A Glance at Doctoral Preparation through Websites: How Do Education Policy Studies Programs Advertise Opportunities for Students to Engage with the Policymaking Process?

Autor/in	Long-Genovese, Stacey
Titel	A Glance at Doctoral Preparation through Websites: How Do Education Policy Studies Programs Advertise Opportunities for Students to Engage with the Policymaking Process?
Quelle	(2014), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-9257-8
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Web Sites; Educational Policy; College Choice; Advertising; Printed Materials; Program Descriptions; Research Methodology; Policy Formation; Educational Opportunities; Apprenticeships; Research and Development Centers; Training; Career Education; Doctoral Programs; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Web-Design; Politics of education; Bildungspolitik; Studienortwahl; Werbung; Research method; Forschungsmethode; Politische Betätigung; Bildungsangebot; Bildungschance; Apprenticeship; Lehre; Forschungszentrum; Ausbildung; Arbeitslehre; Doktorandenprogramm
Abstract	Every year, potential graduate students hunt through websites and promotional materials searching for the perfect program to fit their needs. The search requires time and patience, especially for those future scholars who seek a doctoral program in Education Policy Studies (EPS) with a focus on interacting with the policymaking process. The primary objective of this project was to explore the promotional materials of EPS doctoral programs in order to better understand how these programs promote formalized training for students to engage with education policy and the policymaking process. I selected the top 10 EPS programs in the nation along with my own institution (Arizona State University) as the sample for this study. By reviewing their websites, I found that programs provide a comparable training description for similar careers as well as upholding similar goals in the subfield of EPS. Ultimately, the program materials revealed that while these programs advertise significant formalized training in research methods and scholarly pursuits, opportunities to actively engage with policymaking were missing from the materials. Instead, it is more likely that such opportunities occur in informal settings such as apprenticeships and working at research centers. This study provides a detailed discussion of how programs promote training opportunities to students, the types of careers that programs claim to prepare students for, and the important role that faculty projects and additional resources play in the student experience related to engagement with policy and the policymaking process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01