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Book part
Publication date: 9 May 2018

Katy Vigurs, Steven Jones, Julia Everitt and Diane Harris

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in…

Abstract

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

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Higher Education Funding and Access in International Perspective
Type: Book
ISBN: 978-1-78754-651-6

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Book part
Publication date: 16 September 2021

Jessica J. Jones

As online academic programs and online student populations continue to grow, it is important to consider the population of graduate-level students and what support they need from…

Abstract

As online academic programs and online student populations continue to grow, it is important to consider the population of graduate-level students and what support they need from the university in order to be engaged and successful. This chapter will provide a review of the theory and research to show that there is a need for academic support for graduate-level students while also discussing how institutions have worked to create meaningful connections for students. Drawing on Astin’s theory of student involvement, this chapter will discuss three ways that the University Academic Success Programs department at Arizona State University has worked to address that need and provide academic support to online graduate students: online graduate writing centers, online dissertation writing camps, and employment of online graduate students. Using interview examples from former student tutors, this chapter will show how these opportunities helped online graduate students feel valued, supported, and connected to the institution. This chapter will conclude by addressing limitations, areas for program growth and future research, and recommendations for practitioners to apply in their own institutions.

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International Perspectives on Supporting and Engaging Online Learners
Type: Book
ISBN: 978-1-80043-485-1

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Book part
Publication date: 23 September 2011

Janet C. Rutledge, Wendy Y. Carter-Veale and Renetta G. Tull

According to national statistics, small numbers of black American women earn science, technology, engineering, and math (STEM) degrees. Instead of focusing on this disturbing…

Abstract

According to national statistics, small numbers of black American women earn science, technology, engineering, and math (STEM) degrees. Instead of focusing on this disturbing, well-documented trend, this chapter explores STEM career success among black female graduate students who enroll in and complete PhD programs. In other words, we are engaged in an effort to address how black women in STEM fields succeed in graduate school. This chapter presents a qualitative look at successful PhD pathways. It will provide data on the pipeline of black women at the high school, undergraduate, and graduate levels; describe programs that the state of Maryland has employed among its public research universities to recruit and retain black women in doctoral programs; present testimonials from black women who have participated in these programs; and offer an extensive case study of 15 black women alumni of these programs who now have PhDs and are establishing their STEM careers. Programs that will be documented as successful for recruiting, mentoring, and retaining black women in STEM include the National Science Foundation's (NSF) University System of Maryland Louis Stokes Alliance for Minority Participation Bridge to the Doctorate program; the NSF's PROMISE: Maryland's Alliance for Graduate Education and the Professoriate (AGEP) program for UMBC, the University of Maryland, Baltimore (UMB), and the University of Maryland, College Park (UMCP); the National Institutes of Health's (NIH) Meyerhoff Graduate Fellows Program in the Biomedical Sciences (Minority Biomedical Research Support – Initiative for Maximizing Student Development (MBRS-IMSD)) at UMBC and UMB; and subprograms such as the Dissertation House (DH), the Community Building Retreat, and the PROF-it: Professors-in-Training program. The case study will include the following questions: What were some of the obstacles that occurred during graduate school, and what helped you to overcome them? Were there any issues that occurred that made you want to quit? If you stopped for a while, or thought about stopping, what were your motivations for returning? Where did you receive mentoring during your graduate school process? What advice would you give to young women who are just starting? The chapter focuses on a variety of methods and practices that successfully shepherd black women from undergraduate ranks to PhD-level careers in STEM fields.

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Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

Book part
Publication date: 16 August 2010

Amelia A. Baldwin, Carol E. Brown and Brad S. Trinkle

Accounting doctoral programs have been ranked in the past based on publishing productivity and graduate placement. This chapter provides descriptions of accounting doctoral…

Abstract

Accounting doctoral programs have been ranked in the past based on publishing productivity and graduate placement. This chapter provides descriptions of accounting doctoral programs on a wider range of characteristics. These results may be particularly useful to doctoral applicants as well as to doctoral program directors, accreditation bodies, and search committees looking to differentiate or benchmark programs. They also provide insight into the current shortage of accounting doctoral graduates and future areas of research.

Doctoral programs can be differentiated on more variables than just research productivity and initial placement. Doctoral programs vary widely with respect to the following characteristics: the rate at which doctorates are conferred on women and minorities, the placement of graduates according to Carnegie classification, AACSB accreditation, the highest degree awarded by employing institution (bachelors, masters, doctorate), the extent to which graduates leave the USA, work in industry, are appointed to administrative positions, and hold endowed positions.

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Advances in Accounting Education
Type: Book
ISBN: 978-0-85724-292-1

Book part
Publication date: 16 August 2011

Elizabeth V. Grace and Thomas G. Black

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an…

Abstract

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-223-4

Book part
Publication date: 22 November 2017

J. Luke Wood and Robert T. Palmer

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes…

Abstract

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this study largely indicate that there are no significant disadvantages for Black graduates of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

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Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education
Type: Book
ISBN: 978-1-78635-522-5

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Book part
Publication date: 12 June 2015

Michael Perini and Beth Roszkowski

Undergraduate information commons have become pervasive in the academic library landscape. In recent years, librarians and administrators have come to identify the need for…

Abstract

Undergraduate information commons have become pervasive in the academic library landscape. In recent years, librarians and administrators have come to identify the need for comparable commons’ spaces and services for graduate students. This chapter serves as a review of recently developed models of graduate commons—in this discussion referred to as Scholars’ Commons—as defined by an integration of physical learning spaces, personnel, and a dynamic availability of research support services that support assist graduate students throughout their academic life cycle. These provisions serve as the foundation for the development of enhanced library-supported graduate student success.

Still a rare commodity, existing models from selected institutional web sites were examined using a framework for analysis consisting of several criteria: new use of space; segmented services; partnerships; and new organizational structures. Through a synthesis of the commonalities prevalent in these systems, this chapter aims to provide recommendations for prospective Scholars’ Commons models and proposals for their development. Library organizations contemplating the development of a Scholars’ Commons need to consider the needs of their target population, potential new or reallocated spaces, feasibility of providing support and research technologies, and possible staffing models. As well, the authors consider the importance of library-based graduate student support that bolsters cross-divisional collaborative partnerships across the academy.

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Current Issues in Libraries, Information Science and Related Fields
Type: Book
ISBN: 978-1-78441-637-9

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Book part
Publication date: 6 August 2018

Eliav Danziger and Leif Danziger

This chapter analyzes the effects of introducing a graduated minimum wage in a model with optimal income taxation in which a government seeks to maximize social welfare. It shows…

Abstract

This chapter analyzes the effects of introducing a graduated minimum wage in a model with optimal income taxation in which a government seeks to maximize social welfare. It shows that the optimal graduated minimum wage increases social welfare by increasing the low-productivity workers’ consumption and bringing it closer to the first-best. The chapter also describes how the graduated minimum wage in a social welfare optimum depends on important economy characteristics such as the government’s revenue needs, the social welfare weight of low-productivity workers, and the numbers and productivities of the different types of workers.

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Transitions through the Labor Market
Type: Book
ISBN: 978-1-78756-462-6

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Book part
Publication date: 12 July 2023

Laura J. Heideman

We are long overdue for a conversation about ethical treatment of student researchers. Ethical treatment of research participants has been carefully defined through decades of…

Abstract

We are long overdue for a conversation about ethical treatment of student researchers. Ethical treatment of research participants has been carefully defined through decades of public conversation, and ethical practices have been institutionalized through mechanisms like mandatory ethics trainings and Institutional Review Boards. Student researchers deserve the same level of consideration. While there are many types of ethical violations of student labor in research projects, there are two that are of particular concern to social movements researchers: use of volunteer labor without clear academic or professional benefits, and failure to ensure the safety of student researchers. The first of these ethical violations is especially common in social movements research because of the emergent nature of protests: new rounds of protests begin and researchers seek to rapidly collect data on a tight timeframe, making grant funding to pay student researchers challenging. The second situation emerges when faculty researchers do not consider the ways students' race, gender identity, or other characteristics, or the nature of the protests themselves might create potential risks for students.

In this paper, I propose using the Belmont Report principles to create guidelines for ethical treatment of student researchers. While these principles were developed for the purposes of protecting research participants, the principles of respect for persons, beneficence, and justice help us to clarify the risks and benefits for student researchers, to find ways to maximize the benefits of student research participation, and to understand and address the inequalities that plague graduate student training.

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Methodological Advances in Research on Social Movements, Conflict, and Change
Type: Book
ISBN: 978-1-80117-887-7

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Book part
Publication date: 11 May 2017

Golo Henseke and Francis Green

Utilizing work task data drawn from the OECD’s Survey of Adult Skills of 2011–2012 and 2014–2015, we derive a new skills-based indicator of graduate jobs, termed ISCO(HE)2008, for…

Abstract

Utilizing work task data drawn from the OECD’s Survey of Adult Skills of 2011–2012 and 2014–2015, we derive a new skills-based indicator of graduate jobs, termed ISCO(HE)2008, for 31 countries. The indicator generates a plausible distribution of graduate occupations and explains graduates’ wages and job satisfaction better than hitherto existing indicators. Unlike with the traditional classifier, several jobs in major group 3 “Technicians and Associate Professionals” require higher education in many countries. Altogether, almost a third of labor is deployed in graduate jobs in the 31 countries, but with large cross-national differences. Industry and establishment-size composition can account for some of the variation. In addition, two indicators of the relative quality of the higher education system also contribute to the variation in the prevalence of graduate jobs across countries.

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Skill Mismatch in Labor Markets
Type: Book
ISBN: 978-1-78714-377-7

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