Professionalism, Golf Coaching and a Master of Science Degree: A commentary

As a point of reference I congratulate Simon Jenkins on tackling the issue of professionalism in coaching. As he points out coaching is not a profession, but this does not mean that coaching would not benefit from going through a professionalization process. As things stand I find that the stimulus article unpacks some critically important issues of professionalism, broadly within the context of golf coaching. However, I am not sure enough is made of understanding what professional (golf) coaching actually is nor how the development of a professional golf coach can be facilitated by a Master of Science Degree (M.Sc.). I will focus my commentary on these two issues

Effects of Postsecondary Grant Aid Programs: Systematic Review and Meta-Analysis

This systematic review and meta-analysis identifies effects of student grant aid on college enrollment, credit accumulation, persistence, academic achievement, degree completion, and post-college labor market outcomes. Using systematic search procedures, we identified 86 studies, estimating 709 effect sizes, published from 2002-2020 that met our inclusion criteria. We organize the 62 grant aid programs examined in these studies into seven categories. Using meta-analysis procedures, we find statistically significant, positive effects of grants on college enrollment, credit accumulation, persistence, and completion, but not post-college labor market outcomes or college academic achievement. Effects of aid varied by aid program type and program characteristics. An evidence gap map illustrates the distribution of average effect sizes for different categories of grant aid and eligibility requirements

Effects of Postsecondary Grant Aid Programs: Systematic Review and Meta-Analysis

This systematic review and meta-analysis identifies effects of student grant aid on college enrollment, credit accumulation, persistence, academic achievement, degree completion, and post-college labor market outcomes. Using systematic search procedures, we identified 86 studies, estimating 709 effect sizes, published from 2002-2020 that met our inclusion criteria. We organize the 62 grant aid programs examined in these studies into seven categories. Using meta-analysis procedures, we find statistically significant, positive effects of grants on college enrollment, credit accumulation, persistence, and completion, but not post-college labor market outcomes or college academic achievement. Effects of aid varied by aid program type and program characteristics. An evidence gap map illustrates the distribution of average effect sizes for different categories of grant aid and eligibility requirements