult learning environment. Resistant behavior occurs when a student declines the learning opportunity by mentally withdrawing, or by co-opting the instructor's agenda, or by attacking the instructor directly. This research addressed two questions. The first was, "How do instructors perceive the underlying dynamics, or causes they cite, of the hostile resistant behavior they have observed and experienced in the learning environment?" The second question was "How do instructors interpret episodes of hostile resistant behavior?" This qualitative research provides an in depth exploration of the experiences of the participating instructors with hostile resistant behavior in adult graduate education. The participants were veteran teachers accustomed to handling resistant behavior, yet this experience stopped them in their tracks. The hostile resistant behaviors may represent a subcategory of resistance not previously researched, and could happen to anyone. This could be challenging for the most seasoned professional. Interviews were guided by grounded theory concepts as described by Strauss and Corbin. Open-ended interviews were modeled on the work of Seidman. The selected instructors had a minimum of twenty years experience in higher education. They were professionally adept, seasoned educators of adults. Key findings were that: participants were unable to anticipate the onset of resistant behavior; the behavior was persistent and intense; the instructors were unable to isolate causes or develop effective coping strategies; the instructors' emotional reactions included a pattern of surprise, confusion, and cynicism; the emotional impact on the participants was often strong and lasting. The dissertation provided recommendations for further research in instructor-centric; student- centric; and institution-centric categories. Instructor-centric recommendations included: expansion into additional academic disciplines and the training world; effect of on-line delivery methods; impact on instructors' professional reputations; and transformational experience. Student-centric recommendations addressed changes that might be associated with the make up of the student body, such as age and culture; and the effect of the resistant behavior on other members of the class. Institution-centric recommendations included suggestions regarding hostile work environment; protective measures for instructors; and institutionalized support networks. / Ph. D.

The migration of graduates is one of the main characteristics of the current phase of Italian emigration. This thesis investigates why Italian graduates are migrating both within and outside Italy. The main research questions this thesis gravitates around are: why do Italian graduates migrate? What is the difference, if any, in terms of motivations, between graduates who decide to migrate internally within Italy as compared to the ones who decide to migrate to the UK? Why do some graduates stay in their home town despite regional and national differentials in terms of employment and lifestyle opportunities? Namely, this thesis examines and compares the motivations that drove three samples of Italian graduates to migrate. Firstly, those who migrated to the UK; secondly, those who from the southern Italy moved internally to the Italian cities of Rome (centre) and Milan (north); and thirdly, those who decided to stay in the Italian cities of Palermo (south), Rome (centre), and Milan (north). The analysis proposed is qualitative and exploratory in nature and is based on 87 in-depth interviews conducted with Italian graduates in 2008-2009. The study provides an integrated view of different migratory patterns. In particular, the comparison between internal and international flows indicates that Italian graduates are generally oriented towards the UK and particularly towards London because of the many professional, educational and cultural opportunities that London as a global city has to offer. Meanwhile, internal migration within Italy (south to north) is generally experienced as constrained by deep regional differences in terms of employment opportunities between southern and northern Italy. Finally, staying in one's home town emerged as a decision based, among other factors, on the lack of interest in experiencing mobility vs. the importance a person attributes to social, emotional and cultural ties to his or her own family, friends, partners and the local area.

The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today’s and tomorrow’s learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended graduate competencies by identifying gaps in and existing examples of courses or opportunities that achieve competency-based pharmacy graduate education; and (3) identifying potential strategies to address identified barriers to pursuing graduate education, especially among under-represented student populations. This report describes attitudes toward and opportunities related to competency-based education in graduation education in colleges and schools of pharmacy, identifies types of tools schools could use to enhance training towards the competency framework developed by the 2016-2017 RGAC, particularly with regards to the so-called power skills, and outlines a role for AACP in facilitating this training. This report also considers a number of barriers, both perceived and real, that potential students encounter when considering graduate training and suggests strategies to understand the impact of and mitigate these barriers. To strengthen competency-based graduate education, the RGAC puts forth two recommendations that AACP develop a toolkit supporting the training of power skills and that AACP should develop or curate programs or tools to support the use of individual development plans (IDPs). The RGAC also puts forth a suggestion to schools that IDPs be implemented for all students. In considering the barriers to pursuing graduate education, the Committee proposes one policy statement that AACP supports the training and development of an increasingly diverse population of researchers at pharmacy schools through active efforts to promote M.S. and Ph.D. education along with Pharm.D. education. Additionally, the Committee provides recommendations that AACP should expand its efforts in career tracking of graduate students to include collection and/or analysis of data that could inform the Academy’s understanding of barriers to pursuing graduate education in pharmacy schools, the AACP Office of Institutional Research and Effectiveness should expand upon graduate program data described in the annual Profile of Pharmacy Students report, and finally that AACP should include graduate programs in efforts to increase diversity of students at pharmacy schools.

The primary purpose of this research was to develop a model for a professional science master’s program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science master’s program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelist’s impressions of its usefulness for program development. Prior to the first round, demographic data were collected on panelists regarding their gender, age, years experience in their current field, position title and education levels. Round 1 started with eight open-ended questions designed to investigate (a) learning objectives, (b) internships, (c) thesis vs. nonthesis degrees, (d) program focus (e) possible entry level positions, (f) roles for the industry advisory board, (g) recommended hours of hands-on experience and (h) other issues of importance. The final round ended with three questions to assess the panelists’ perception of the usefulness of the Delphi for program development in higher education. Twenty-four panelists started Round 1 and participation in subsequent rounds varied from 17 in Round 2 to 11 in Round 4. Education level varied and included all levels of education in science and business. Issues emerged early in the study regarding development of different program tracks and the program goals, which were clarified in subsequent rounds. Significant differences occurred between industry and academic subgroups for two tracks, six skills designated for tracks, method of evaluating the internship, and entry-level positions appropriate for new graduates. When analyzed by level of confidence (high confidence vs. low confidence), significant differences occurred for (a) the number of semesters of hands-on experience students should have upon graduation, (b) skills recommended for core curriculum, (c) skills recommended for tracks, (d) compensation level and (e) entry level positions for new graduates. Perceived usefulness of the Delphi for program development was varied with only 10 panelists responding--five in favor, three undecided, and two against.

As demand for employees with a professional master’s degree increases, and accountability to show both learning outcomes/graduate competencies and career outcomes for alumni of these programs increases, it is becoming more important to develop measures of these outcomes. The purpose of this survey- based research study was to develop a measure of self-reported competencies and career outcomes, in order to interpret the perceived value of these programs, determine if some programs meet alumni needs better than others, and to see if there are additional measures to be considered. Results indicate high construct validity, significant differences in human capital outcomes, career development skills, and personal agency between the three large programs at the college study, but no differences in goals to maintain careers, satisfaction, or course evaluation ratings. Validity of these measures could be important for future assessment, program evaluation, and mixed methods studies at the graduate level as it pertains to non-traditional students and professional master’s degree programs.

Orientador: Lea Maria Leme Strini Velho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-14T09:13:03Z (GMT). No. of bitstreams: 1 Moreira_MariaLigia_D.pdf: 1740414 bytes, checksum: df262ef3f209fd6739fc1c59d89c3eb7 (MD5) Previous issue date: 2009 / Resumo: Esta Tese analisa a trajetória da pós-graduação no Instituto Nacional de Pesquisas Espaciais (INPE). O objetivo central desta Tese é identificar as razões que levaram o INPE a criar estruturas próprias para formar pesquisadores, analisar os meios pelos quais o Instituto implementou tal tarefa, e os impactos dessas atividades. A pesquisa mostra a organização do Programa Nacional de Atividades Espaciais (PNAE) e as políticas relacionadas, e o papel desempenhado pelo INPE na formação de especialistas ao longo das últimas quatro décadas. São analisados os principais objetivos e as estratégias adotadas para a constituição do núcleo de pós-graduação no INPE, a trajetória acadêmica e o destino profissional dos egressos, e a inserção das mulheres nos programas. É apresentada uma reflexão sobre a característica estratégica das atividades espaciais para o país, e os principais objetivos da política espacial de estabelecimento de competências científicas e tecnológicas que possibilitem atuar com real autonomia, para a qual a formação e o aprimoramento de recursos humanos são imprescindíveis. Uma característica marcante na pós-graduação do Instituto é a aliança entre pesquisa, desenvolvimento e ensino, em um processo impulsionado pela interação entre pesquisa, experiência prática e ação. Também, apresenta-se uma reflexão sobre a emergência de novas concepções sobre os modos de produção do conhecimento e os novos papéis atribuídos à ciência e tecnologia, e o papel desse núcleo de ensino neste contexto. Os resultados confirmam importância da pós-graduação do INPE para a formação da massa crítica e para que o país chegasse ao nível que tem hoje de desenvolvimento na área espacial. / Abstract: This dissertation deals with the trajectory of graduate education at the National Institute for Space Research (INPE). The main objective was to identify the reasons that led INPE to create their own structures to train researchers, analyzing the means by which the Institute has implemented such a task, and the impacts of these activities. The research shows the running of the National Program Space Activities (PNAE) and related policies, and the role played by INPE in training specialists over the past four decades. The study identifies and analyses the main objectives and strategies for building the post-graduation core at INPE, as well as the academic trajectory and the destination of the former graduates (alumni), and the inclusion of women in the programs. It presents a strategic reflection on the characteristic of space activities for the country and the main goals of space policy for the establishment of scientific and technological skills that will enable the country to work reach autonomy, for which the training and improvement of human resources are essential. A distinguishing marc in the Institute graduate studies is the alliance between research, development and education in a process driven by the interaction between research, practical experience and action. It presents a reflection on the emergence of new ideas on ways of producing knowledge and new roles for science and technology and the role of the core of education in this context. The results confirm the importance of the role played by the graduate programs offered by INPE on the training of a critical mass of space researchers as well as on its contribution to reach the level Brazil has today in the field of space research development. / Doutorado / Politica Cientifica e Tecnologica / Doutor em Política Científica e Tecnológica

This dissertation format includes three articles that each address a unique aspect of the current barriers to access that individuals with disabilities with intersectional identities experience in their academic and career paths to attainment of a doctoral degree. The first article contains an analysis of data drawn from the High School Longitudinal Study of 2009 (HSLS:09). This analysis revealed that youth with disabilities who were also economically disadvantaged participated in Science, Technology, Engineering, and Math (STEM) classes in high school in significantly lower numbers than their peers who did not have disabilities and were not economically disadvantaged and in significantly lower numbers than their peers who did have disabilities, but were not economically disadvantaged. Many of these students from low socio-economic status (SES) families also have subordinate group identities (United States Department of Education [USDOE], 2014). These students who have disabilities and are economically disadvantaged are less likely to pursue graduate education which requires the completion of research methodology coursework. The second article is a qualitative study of the experiences of doctoral degree program graduates who have disabilities and belong to other subordinate groups. The barriers to inclusion and their successes in completing research methodology coursework is discussed. The last article in this dissertation explores Universal Design in Instruction and Learning (UDIL) techniques that can improve access in research methodology coursework at the graduate level for students with disabilities and/or those with diverse learning styles.

The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings. In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor. During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments. In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students. In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention. / Ph. D.

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Thesis advisor: Ana M. Martínez Alemán / This qualitative research study examined the design of collaborative learning experiences in an online graduate course in educational leadership. Based on principles of design-based research, this single case study analyzed the design process among the faculty member and learning design team who created the course. Data were also gathered from the first time the course was completed by students. Content analysis was the primary method to analyze data sources that included design documentation, interviews with faculty and the learning design team, images of course modules in the university Learning Management System, transcripts of synchronous learning exchanges among students and the faculty, team-based assignment submissions, and a survey of students. Findings revealed that the design of collaborative learning experiences was dependent on the nature of the learning goals. The instructor oriented students toward the collaborative culture of the online course and employed numerous learning supports and facilitation strategies to aid them. Collaborative learning design was rooted in the learning sciences, social interdependence theory, and the conceptualization of the virtual classroom as a space for play and creativity. Student collaboration involved synthesis of readings, team-based design exercises, and supporting each other in making progress towards program-level goals. Students regularly engaged in metacognitive activity to reflect on their learning individually and as a collective. Students found the learning supports valuable and collaborative learning experiences challenging but affirming of their identities as graduate students. This study contributes to theory about designing and facilitating online collaborative learning in graduate programs and offers design considerations to guide future efforts in learning design. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.