Education Commons^™

A Case Study Exploring William & Mary Military Alums' Experiences With Career Transition, Dirron Allen, Amanda Baldwin-Estep, Matthew Grinsell, Kimberly Lintag-Nguyen

Doctor of Education Capstones

Background: The purpose of this qualitative study was to understand William & Mary (W&M) Master of Business Administration (MBA) military alums’ experiences with their career transitions post-graduation and the influence of the program on their experiences.

Methods: This study utilized a case study design, including focus groups and interviews with 21 alums from the last 10 years and formal, semi-structured interviews with six current faculty and staff. We used Schlossberg’s (1981) individuals’ situation, self, support, and strategies to analyze data using thematic analysis, and then iteratively reducing codes into themes.

Results: Demographic findings showed a lack of diversity, such as …

Australian Postgraduate Student Experiences And Anticipated Employability: A National Study From The Students’ Perspective, Elizabeth J. Cook, Linda Crane, Shelley Kinash, Amy Bannatyne, Joseph Crawford, Gary Hamlin, Madelaine-Marie Judd, Jo-Anne Kelder, Helen Partridge, Sarah Richardson

Research outputs 2014 to 2021

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future …

When A Postgraduate Student Becomes A Novice Researcher And A Supervisor Becomes A Mentor: A Journey Of Research Identity Development, Melinda Kirk, Kylie Lipscombe

Faculty of Social Sciences - Papers (Archive)

Developing a research identity is a critical space for novice researchers in teacher education. This co-authored self-study explores the experiences of a postgraduate Master of Education student who was working as a novice research assistant with her supervisor and how these experiences contributed to research identify development. Utilising Gee's (2000) Identity Framework as an analytical frame we, a novice researcher and supervisor, examine entries of a reflective research journal and supervisor feedback to gain insights into experiences that both support and constrain positive research identity development. Specifically, we promote mentorship and collaborative research as an effective strategy in normalising the …

In The Shadow Of The Ivory Tower: Experiences Of Midwives And Nurses Undertaking Phds, Sadie Geraghty, Kim Oliver

Research outputs 2014 to 2021

Aims: The aims of this study were to gain an understanding of the experiences of nurses and midwives enrolled in a PhD, explore any barriers that PhD students encounter whilst completing the degree, and develop recommendations for consideration in formulating support strategies to encourage completion for nurses and midwives enrolled on a PhD degree. Background: It is important to understand what is happening at doctoral level education for nurses and midwives, and how those enrolled on PhD courses can successfully complete their studies, transition learning, and acquire the ability to undertake research into the clinical environments. Design: The criteria for …

The Predictive Validity Of Selection For Entry Into Postgraduate Training In General Practice: Evidence From Three Longitudinal Studies, Fiona Patterson, Filip Lievens, Maire Kerrin, Neil Munro, Bill Irish

Research Collection Lee Kong Chian School Of Business

Background: The selection methodology for UK general practice is designed to accommodate several thousand applicants per year and targets six core attributes identified in a multi-method job-analysis study. Aim: To evaluate the predictive validity of selection methods for entry into postgraduate training, comprising a clinical problem-solving test, a situational judgement test, and a selection centre. Design and setting: A three-part longitudinal predictive validity study of selection into training for UK general practice. Method: In sample 1, participants were junior doctors applying for training in general practice (n = 6824). In sample 2, participants were GP registrars 1 year into training …

Integrating Learning Technologies With Experiential Learning In A Postgraduate Teacher Education Course, Roisin Donnelly

Articles

This paper discusses how a Postgraduate Certificate Course in Third Level Learning and Teaching for academic staff in the Republic of Ireland has adopted a particular approach in teacher education. As an important aspect of the successful integration and use of learning technology is the way in which it effectively reflects and articulates a given learning model, this course has its theoretical basis on the Kolb Experiential Learning Cycle (Kolb, 1983). The work illustrates that no one technology can support all types of third level learning and teaching; an effective approach is to combine a range of technologies. The self-study …

Towards A Model Of Critical Ethics To Inform The Research Process In Postgraduate Research, Aidan Kenny

Articles

The ethics narrative has become embedded in the contemporary research process, as evident in the emergence of Ethical Committees in faculty and both public and private organisations. Ethics have been codified, made visible and accessible as text artefacts in the forms of (both voluntary and regulatory) codes, statements, conventions, guidelines, principles, procedures, practices. In this short paper I explore this codification of ethics from the period post WWII, detailing some of the milestone text artefacts.

Teaching Postgraduate Research Methods Using A Novel Problem-Based Learning Approach, Roisin Donnelly

Other resources

This session describes both the reasons for and the process of designing and delivering a Research Methods Module using a Problem-based Learning (PBL) approach in a Postgraduate Diploma in Third Level Learning and Teaching at a higher education institute in Ireland. The students who undertake this part-time Module are cohorts of academic staff (Faculty Members) in Higher Education (HE). They are hitherto referred to as participants. This module is one of eight offered on the PG Diploma, all designed and delivered using Problem-based Learning. The entire PG Diploma is voluntary, and only Faculty who are keen to implement novel pedagogical …