Use of Practicum Classes to Solidify the Scientist-Practitioner Model in Master’s Level Training

Abstract

Purpose

To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.

Methodology/approach

We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.

Findings

We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.

Originality/value

The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.

Citation

Kottke, J.L., Olson, D.A. and Shultz, K.S. (2016), "Use of Practicum Classes to Solidify the Scientist-Practitioner Model in Master’s Level Training", Wankel, L.A. and Wankel, C. (Ed.) Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes, Emerald Group Publishing Limited, Leeds, pp. 15-41. https://doi.org/10.1108/978-1-78635-064-020161002