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Master MSc

RESEARCH MASTER ININDIVIDUAL DIFFERENCESAND ASSESSMENT

6819 TIL] MASTER_Flyers_Voorzijde_27-08_DEF:Opmaak 1 26-10-15 07:07 Page 65

Information meeting• Research Master

Individual Differences and Assessment

• Tilburg University• November 10, 2016

Your hosts• Prof. Dr. Jaap Denissen

program director

• Evelien Dietvorststudent

?

Currently

Full professor, Tilburg UDept. of Developmental Psychology

Education

Master Clinical Nijmegen U, 2001PhD Berlin, 2005

Why Academia?

Do stuff you are actually interested inPrimacy of facts, arguments

Contact with bright and creative people

Why Individual Differences?

Focus on understanding normal people!Systematic and solid science

Upcoming and dynamic discipline

About Jaap

?

Currently

ReMA student Tilburg UniversityIndividual Differences and Assessment

Education

BSc Nursing, Avans Hogeschool, 2014BSc Psychology, Tilburg University, 2016

Why Academia?

More complete picture of all aspects of Psychiatry

Why Individual Differences?

Strong empirical underpinning of the curriculum

Emphasis on individual

About Evelien

Research Master advantages

• Two years, small group of highly motivated students• Higher student satisfaction

• teachers and supervision• internationality• fit to job market

50 Peaks in sight

grades for their BA thesis. Second, RMA alumni are more satisfied about research related aspects of their programme than MA alumni. Third, RMA graduates are more satisfied about the quality and availability of teaching staff and thesis supervisors. Fourth, RMA alumni have had more face-to-face instruction time, a higher workload, and higher study results. Fifth, in comparison with MA alumni, a high proportion of RMA alumni have a research oriented job 1.5 to 2 years after gradu-ation. Notably, more than half of all RMA alumni in our sample enrolled on a PhD programme. Sixth, and last, RMA graduates are more satisfied than MA graduates about the extent to which their study programme provided a good preparation for professional practice. Although the results are positive for both groups, the differences that we found between MA and RMA alumni are substantial.

Considered from the perspective of alumni, RMAs certainly seem to realise their aim of providing a thorough preparation for a career in research. However, the number of RMA gradu-ates is still small. In other words, RMAs do appear to increase the quality, but not so much the number of young researchers. Only through increasing the volume of their output (while maintaining the high quality standards), will RMAs fully attain their objectives.

5.7 ⁄ DiscussionIn an earlier study, we (NVAO, 2007) found that RMAs distinguish themselves from regular MA programmes in three respects: (a) a selection of students with above-average academic performances and ambitions, (b) a curriculum which is specifically focused on the acquisition of advanced research abilities, and (c) an academic context of unquestionably high quality that strives for excellence. NVAO’s (2011) Assessment frameworks for research master’s programmes state that “The intended learning outcomes enable a transition to trajectories which lead to a PhD, and to positions requiring research abilities and experience beyond the level that can be expected on the basis of the usual link with research within academic higher education”. Regular MA programmes often aim to prepare for a broad range of professions. In contrast, RMA programmes have a more specific focus: they aim to prepare for the profession of researcher within a certain scientific discipline.

The results of our survey are in line with these differences between MA and RMA programmes. First of all, the proportion of alumni reporting additional admission criteria is higher among the RMA alumni than among the MA alumni. Compared to MA alumni, RMA alumni have higher BA GPAs and higher

Table 5.7 ⁄ Differences in satisfaction with preparation for professional practice.

MA RMA

N M SD N M SD d

Preparation for professional practice 1,566 5.9 1.98 578 7.0 1.99 .53a

Without this master's programme, I would not have obtained this job. 1,412 3.3 1.54 530 3.9 1.38 .42a

In my current job, I can put my competencies into practice. 1,415 3.5 1.24 531 4.2 1.10 .58a

a p<.001 http://nvao.com/page/downloads/Rapport_Peaks_in_sight-Research_Master_Review_2011.pdf

Job prospects

NVAO Research Master Review 2011 49

5.4 ⁄ Instruction time, workload and study results

Respondents were asked to provide an estimate of the average amount of face-to-face instruction time and their total workload (including preparing for classes, following courses, taking exams, making assignments, etcetera) over the whole master’s programme (in hours per week). The results presented in Table 5.5 indicate that RMA programmes are more intensive than MA programmes. Compared to MA alumni, RMA alumni report a significantly higher amount of instruction time (over 3 hours per week more), and a significantly higher total workload (almost 7 hours per week more).

Respondents were also asked to indicate their grade point average for their master’s programme (MA GPA) and the grade they had been awarded for their master’s thesis. Table 5.5 indicates that RMA graduates have significantly higher MA GPAs and MA thesis grades than MA graduates. So the extra effort seems to pay off in higher study results.

5.3 ⁄ Satisfaction with teachers and thesis supervisors Respondents were also asked to rate the quality and availability of their teachers and thesis supervisors on a scale of 1 (lowest) to 10 (highest). Table 5.4 presents the differences in average ratings between MA and RMA alumni. Again, satisfaction appears to be highest among the RMA graduates.

Table 5.6 ⁄ Current employment of MA and RMA alumni.

5.5 ⁄ Current employment

Our results indicate a small difference in employment rate between MA and RMA alumni: the proportion of respondents in paid employment, 1.5 to 2 years after graduation, is a little higher for MA alumni (88%) than for RMA alumni (84%). However, large differences are found between MA and RMA alumni in the types of jobs in which they are employed.

Table 5.6 displays the numbers and proportions of MA and RMA graduates that are employed in either a non-research job, a research job, or a mixed job. The majority of MA alumni (65%) and a minority of RMA alumni (20%) report having a non-research job. In contrast, the majority of RMA alumni (73%) and a minority of MA alumni (19%) report having a research job. Only 5% of the MA alumni, but more than half of the RMA alumni in our sample have enrolled on a PhD programme.

5.6 ⁄ Satisfaction with preparation for professional practice

Respondents were asked to rate the extent to which their master’s programme prepared them for professional practice on a scale from 1 (lowest) to 10 (highest). They were also asked to indicate their agreement (on a 5-point scale, with 1=strongly disagree, and 5=strongly agree) with two state-ments: “Without this master's programme, I would not have obtained this job”; and “In my current job, I can put my competencies into practice”. Table 5.7 summarises the results. Compared to the MA graduates in our sample, the RMA graduates score significantly higher on all three items.

MA RMA Total

Non-research job 909 65% 105 20% 1,014 53% Research job 265 19% 388 73% 653 34% Mixed job 224 16% 35 7% 259 13%

Total 1,398 100% 528 100% 1,926 100%

http://nvao.com/page/downloads/Rapport_Peaks_in_sight-Research_Master_Review_2011.pdf

Really, really good!• Across all NL programs = 84%• Tilburg University = 94% (2011-2014)

MSc Res. MSc

MSc Res. MSc alumni

Types of jobs• Fundamental scientist

• Internal/external PhD student, postdoc

• Assistant/associate/full professor• Applied scientist

(possible after PhD or thereafter)• Data analyst• Policy advisor• Consultant• Journalism

Life of a PhD student

Types of jobs• Fundamental scientist

• Internal/external PhD student, postdoc

• Assistant/associate/full professor• Applied scientist

(possible after PhD or thereafter)• Data analyst• Policy advisor• Consultant• Journalism

Curriculum vitae (CV) seit 2008 selbständige Beraterin, Trainerin und Coach Kunden sind sowohl mittelständische Unternehmen wie Dax-Unternehmen und Non-Profit-Organisationen 2008 - 2010 Promotion als externe Doktorandin an der Humboldt-Universität zu Berlin zum Thema Resilienz parallel zur Promotion ehrenamtliche Mitarbeit bei www.Kinderprojekt-Arche.de in Berlin 2001 – 2008 Personalmanagerin bei der Sun Microsystems GmbH, München Leitung der Personalentwicklung für Deutschland, Schweiz und Süd-Ost-Europa Analyse des Weiterbildungsbedarfes und Entwick-lung des Weiterbildungsangebotes in den Ländern, Talent- und Performance-Management 1996 – 2000 Selbständige Beraterin im Netzwerk der „Dialog Consult GmbH“, Stuttgart

Trainings zur zielorientierten Führung, Mitarbeiter-gespräche, Teamentwicklungen, Coachings von Führungskräften und Mitarbeitern

1992 – 1996 Referentin für Personalbetreuung parallel dazu Projektleiterin für Personalentwicklung und Organisationsentwicklung im Rahmen eines 3-jährigen Reorganisationsprojektes Aus- und Weiterbildungen: Studium der Psychologie und Betriebswirtschaftleh-re in Konstanz, Mannheim und Cambridge. Promo-tion an der Humboldt-Universität zu Berlin. � „Train-the-Organisator-Ausbildung“, hso, Liech-

tenstein � „Train-the-Trainer-Ausbildung: Teamentwicklung

und Organisation“, hso, Liechtenstein � Ausbildung in „Klientenzentrierter

Gesprächsführung“, Impulse-Institut, Konstanz � Ausbildung in „Systemische und

körperorientierte Aspekte in der Beratungs- und Therapiearbeit“,

� Intensivausbildung „Systemischer Paar- und Familientherapeut“

Dr. Susanne Katja Zink Zur Person Diplom-Psychologin Dr. rer.nat. Beratungsschwerpunkte Qualifizierung zu den Themen stärkenorientierte Führung, erfolgreiches Arbeiten im Team, Trainings und Coachings zu Resilienz und Gesundheit. Portfolio Dr. Susanne Katja Zink ist nach Projektleitungs- und Füh-rungstätigkeit in nationalen und internationalen Unterneh-men heute mit Freude in der Entwicklung und Durchfüh-rung von Führungskräftetrainings, Kommunikationstrai-nings, Teamentwicklungen und Coachings tätig. Sie ver-fügt über mehr als zwanzig Jahre umfassende Kenntnisse und Erfahrungen im operativen sowie strategischen Hu-man Resources Management und Qualitätsmanagement: vierzehn Jahre davon in verschiedenen Leitungsfunktionen und der Begleitung von Prozessen zur Optimierung in der Personal- und Organisationsentwicklung.

Dialog HR CONSULTANTS GmbH Dr. Susanne Katja Zink Kiefernweg 9 70597 Stuttgart Fon: +49 (0)711-72207322 Fax: +49 (0)711-72207366 E-mail: dialog@dialog-hr.de

Curriculum vitae (CV) seit 2008 selbständige Beraterin, Trainerin und Coach Kunden sind sowohl mittelständische Unternehmen wie Dax-Unternehmen und Non-Profit-Organisationen 2008 - 2010 Promotion als externe Doktorandin an der Humboldt-Universität zu Berlin zum Thema Resilienz parallel zur Promotion ehrenamtliche Mitarbeit bei www.Kinderprojekt-Arche.de in Berlin 2001 – 2008 Personalmanagerin bei der Sun Microsystems GmbH, München Leitung der Personalentwicklung für Deutschland, Schweiz und Süd-Ost-Europa Analyse des Weiterbildungsbedarfes und Entwick-lung des Weiterbildungsangebotes in den Ländern, Talent- und Performance-Management 1996 – 2000 Selbständige Beraterin im Netzwerk der „Dialog Consult GmbH“, Stuttgart

Trainings zur zielorientierten Führung, Mitarbeiter-gespräche, Teamentwicklungen, Coachings von Führungskräften und Mitarbeitern

1992 – 1996 Referentin für Personalbetreuung parallel dazu Projektleiterin für Personalentwicklung und Organisationsentwicklung im Rahmen eines 3-jährigen Reorganisationsprojektes Aus- und Weiterbildungen: Studium der Psychologie und Betriebswirtschaftleh-re in Konstanz, Mannheim und Cambridge. Promo-tion an der Humboldt-Universität zu Berlin. � „Train-the-Organisator-Ausbildung“, hso, Liech-

tenstein � „Train-the-Trainer-Ausbildung: Teamentwicklung

und Organisation“, hso, Liechtenstein � Ausbildung in „Klientenzentrierter

Gesprächsführung“, Impulse-Institut, Konstanz � Ausbildung in „Systemische und

körperorientierte Aspekte in der Beratungs- und Therapiearbeit“,

� Intensivausbildung „Systemischer Paar- und Familientherapeut“

Dr. Susanne Katja Zink Zur Person Diplom-Psychologin Dr. rer.nat. Beratungsschwerpunkte Qualifizierung zu den Themen stärkenorientierte Führung, erfolgreiches Arbeiten im Team, Trainings und Coachings zu Resilienz und Gesundheit. Portfolio Dr. Susanne Katja Zink ist nach Projektleitungs- und Füh-rungstätigkeit in nationalen und internationalen Unterneh-men heute mit Freude in der Entwicklung und Durchfüh-rung von Führungskräftetrainings, Kommunikationstrai-nings, Teamentwicklungen und Coachings tätig. Sie ver-fügt über mehr als zwanzig Jahre umfassende Kenntnisse und Erfahrungen im operativen sowie strategischen Hu-man Resources Management und Qualitätsmanagement: vierzehn Jahre davon in verschiedenen Leitungsfunktionen und der Begleitung von Prozessen zur Optimierung in der Personal- und Organisationsentwicklung.

Dialog HR CONSULTANTS GmbH Dr. Susanne Katja Zink Kiefernweg 9 70597 Stuttgart Fon: +49 (0)711-72207322 Fax: +49 (0)711-72207366 E-mail: dialog@dialog-hr.de

Focus: Individual differences

• How do people differ from each other? Personality, temperament, character

• What causes these differences? Biology, environment, development…

• How can we best measure individual differences? Questionnaires, observations, and beyond!

• How do these differences affect careers and lives? What can we do to optimize this?

Why IDA research?• Establishes structures

= clarity and order(from 18k to Big 5)

• Measurement precision = solid science(reliability, validity)

• Different people = different treatment• Workplace: selection, training• Health (mental + physical): treatment, coaching

Good reputation

Tilburg University has always felt home for

personality psychologists and those studying individual differences.

Rooted in this rich tradition, the state-of-the-art program will significantly

contribute and advance research on individual differences in

Europe and beyond. Prof. Filip de Fruyt Ghent University

European Association of Personality Psychology,

President

Some general program features

• practicals: acquire scientific skills through the supervision of an experienced mentor

• traineeships: experience what it's like to apply research skills in practice by embedding yourself in active research groups

• individual supervision: learn to conduct a literature review and write a research article

Download detailed course descriptions: https://www.tilburguniversity.edu/education/masters-programmes/individual-differences-and-assessment/program/download-course-descriptions-ida/

time →

contentlearning line

Biological and physiological correlates

Individual differences and work

Theoretical models of individual

differences

Individual differences, personality and health

Dynamics of individual differences

block 1 block 2 block 3 block 4 block 1 block 2 block 3 block 4

year 1 year 2

Elective course

statistics learning line

time →

Multivariate analysis, incl multilevel models

ProgrammingStructural equation modelling

and analysis...

Psycho-metrics

Extended assessment methods

block 1 block 2 block 3 block 4 block 1 block 2 block 3 block 4

year 1 year 2

Elective course

individual supervision

statistics learning line

time →

traineeships

contentlearning line

Multivariate analysis, incl multilevel models

ProgrammingStructural equation modelling

and analysis...

project seminars + elective course

Psycho-metrics

Extended assessment methods

International Traineeship

Internal traineeship 2

Internal traineeship 4

Internal traineeship 1

Biological and physiological correlates

Individual differences and work

Theoretical models of individual

differences

Individual differences, personality and health

Dynamics of individual differences

First-year paper Master’s Thesis

Elective course

Ethics and Data-

management

Research seminar

block 1 block 2 block 3 block 4 block 1 block 2 block 3 block 4

year 1 year 2

Internal traineeship 3

ReMa IDA vs. Clinical• BAPD possible via Diagnostics as Elective Course,

plus 200 hours of extra-curricular internship• Additional requirements for GZ-psychologist

(LOGO declaration), perhaps possible via extra PGG courses

• Topklas: GZ plus PhD for talented Research Master students

ReMa IDA vs. MP• MP: One paper, IDA: two papers• MP: Clinical internships, IDA: scientific internships• MP: Also many clinical courses (e.g., medical pathology), IDA:

more fundamental research• MP: No statistics, IDA: 3 courses, programming• MP: National program, IDA: international• MP: Max. 50 students, IDA: max. 25 students (less in practice)• MP: Medical career, IDA: scientific career

ReMa IDA vs. SBS• Individu vs. context• Choice: One curriculum (no minors, like in SBS), free

elective course• Departments:

• IDA: Developmental Psychology, Medical/Clinical Psychology, Human Resource Studies, Methods and Statistics

• SBS: Social Psychology, Sociology, Organization Science, Methods and Statistics

Bottom line: Why IDA?• Unique topic in the Netherlands, distinctive worldwide• Bright future perspective as PhD or applied researcher• Ideal for inquisitive minds, eager to expand research

skills• Highly selective and international group of students,

real “cohort” feeling• Flexible program, allowing choice of paper topics,

traineeship supervisors, elective course

Join the club!

• Application deadlineJuly 1(EU) or April 1 (non-EU)

• Qualifying bachelorsPsychology, Human Resources, General Social Sciences, Pedagogics, Biology

• Holiday readingsHistory of psychology; basics of physiology; work and organizations

Join the club!• Some criteria

• Good grades (7.5 Dutch; A-/B+/3.5 US; B ECTS)• English skills

• Test see website, free for Tilburg students (July)• Earlier : Various institutions for fee

• Statistics skills (check depending on familiarity)• Motivation (motivation letter, 2 letters of

reference)

Questions