Doctoral Programs (doctoral + program)

Distribution by Scientific Domains


Selected Abstracts


TEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMS

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006
John J. Lawless
The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source]


The Doctoral Education of Professional Marriage and Family Therapists

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 3 2010
Robert E. Lee
The professional practice of marriage and family therapy (MFT) scholarship is regulated at the master's level in the United States. Consequently, contemporary curricular issues have largely been focused on what is to be achieved within the master's degree, with an emphasis on clinical practice. We consider here what value may and should be added through the doctoral degree in marriage and family therapy. Doctoral programs are the developmental stage wherein we should seek to transmit the specialized knowledge and skills germane to MFT scholarship and practice in diverse settings, e.g., clinical and research intensive university, family law, health care, child development and education, child welfare, juvenile justice, faith based, and business. However, underlying this specialty education are three transcendental goals: sophistication of family systems scholarship, socialization into the profession of MFT, and cultivation of professional maturity. [source]


SURVIVE THEN THRIVE: DETERMINANTS OF SUCCESS IN THE ECONOMICS PH.D. PROGRAM

ECONOMIC INQUIRY, Issue 4 2007
WAYNE A. GROVE
This study investigates the completion of the Ph.D. in economics. We use ex ante information, based upon reviewing individual applications from former doctoral students. Students need different skills to succeed at each distinct stage of the doctoral program. Significant determinants for passing the comprehensive exams include Graduate Record Exam (GRE) verbal and quantitative scores, a Masters degree, and prior focus on economics. By contrast, research motivation and math preparation play significant roles in completing the dissertation. GRE scores become insignificant for completion in the generalized ordered logit estimates, which emphasize the sequential nature of the Economics Ph.D. program. (JEL I210) [source]


Merton as Harvard sociologist: Engagement, thematic continuities, and institutional linkages

JOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 1 2010
Lawrence T. Nichols
In this paper I explore the significance of the initial decade of Robert K. Merton's graduate and professional career, from 1931, when he entered the new doctoral program in sociology at Harvard, until 1939, when he joined the Department of Sociology at Tulane University as an associate professor and acting chairperson. Drawing on archival sources, as well as the professional literature, I examine how Merton engaged the exceptionally rich, interdisciplinary context of Harvard in the 1930s, including both interpersonal networks and diverse intellectual perspectives. In particular, I identify connections between Merton's early writing, "oral publications" and teaching, and three locally developed and dominant paradigms of sociology. Following an assessment of the influence of Merton's works published from 1934 to 1939, I trace continuities between Merton's achievements at Harvard and his subsequent teaching and research at Tulane and Columbia. I conclude that a fuller appreciation of Merton's "less noticed" decade in Cambridge is indispensable for understanding his overall career, and that it clarifies linkages across sociological work at three universities in the mid-twentieth century. © 2010 Wiley Periodicals, Inc. [source]


Interprofessional collaboration: Implications for Combined-Integrated doctoral training in professional psychology

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2004
Carolyn E. Johnson
Interprofessional collaboration (IPC) is becoming "best practice" in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source]


General practice, primary care, and health service psychology: Concepts, competencies, and the Combined-Integrated model

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2004
Timothy J. Schulte
The profession of psychology is being impacted profoundly by broader changes within the national system of health care, as mental and behavioral health services are being recognized as essential components of a comprehensive, preventive, and cost-efficient primary care system. To fully define and embrace this role, the discipline of professional psychology must develop a shared disciplinary identity of health service psychology and a generalized competency-based model for doctoral education and training. This very framework has been adopted by Combined-Integrated (C-I) doctoral programs in professional psychology, which train across the practice areas (clinical, counseling, and school psychology) to provide a general and integrative foundation for their students. Because C-I programs produce general practitioners who are competent to function within a variety of health service settings, this innovative training approach has great potential to educate and train psychologists for a changing health care marketplace. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source]


A national survey of trainee impairment in clinical, counseling, and school psychology doctoral programs and internships

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 1 2004
Steven K. Huprich
The purpose of this study was to assess the frequency, type, and management of trainee impairment at a national level across doctoral programs in clinical, counseling, and school psychology and predoctoral internships. A total of 199 surveys were completed, returned, and usable. In general, doctoral programs reported a greater frequency of trainee impairment than internships. However, a greater percentage of internships had a policy and program in place for managing impairments than did doctoral programs. These findings are compared with past studies and reviews of this issue. In light of these findings, specific implications for training programs are discussed, with the recommendation that training programs address more attention to the assessment and management of such problems. © 2003 Wiley Periodicals, Inc. J Clin Psychol. [source]


The Present and Future of MFT Doctoral Education in Research-Focused Universities

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 3 2010
Douglas H. Sprenkle
Doctoral education is greatly impacted by context, and the large majority of marital and family therapy (MFT) doctoral programs are PhD programs in research-focused universities. I believe their primary mission is to equip students to become scientist,practitioners and do original research that will advance the science of the discipline, whereas the mission of the typical master's program is to produce strong practitioners who are research informed. It is the emphasis on the scientific method, not the content specialty area, that should be the hallmark of PhD programs in research-focused contexts. I describe metrics for success that include not only research productivity but also the development of a supportive, open, flexible, and generous program culture. The research mission of these programs has been only modestly helped by the Commission on Accreditation for Marriage and Family Therapy Education process and the programs are largely not doing the programmatic intervention research that the field needs. As the universities that house these programs are also "raising the bar," the long-term viability of the programs themselves will likely hinge on success in this arena. [source]


TEXTUAL REPRESENTATION OF DIVERSITY IN COAMFTE ACCREDITED DOCTORAL PROGRAMS

JOURNAL OF MARITAL AND FAMILY THERAPY, Issue 1 2006
John J. Lawless
The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and suggestions are discussed. [source]


Changes in Nursing Education in the European Union

JOURNAL OF NURSING SCHOLARSHIP, Issue 2 2006
Adelaida Zabalegui
Purpose: To provide an overview of changes in nursing education in the European Union (EU) within the framework of the Bologna Declaration, signed in 1999 by the European ministers of education, and to describe specific efforts and changes in Spain. Organizing Constructs: (a) the Bologna Declaration process, its recent reforms in all disciplines including nursing, and perspectives on future developments; (b) the Tuning Project, designed and carried out by a group of European universities to meet the challenges posed by the Bologna Declaration; and (c) efforts in a group of Spanish universities to promote higher education in nursing. Findings and Conclusions: These changes promote enhanced academic recognition, professionalism in nursing education, and graduates' competencies in practice in most European countries by specifying the undergraduate nursing degree as the minimal entrance level for practice and master's and doctoral programs for further career development. [source]


Role of Universities in Leadership Development

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 123 2003
Betty Duvall
University doctoral programs play a significant role in preparing community college leaders. Criteria of successful programs are discussed, along with how they should relate to community college professionals entering the program. [source]


The role of doctoral programs in preparing faculty for multiple roles in the academy

NEW DIRECTIONS FOR HIGHER EDUCATION, Issue 124 2003
Bruce W. Speck
The transition from faculty to administration roles, as well as full-orbed faculty positions, would be smoother if doctoral programs were expanded to include a focus on collegiality and service. [source]


Routes to Scholarly Success in Public Administration: Is There a Right Path?

PUBLIC ADMINISTRATION REVIEW, Issue 1 2004
Larry Schroeder
The Successful Scholars Project examined the determinants of successful public administration scholars. We surveyed the top 89 public administration scholars alive today (nominated by leaders of five national organizations) and asked them to rank a set of characteristics and behaviors that may have helped them achieve their success. We then analyzed the curricula vitae of 63 of the scholars. This article reports our study's findings and the recommendations of our successful scholars. Scholars heralded good methodological training and quality mentoring as significant. For research, choosing important, cutting-edge issues to write about, not following fads, being oneself, and publishing quality works were touted as important. Presenting research at national conferences also was highly recommended (while chairing committees and serving as discussants were not). Most scholars recommended steering away from administrative positions and university politics. We conclude with lessons for budding public administration scholars as well as lessons for designing public administration doctoral programs. [source]