A Bridging Approach to Boost Doctoral Enrollment in a HBCU: An Exploratory Qualitative Study

Autor/inn/en	Birore, Charles M. S.; Wu, Liyun
Titel	A Bridging Approach to Boost Doctoral Enrollment in a HBCU: An Exploratory Qualitative Study
Quelle	In: Higher Education Studies, 7 (2017) 4, S.88-95 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Doctoral Programs; Declining Enrollment; Enrollment Management; Social Work; Sustainability; Focus Groups; Interviews; Student Surveys; Student Attitudes; Teacher Shortage; Student Educational Objectives; Masters Programs; School Holding Power; Change Strategies; Black Colleges; Qualitative Research + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Soziale Arbeit; Nachhaltigkeit; Interviewing; Interviewtechnik; Schülerbefragung; Schülerverhalten; Lehrermangel; Magister course; Magisterstudiengang; Lösungsstrategie; Qualitative Forschung
Abstract	A declining enrollment in doctoral social work programs not only affects the sustainability of the programs, but also impacts the knowledge-based economy in the long run. The shortage of doctoral-prepared faculty, interwoven with the current national shortage of social workers, will limit effective service delivery, and generation of knowledge base for direct practice and policy advocates. Little is known about the barriers and strategies in Historically Black Colleges and Universities (HBCU). Two focus groups with in-depth interviews were conducted among Master of Social Work (MSW) students at a four-year public university. The study resulted in a wide range of identifiable strategies to boost the doctoral enrollment in the social work program, including more summer courses, more online courses, more flexible class time, higher integration of technology in the classroom and better curriculum structure. Findings suggest that non-traditional becomes the new traditional. With the advancement in smartphone and wireless technology, the University can reposition the program, seek for ways to serve the new traditional student population, and improve the infrastructure to accommodate students' digital needs. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01