Accordingly, the first subjective indicator is program culture. Similarly, we believe having a supportive and warm culture in graduate school is important in creating a superior professional development experience. First, there has been a wide range of research supporting the importance of culture in educational success (Pritchard, Morrow, & Marshall, 2005 Tichnor-Wagner, Harrison, & Cohen-Vogel, 2016) as well as business success (Sirota, Mischkind, & Meltzer, 2008 Xenikou & Simosi, 2006). We took this as a call to further develop subjective criteria to rank master’s level programs and decided on three main indicators of program quality that would be evaluated by each program’s current students. A major goal of this effort was to identify more comprehensive ways of ranking programs using the criteria that would be important to prospective students. Our project was prompted by a call for proposal by SIOP (Salter, Allen, Gabriel, Sowinski, & Naidoo, 2016). This project attempts to remedy past neglect and provides rankings of master’s level I-O graduate programs using subjective ratings provided by students and alumni (a companion report in this issue, Vodanovich, Morganson, & Kass, provides a ranking of master’s degree programs based on objective criteria). An example of this kind of program evaluation is Kraiger and Abalos (2004), but it has been more than a decade since the publication of their results, and an update is long overdue. Especially for master’s level graduate programs, subjective program experience may be an important consideration for prospective students when evaluating the desirability of a graduate program. However, the vast majority of these have examined doctoral-level programs and have used research productivity as the main criteria (e.g., Beiler, Zimmerman, Doerr, & Clark, 2014 Gibby, Reeve, Grauer, Mohr, & Zickar, 2002 Oliver, Blair, Gorman, & Woehr, 2005 Payne, Succa, Maxey, & Bolton, 2001 Winter, Healy, & Svyantek, 1995). Consequently, there have been many attempts at ranking graduate programs. There is little dispute that reputation is a factor in a prospective student’s decision to apply to a specific graduate program in industrial-organizational (I-O) psychology. Correspondence concerning this paper should be addressed to Yalcin Acikgoz, Department of Psychology, Appalachian State University, Box 32109, 222 Joyce Lawrence Ln., Boone, NC (28608). Remaining authors are listed based on alphabetical order. Ryan Olsen, and Amanda Ross Appalachian State UniversityĪuthor Note: First three authors are listed based on contribution. The university is a nondenominational Christian institution, and, as such, encourages spiritual education, too./ Categories: 554 The Cream of the Crop: Student and Alumni Perceptions of I-O Psychology Master's Degree Program Quality Yalcin Acikgoz, Timothy J. The GCU ’Lopes (Antelopes) are Division II teams that compete in a variety of conferences including the Rocky Mountain Athletic Conference (RMAC) and the Pacific West Conference (PacWest). Grand Canyon University also grants a variety of master’s degrees and has a College of Nursing. Biology majors, for example, can complete their degrees with an emphasis in Pre-Medicine, Pre-Pharmacy, or Pre-Physician Assistant art design majors can choose to emphasize in animation, screenwriting, web design, or production. Many of its undergraduate degree tracks are broad but allow students to complete an emphasis in a certain area. The private university grants undergraduate degrees through six colleges, including the Ken Blanchard College of Business and the College of Fine Arts and Production. Its tuition and fees are $17,800.ĭespite its name, Grand Canyon University, based in Phoenix, is about four hours away from the tourist destination. Grand Canyon University's ranking in the 2024 edition of Best Colleges is National Universities, #394-435. It utilizes a semester-based academic calendar. Grand Canyon University is a proprietary institution that was founded in 1949.
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