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Socialization of graduate and professional students in higher education

a perilous passage?
  • 118 Pages
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  • English

John Wiley & Sons, Inc., Prepared and published by Jossey-Bass in cooperation with ERIC Clearinghouse on Higher Education, Association for the Study of Higher Education, Graduate School of Education and Human Development, The George Washington University , New York, N.Y, San Francisco, CA
Professional socialization -- United States, Socialization -- United States, Education, Higher -- United States, Professions -- United S
About the Edition

Examines current challenges in graduate education, including diversity of students, peer culture, distance education, and modification of professional involvement through mentoring programs between faculty and students

StatementJohn C. Weidman, Darla J. Twale, Elizabeth Leahy Stein
SeriesASHE-ERIC higher education report -- v. 28, no. 3, ASHE-ERIC higher education report -- vol. 28, no. 3
ContributionsWeidman, John C, Twale, Darla J, Stein, Elizabeth Leahy, ERIC Clearinghouse on Higher Education
The Physical Object
Paginationxiii, 118 p. :
ID Numbers
Open LibraryOL18122346M
ISBN 100787958360

: Socialization of Graduate and Professional Students in Higher Education: ASHE-ERIC Higher Education Research Report (J-B ASHE Higher Education Report Series (AEHE)) (): Weidman, John C.: BooksCited by: Socialization of Graduate Socialization of graduate and professional students in higher education book Professional Students in Higher Education, a Perilous Passage.

The Journal of Higher Education: Vol. 74, No. 6, pp. Socialization of Graduate and Professional Students in Higher Education, a Perilous Passage. Weidman addresses both curricular and dispositional aspects of the graduate and professional students' experiences in higher education as well as processes through which individual students are socialized.

This report on the process of graduate and professional student socialization provides information that can be of use to graduate program faculty and administrators, professional associations. Addresses both curricular and dispositional aspects of the graduate and professional students' experiences in higher education as well as processes through which individual students are socialized.

This chapter treats the notion of “college impact” under the broad concept of socialization, relying on the classic definition by Brim (): “the process by which persons acquire the knowledge. A discussion of the institutional mechanisms and individual processes through which graduate students are socialized to the norms of professional practice in educational administration are presented in this paper, which builds a conceptual framework that draws from research on adult socialization, the socialization and career patterns of school administrators, and from analyses of graduate and professional student socialization.

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Socialization of graduate and professional students in higher education [microform]: a perilous passage?.

/ John C. Weidman, Darla J. Twale, Elizabeth Leahy Stein ; prepared and published by Jossey-Bass ; in cooperation with ERIC Clearinghouse on Higher Education, the George Washington University, Association for the Study of Higher Education.

Graduate School of Education and Human Development. and Association for the Study of Higher Education. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage. [microform]: ASHE-ERIC Higher Education Report, Vol Number 3. Socialization of Students in Higher Education: Organizational Perspectives In their recently published book reviewing research that appeared during the s.

This report on the process of graduate and professional student socialization provides information that can be of use to graduate program faculty and administrators, professional associations, state legislatures, and professional licensing bodies charged with assuring clients that well qualified professional practitioners are being prepared in the nation's universities.

A monograph by Weidman, Twale and Stein, 'Socialization of Graduate and Professional Students in Higher Education,' is the most recent report on the process of graduate student socialization 1 Irvine Fellows and Graduate Student Socialization: Exemplary Practices by Dean Campbell and William G. Reviews three books on higher education.

"Leaving the Ivory Tower," by Barbara E.

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Lovitts; "Socialization of Graduate and Professional Students in Higher Education, A Perilous Passage?," by John C. Weidman, Darla J. Twale, and Elizabeth Leahy Stein; "The Graduate Grind," by Patricia Hinchey and Isabel Kimmel.

Articulation within Nursing Education 19 Professional Socialization in Nursing Education 21 Socialization theory 23 Research in the professional socialization process of nursing students 29 Summary 34 CHAPTER 3.

METHOLOGY 36 Research Design 36 Population and Sample 36 Research Instrument 39 Data Collection 44 Data Analysis 47 CHAPTER 4. The COVID pandemic has looming negative impacts on mental health of undergraduate and graduate students at research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30, undergraduate students graduate and professional students conducted in May-July at nine public research universities.

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have focused on the effects of graduate student involvement in the higher education setting. Graduate student involvement, whether in local graduate student organizations or in nationally affiliated professional associations, holds many benefits for graduate students, including socialization to the academic profession (Gardner, ).

The growing interest in sustainable development in all sectors of the economy has fostered a noteworthy shift toward responsible management education (RME). This emerging view underscores that business schools provide students with more than just managerial knowledge as they also develop students toward responsible management.

Based on socialization theory, we show. Abstract Using the framework for graduate and professional student socialization developed by Weidman, Twale, and Stein (), this study addresses socialization of doctoral students to the academic norms of research and scholarship.

Student Engagement in Higher Education fills a longstanding void in the higher education and student affairs literature. In the fully revised and updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success.

The results of this study indicated that current graduate adult education programs seem to be less focused on professional socialization and mentoring due in part to distance education delivery formats and changes in program structure.

Graduate education has been one of the hallmarks of American higher education. Professional Socialization of Graduate Students: A give-and-take process. Orpha Kemunto Ongiti1 Abstract Professional socialization of graduate students is a give-and-take process due to its complexity and dynamism.

This paper, which falls under organizational disciplines, content, departmental cultures) in higher education. socialization of doctoral students is therefore of central importance to the doctoral education experience.

As Tierney () observed, the process can either perpetuate or reform problematic cultural norms in higher education. However, doctoral students often progress through degree programs without any focused or systematic. Over 4, undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey.

Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. The posting below looks at four desired outcomes of graduate education for students aspiring to faculty careers.

It is from Chapter 1, Doctoral Student Socialization for Teaching Roles, by Melissa McDaniels, in the book, ON BECOMING A SCHOLAR: Socialization and Development in Doctoral Education, edited by Susan K. Gardner and Pilar Mendoza.

Weidman, Twale, and Stein’s () socialization model of graduate and professional students in higher education proposes knowledge acquisition, investment, and involvement as the core elements that lead to professional identity and commitment.

Bucher and Stelling () examined the process of preparing new professionals for roles. "The clearly articulated purpose of this book, edited by Drs.

Susan Gardner and Pilar Mendoza, is to expand and critique the existing models of doctoral education while providing alternative views of the student socialization process, especially in the developmental processes s: 3.

John notes that his mentoring of doctoral students evolved over time and informed his development of the model of graduate and professional student socialization (Weidman, et al., ), followed by the expanded research resulting from it. Both John and Darla supervised and mentored based upon their perspectives as white male and white female.

Professional socialization, graduate students, graduate education, student affairs, new professionals. Introduction. Despite scholars’ best efforts to understand the dynamics of professional socialization in student affairs, the field continues to have a high attrition rate (Evans, ; Frank, ; Lorden, ).

Lelisa Bera is a student at the University of California, Berkeley majoring in psychology. On campus, he works as a dining student lead, and volunteers at North Berkeley Senior Center.

He enjoys reading in his free time, and is an active Pearson Student Insider. To. Socialization model Weidman, Twale & Stein () undertook a comprehensive review of graduate and professional socialization in higher education for the Office of Educational Research & Improvement within the U.S.

Department of Education. In addition, Weidman has researched and published in the socialization field for over a decade. Weidman, Twa le, and Stein’s () socialization model of graduate and professional students in higher education proposes knowledge acquisition, investment, and involvement as the core elements that lead to professional identity and commitment.

Bucher and Stelling () examined the process of preparing new professionals for roles. The Socialization Process in Three Parts. Socialization involves both social structure and interpersonal relations. It contains three key parts: context, content and process, and results.

Context, perhaps, defines socialization the most, as it refers to culture, language, social structures and one’s rank within them. It also includes history and the roles people and institutions played in.- Socialization in health professions (19): This scale deals with the attitude transformations that occurred in dentistry students during different professional formation phases, and was adapted for Nursing students by the study authors.

The respondents assessed the importance of 15 different traits of nursing practice on a five-point scale.