Thesis (Ed.M.)--Boston University

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.109-115) and index.

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Diss. (sammenfatning) Umeå : Umeå universitet, 2006. / Hertil 3 artikler.

The purposes of the study were:1) To collect and share information on the perceptions of graduates regarding the academic, professional, and social experiences of students in the doctoral program in Educational Administration and Supervision at Ball State University, 1987-2002, relative to their professional preparation and career goals;2) To profile the demographic characteristics of respondents whose experiences are described and reported in this study: Gender, age, ethnicity, date of admission, enrollment status, date of graduation, professional occupation during and after doctoral study, financial situation, and sources of financial support during doctoral study.3) To draw conclusions and make recommendations, based on the data, on how students' personal motivation and professional preparation, career goals, academic training, institutional, and social support blend together to enrich the experiences of doctoral students in Educational Administration and Supervision at Ball State University.The population for this study consisted of 111 graduates (72 males and 39 females) of the doctoral program in Educational Administration and Supervision, Department of Educational Leadership, Teachers College, Ball State University, 19872002. A list and addresses of doctoral graduates of the program were obtained from the Graduate School Office. The addresses were verified by the Ball State University Alumni Office. A packet of questionnaires was mailed successfully to 106 graduates. Seventy-nine completed surveys (76 percent) were returned. Of the 79 respondents 52 were male, and 27 were female. The data were subsequently tabulated, analyzed, summarized, and reported in narrative form. Findings and conclusions suggest that:1. The doctoral program in Educational Administration and Supervision at BallState University adequately prepared graduates to contribute meaningfully tothe scholarship and professional demands of the discipline;2. The curricula of the doctoral program allow for rich and diverse career optionsto graduates;3. Improvement should be made in the doctoral program in EducationalAdministration and Supervision at Ball State University to include:a. Practical application experiences through structured internship,mentoring, and peer interaction;b. Greater efforts at job search and placement assistance;c. The effective management of technology to serve the growing numberof part-time students; andd. A systematic departmental database to keep track of graduates of the program. / Department of Educational Leadership

The purpose of this embedded case study was to describe the academic experiences of international graduate students at Ball State University. Purposive and snowball sampling procedures were used to select nine international graduate students for this study. Their countries of origin were Ghana, Kenya, China, Iceland, Greece, South Korea, and Saudi Arabia. Ball State University was the case in this study and the nine international graduate students the units of analysis. Data were collected using semi-structured interviews and analyzed by means of constant comparison and cross-unit analysis. The findings of the study revealed the reasons why these international graduate students came to Ball State University to pursue their education, the students’ assessments of their academic experiences, and descriptions of their personal and professional development as outcomes of their educational experiences at Ball State University. The main reasons why the international graduate students came to Ball State University were, due to connections they already had with someone affiliated with the university, the quality of the programs offered at Ball State University, and through the award of scholarships. The international graduate students described their academic experiences as beneficial to their development in a number of ways including, development of research and publication skills, increased competence in the use of technological aids to enhance teaching and learning, and the opportunity to put into practice the skills and knowledge they had acquired through practica and internships. The study participants also expressed that they acquired skills that made them competent to perform in the areas they were trained, for example, therapeutic skills or team skills. They shared that they had grown as individuals because of the experience that they gained at Ball State University. In addition, some stated that their worldview had expanded, and their self-confidence had increased. The study discusses the findings in the light of the current literature on international graduate student education in the U.S., as well as the implications for future research. The study makes recommendations as to how Ball State University can make use of this new information to better market itself as a first class institution of higher learning, and to make the experiences of international graduate students at Ball State University a more appealing choice to prospective international graduate students. / Department of Educational Studies

The years spent studying towards a degree represent many challenges to the learner1. These pressures increase once that learner moves into the post-graduate level of professional study. Faced with the pressure of having to perform suitably in order to remain on the programme, the learner finds himself or herself under conditions which may present as stress or illness, depending upon the availability of coping resources and strategies. This study adopted a psychofortigenic2 approach and explored and described the coping (i.e., coping resources and sense of coherence) and subjective well-being (i.e., satisfaction with life, happiness and general psychiatric health) of post-graduate learners in the following six departments of the Faculty of Health Sciences at the Nelson Mandela Metropolitan University (NMMU): Psychology; Human Movement Science and Sport Management; Environmental Health and Social Development Professions (incorporating MA Health and Welfare Management); Pharmacy; Nursing Science; Biomedical Technology and Radiography. An exploratory descriptive research design was used and the participants were selected by means of non-probability, convenience sampling. The sample consisted of 60 male and female masters and doctoral post-graduate learners in the Faculty of Health Sciences. Biographical data was gathered by means of the administration of a questionnaire. Hammer and Marting’s (1988) Coping Resources Inventory was used to measure the students’ available coping resources. Furthermore, Antonovsky’s (1987) Orientation to Life Scale was used to measure the construct of Sense of Coherence. The Satisfaction with Life Scale by Diener, Emmons, Larson and Griffin (1985) was used to assess the respondents’ overall satisfaction with life. Kamman and Flett’s (1983) Affectometer-2 was used to measure participants’ subjective global happiness. The General Health Questionnaire of Goldberg and Williams (1988) was used to measure the psychiatric morbidity or general psychiatric health of the participants. The data was analyzed using both descriptive statistics and cluster analysis. A Hotellings T² was computed with subsequent t-tests to draw inferences about differences in the means of established groups across the five measures. The results indicated that the participants were generally coping and experiencing subjective well-being. The results indicated two clusters to significantly differ from one another across the five measures. The first cluster could be characterized as high in psychofortology and presented with better coping and subjective well-being. The second cluster could be characterized as low in psychofortology and presented with poorer coping and subjective well-being.

This study was designed to determine (1) the trend of anxiety level of social work students, term by term, over the academic year; (2) the cyclical trend of anxiety level of social work students within each term and (3) the effects of age and sex on level of anxiety among social work students. Anxiety was measured with the IPAT – 8 Parallel Form Anxiety Battery. This test was administered to twenty randomly selected first year students in the School of Social Work during the 1969-1970 academic year at Portland State University. Data was collected from six test administrations which took place at the beginning and the end of each term. Analysis of variance in a 2x2x2x3 factorial design simultaneously investigated all four variables. Some variation among these variables and their interactions was found, but only the “time of quarter” main effect reached statistical significance. A cyclical pattern of anxiety following a high-in-the-beginning, low-at-the-end of each term trend was observed. Anxiety, however, remained quite level over the three terms of the academic year. Nor was anxiety level related to differences in age or sex. These findings have led the authors to speculate that the uncertainty of a new situation at the beginning of each new term created more anxiety than did the final field evaluations, classroom examinations, papers or other outside influences such as the Kent State incidents etc., and that increased structuring at the beginning of each term might help to allay that anxiety. Perhaps it could be said that each individual’s role as a “social work graduate student” had a greater effect on his anxiety level than did sex, age, or important events not directly related to school expectations.

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