This qualitative study is an exploration of transformation theory, the
Western tradition, and a critical evaluation of a graduate studies class at
a university. It is an exploration of assumptions that are embedded in
experience, that influence the experience and provide meaning about
An attempt has been made to identify assumptions that are
embedded in Western experience and connect them with assumptions
that shape the graduate class experience. The focus is on assumptions
that facilitate and impede large group discussions. Jungian psychology of
personality type and archetype and developmental psychology is used to
analyze the group experience.
The pragmatic problem solving model, developed by Knoop, is
used to guide thinking about the Western tradition. It is used to guide the
analysis, synthesis and writing of the experience of the graduate studies
A search through Western history, philosophy. and science revealed
assumptions about the nature of truth, reality, and the self. Assumptions
embedded in Western thinking about the subject-object relationship, unity
and diversity are made explicit. An attempt is made to identify Western
tradition assumptions underlying transformation theory.
The critical evaluation of the graduate studies class experience
focuses upon issues associated with group process...
Historically, graduate students from overseas countries have figured prominently in the life of the ANU. For example, overseas PhD students have contributed substantially to the research output of some Research Schools right from their inception. In 1990 there were 426 overseas graduate students enrolled at the ANU, approximately equal to the number of overseas undergraduates (435). Prior to 1986 almost all overseas students who came to Australia were either fully or partly subsidised by the Government. From 1986, Universities were permitted to offer places to overseas students at full cost, with the Government setting minimum course fees for full-fee paying overseas students. Nationally, total student arrivals doubled between 1986 and 1989. The subsidised-student scheme was formally discontinued after the 1989 intake. All commencing overseas students are now full-fee paying, the fees being paid either privately, by an Australian Government scholarship, or by some other sponsoring agency.; no
International graduate students enrolled in coursework degrees are under enormous pressure from the moment they come on course. They usually have only 1-2 years to complete their courses. There is greater pressure on their language skills in the context of reading and writing. They often have gaps in their knowledge and the higher levels of theoretical, philosophical or methodological content in their readings can be particularly difficult for them. There are also other pressures. Time constraints do not permit the more leisurely acquisition of new learning strategies allowed research students. This paper discusses the particular difficulties encountered by coursework students and their urgent need of help. It also examines the different contexts in which they can be helped and proposes methods for assisting them in those contexts.; no
This paper discusses what I consider to be the major issues currently confronting the ANU in postgraduate education. The exercise was undertaken initially to help me sort out my own thinking. The paper is distributed in the hope that it might be similarly helpful to others and that it might help focus discussion within the University of future directions in graduate education. In general no attempt is made to provide detailed prescriptions by which the issues raised should be addressed.; no
Since 1991, all newly enrolling graduate students have been invited to complete a simple questionnaire indicating what factors they considered significant in their decision to come to the ANU to do graduate study. The purpose is to obtain a continuous evaluation of various recruiting procedures. It is recognised that a survey of this type has limitations. For example, it gives no indication of why students choose not to come to the ANU. However, it does indicate the factors that were influential for students who did come. Results obtained for 1992 and 1993 were presented in Graduate School Occasional Paper 94/3. The present report gives results for 1996. The questionnaire used in 1996 is reproduced in Figure 1. Responses were received from 791 students (21 Graduate Certificate, 247 Graduate Diploma, 161 Master (coursework), 32 Master (Research) and 307 PhD). Of these, 278 were from international ("overseas") students, ie 35%, as compared to international student enrolments at about 27% of all students. The results, itemised for Australian/International and male/female, are presented in Tables 1-6. In Table 7 the results are shown as percentages for selected factors. Overall, the results are broadly similar to those of previous years.; no
The Graduate School Committee on Overseas Students, at a meeting on 15 June 1993, requested that the Study Skills Centre co-ordinate the drafting of a discussion paper outlining issues relating to the English language needs and other academic support requirements of overseas students in the Graduate School. The first section of this paper presents data relating to the growth and distribution of overseas graduate students at ANU over the past decade, including changes in countries of origin and in enrolments in research and coursework degrees. The second section outlines some of the issues relating to levels of English language competence and to the commitment of the University to providing an appropriate educational response to the special needs of these students. The next section discusses the strengths and weaknesses of possible measures to meet the needs of these students. A final summary of issues and recommendations is provided.; no
The literature has provided a necessary corrective to any notion that generic skills can be taught in ignorance of disciplinary-specific practices, but this does not mean that integration is the best way to proceed in all situations. In graduate studies, the writing culture is far more complex than in undergraduate work. It is difficult to see that there is a disciplinary discourse when graduate students have to produce different discourses in their disciplines. Discourse practices are as variable as the writing culture is complex, any definition of which needs to be multilayered not single, inclusive rather than exclusive. At the same time, teaching practices and approaches to teaching discourses are governed by the ‘interests’ of language and learning staff, which are conditioned by various factors discussed in the paper. As these conditions constrain and open up possibilities for teaching, it is inevitable that teaching practices and approaches remain variable. One practice discussed in detail in this paper is the dialogic development of discourse skills. While the practice is not suited to all situations of teaching, it is particularly useful in helping research students gain control of text construction in a way that increases their understanding of the constructedness of all academic texts...
The Graduate Teaching Program at the ANU, now nearing the end of its second semester of operation, is off to a fine start. Given the relatively short time it has existed and the many different needs it aims to satisfy, it appears to have already achieved significant success. In particular, its emphasis on "practical" rather than merely theoretical approaches to teaching, its insistence on enrolling graduate students concurrently teaching undergraduates, and the pedagogic skills of the Program Co-ordinator, John Clanchy, constitute essential strengths. I enthusiastically support the aims of the program, and admire what has been accomplished so far.; no
Maslach, George J. (Chairman, Navy Graduate Education Program / Provost, University of California); Burgess, Fred J. (Dean, School of Engineering, Oregon State University); Duffy, Robert A. (Brigadier General, USAF (Ret) / President, Draper Laboratory, Ca
Fonte: Escola de Pós-Graduação NavalPublicador: Escola de Pós-Graduação Naval
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The report prepared by an external committee responds to a charge from the Secretary of the Navy to "study graduate education programs" as given at the Naval Postgraduate School (NPS) and at civilian institutions. Recommendations are given with respect to (1) retaining of curricula at NPS, (2) retaining of curricula at civilian institutions, (3) terminating, transferring, or combining of curricula, (4) developing continuing and non-traditional education programs, and (5) using an incremental cost analysis to determine location of curricula offerings.
Faculty of the Naval Postgraduate School Graduate School of Business and Public Policy
Fonte: Office of the Associate Provost and Dean of Research, Naval Postgraduate School.Publicador: Office of the Associate Provost and Dean of Research, Naval Postgraduate School.
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The views expressed in this report are those of the authors and do not reflect the official policy or position of the
Department of Defense or U.S. Government.; This report contains project summaries of the research projects in the Graduate School of Business and Public Policy. A list of recent publications is also
included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports.
Thesis abstracts of students advised by faculty in the Department are also included.
The Council of the ANU resolved in May 1988 to establish a Graduate School. On 11 May 1990 I was appointed as the first Dean of the Graduate School, for a period of 3 years in the first instance. Although from time to time I have talked about the Graduate School to various groups within the University, this is the first general report. It describes the processes leading to the establishment of the Graduate School, reports on the School's development and current operation, including centrally based initiatives and the Graduate Program system, and briefly considers some future possibilities for graduate education at the ANU. Many parts of this report are inevitably concerned with my own involvement and perspectives. Such parts are written in the first person; to do otherwise would be highly artificial. Unless indicated otherwise, all ANU statistics are extracted from official publications.; no
November '96 marks the end of the two-year pilot stage of the Graduate Teaching Program(GTP). Four programs have now been trialled, each lasting a semester and each involving significant variation and experimentation in content and methods. As of November 1996, ninety ANU PhD student tutors and demonstrators have successfully completed a semester-long program of concurrent teaching and training, 56 of them Faculties-based scholars, 34 from the IAS (three of these CSIRO). All Faculties and all Research Schools and Centres have now participated in the scheme, and virtually every teaching Department (including the MBA Program) has had at least one tutor or demonstrator undertake the program. The two-year pilot scheme had three basic objectives: i. to test the level of demand among students and of support among staff for the introduction of a program of teaching support for graduate students; ii. to determine the kinds and level of support (the human and other resources) needed to mount an ongoing program of high quality; and iii. to explore different ways of designing and mounting such a program, with the eventual aim of settling on a model that best fitted ANU conditions.; no
Graduate study in political science is fascinating. However, it is a means to an end. During the period at which you are at ANU, you have the opportunity to develop your understanding of political science. I would like to suggest that you might also view this as a period of self-creation: as a period in which you develop yourselves, in interaction with the material that you are studying and your colleagues. But do not forget that, in the end, what you are developing is also a commodity which has to be brought to market. You don't get tenure for being a student. Rather, you will need, at the end of the day, to offer yourself to employers, whether in the university sector or elsewhere. This paper sets out some suggestions as to how you might set about this task, with integrity. You may view this either as a process in which you are engaged in self-development, or as one in which you acquire the ability to play a variety of roles or to wear a variety of masks, so that - when it matters, and if you so wish - you will be able to do what is required of you. I should at once make two points. First, what follows is an overview of various suggestions as to things that graduate students might do, rather than a check-list of everything that they need to do. I cannot imagine anyone doing all that I am suggesting; and there is a risk that if they tried to do so...
In response to a proposal from the Dean of the Graduate School the Vice-Chancellor in June 1996 provided an allocation from the University's Strategic Initiatives Fund for a Review of Graduate Coursework Degrees. In September the Dean proposed the following terms of reference: To review graduate coursework degrees and diplomas within the ANU and comparator universities, in particular: 1. To identify examples of good practice. 2. To determine the extent of undergraduate content in such awards, and to assess the desirability or otherwise of such content. 3. To report on the extent to which graduate coursework is targeted to particular professional groups. 4. To recommend areas in which the ANU should develop new courses, particularly having regard to the implications of the recent federal budget. 5. To consider how the ANU's offerings might be rationalised, eg by reducing the proliferation of named awards. 6. To consider ways in which the ANU's graduate coursework offerings might be made more attractive to international students. The Graduate Degrees Committee, at its meeting of 5 December 1996, referred to the Review an additional term of reference: 7. To examine explicitly the relationship of graduate diplomas to honours degrees and to the possible introduction of professional Master degrees as outlined in Professor Poole's memorandum of 25 November 1996 on re-naming of graduate diplomas.; no
The purpose of this qualitative study was to explore the full-time graduate students'
perceptions of teacher effectiveness at the graduate school level, to identify how graduate
students perceive effective and ineffective teachers, and specifically to discover the main
dimensions of teacher effectiveness that graduate students perceive as most significant.
This topic was investigated because, although the teacher has been deemed as a crucial
component in the teaching process, there is no common agreement on the definition and
measure of teacher effectiveness. Graduate students' perceptions of teacher effectiveness
have not been given much attention. The research design was based on a ground theory
approach. It utilized qualitative data through interviews, field notes, andjournals. The
findings ofthis study revealed that teacher effectiveness is markedly influential to
graduate students. There is no universally consented definition or measure of teacher
effectiveness due to the multidimensionality of teaching and learning. Nevertheless,
several major dimensions ofteacher effectiveness were discovered and highlighted in this
study. Such dimensions include good command of subject matter, presentation skills,
challenging and motivating students...
This qualitative study explores 8 gifted adults' perceptions of their own giftedness
and how those perceptions influenced their pursuit of graduate education as revealed by
retrospective interviews. This study serves to inform the existing literature surrounding
giftedness especially as it relates to gifted individuals across the lifespan and their
experiences and perceptions of education at all levels. This study also provides insight
into the emotional impact being labeled gifted has on an individual's self-concept and
academic identity. The major themes that emerged using the interpretive
phenomenological analysis method (Smith & Osborn, 2003) were discussed under five
main headings: Evolution of Giftedness, Success and Failure, Expectations, Effort, and
Doubt and Proof. An adaptation of the listening guide method (Gilligan, Spencer,
Weinberg, & Bertsch, 2003) was used to provide a unique and personal perspective of the
phenomenon of giftedness and revealed the feelings behind the themes that emerged in
the interpretive phenomenological analysis method. Specifically; this study illuminates
the lack of evolution that an individual's understanding and perception of giftedness
undergoes across the lifespan, and the impact such a static and school-bound
understanding has on gifted adults' self-concept. It also reveals the influence that gifted
individuals' innate need to achieve has on their academic aspirations and their
perceptions of themselves as gifted. Furthermore...