Journal articles: 'Bachelor of science degree'

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Yang, Seung-Hyeon, Hyejung Lee, Hyo Yeong Kim, Ari Min, and Euiyoung Cho. "Profile of the accelerated second-degree bachelor of science in nursing program graduates and analysis of relative efficiency of programs." Journal of Korean Academic Society of Nursing Education 26, no. 4 (November 30, 2020): 374–82. http://dx.doi.org/10.5977/jkasne.2020.26.4.374.

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Purpose: The purpose of this study was to describe the profile of graduates from accelerated second-degree Bachelor of Science in Nursing programs and to analyze the relative efficiency of nursing colleges using data envelopment analysis.Methods: An online survey link was emailed to the deans of nursing colleges, who were then asked to send the link to graduates of the respective colleges. The survey questionnaire included demographics, reasons for applying to the accelerated second-degree Bachelor of Science in Nursing program, employment after graduation, and nursing career satisfaction.Results: Sixty-two graduates of the accelerated second-degree Bachelor of Science in Nursing program responded to the survey. The mean age at admission was 24.28 (± 3.01) years. Reasons for applying to the accelerated second-degree Bachelor of Science in Nursing program were primarily increasing job security and using it as a stepping stone to another career. Nursing career job satisfaction was 4.81 (± 1.07) and more than 82% recommended this program. The data envelopment analysis found the average efficiency score to be 0.84 (± 0.20) and 4 nursing colleges to be relatively efficient.Conclusion: The accelerated second-degree Bachelor of Science in Nursing program can be considered to be an effective means to produce quality nurses with non-nursing bachelor degrees in a short time; however, outcomes of this program need to be systematically monitored to maintain quality level. Through this, competent nurses with knowledge of adjacent studies will be added to the nursing workforce.

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Ludbrook, John. "ACADEMIC SURGERY AND THE BACHELOR OF MEDICAL SCIENCE DEGREE." ANZ Journal of Surgery 59, no. 12 (December 1989): 907–8. http://dx.doi.org/10.1111/j.1445-2197.1989.tb07629.x.

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Khymytsia, N. "Analysis of the Content of Bachelors’ Training in Communications at the Universities of the USA." Visnyk of Kharkiv State Academy of Culture, no. 64 (December 26, 2023): 61–75. http://dx.doi.org/10.31516/2410-5333.064.04.

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The relevance of the article. Today is characterized by great attention to the communicative component in all areas of society, because it is communication that plays an important role in the establishment of a new socio-cultural order and in the reproduction of its structures. Such challenges place rather high demands on both personal and professional qualities of future communication specialists. Therefore, the training of mobile, creative, competent, successful, competitive communication specialists in the conditions of socio-economic changes in Ukraine is the main task facing higher education. It is possible to ensure the proper quality of training of domestic communication specialists based on the creative use of pedagogical experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Despite the large number of studies devoted to the actual issues of training specialists, the experience of innovative approaches to the provision of educational services in the USA has not yet been sufficiently studied. Meanwhile, the rapid application of innovation in the organization of the educational process, in particular in the field of training mobile, creative, competent, successful, competitive communication specialists, is a necessary condition for the development of Ukrainian society. The purpose of the article — study of the experience of the USA regarding the organization of professional training of bachelors in communications, research of the content and features of the curricula of leading American educational institutions that offer education at the educational level “Bachelor of Communications” with the aim of using such approaches in the practice of Ukrainian universities. The methodology. Analytical method, methods of description, comparison and generalization were applied for the research. The results. The issue of training communication specialists in the leading universities of the United States of America in the bachelor’s program was considered. Data on the popularity and demand of specialists who have completed a bachelor’s degree in communications in the USA are presented. A review of the content of bachelor’s training programs in communications at more than 20 US universities was carried out. The peculiarities of bachelor’s training in communications at the University of Miami (The University of Miami) and Florida International University (Florida International University, FIU) are analyzed. Emphasis is placed on the need to study, adapt and implement the positive experience of US universities regarding the training of communication specialists in Ukrainian universities. The scientific novelty. This study offers an analysis of the content of bachelor’s programs of leading American educational institutions that offer studies at the educational level “Bachelor of Communications” in 2023. The practical significance. Research materials and conclusions can be used to adapt and implement the experience of US universities in training communication specialists in Ukrainian universities, in particular, to improve the content of educational programs. Conclusions. Effective development of modern communications is impossible without improving the quality of training bachelors in communications in higher educational institutions of various types and forms of ownership in Ukraine. To solve this problem, it is necessary to take into account the experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Currently, the USA is one of the most popular places to get a bachelor’s degree in communications. The US universities offer a wide selection of bachelor’s programs in communications, among which the most popular are: Bachelor of Arts in Communications; Bachelor of Arts in Organizational and Strategic Communication; Bachelor of Business and Communications; Bachelor of Digital Media and Communications; Bachelor of Science in Interpersonal Communication; Bachelor of Science in Corporate Communications. The curriculum emphasizes students’ understanding of communication in a variety of contexts (interpersonal, intercultural, organizational, political, and mass communications) and prepares future professionals to be effective and well-rounded communicators. Such specialized skills will allow students to choose from a wide range of career opportunities after completing the program in a variety of industries.

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Щепотіна, Наталя. "МІСЦЕ АДАПТИВНОЇ ФІЗИЧНОЇ КУЛЬТУРИ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ З ФІЗИЧНОГО ВИХОВАННЯ ВЗАРУБІЖНИХ КРАЇНАХ." Physical culture sports and health of the nation, no. 17(36) (July 15, 2024): 454–62. http://dx.doi.org/10.31652/2071-5285-2024-17(36)-454-462.

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The purpose of the research was to analyze the place and content of adaptive physical culture in the programs of training bachelors in physical education in foreign countries (based on the material of English-speaking countries). Material and methods. We searched for educational programs for obtaining a bachelor's degree in physical education available in 2024 in the USA, Great Britain and Ireland using the online service. The search was carried out by setting the following filters: Field of study - "Education", in particular, "Teaching", "Physical education"; Location - USA, United Kingdom of Great Britain and Northern Ireland, Ireland; Degree type – "Bachelor", "Bachelor of Science", "Bachelor of Arts". In total,8 educational programs were analyzed, in particular, 6 in the USA and 1 each in Great Britain and Ireland. The following methods were used in the research process: summarization of data from scientific and methodical literature and Internet sources, analysis and synthesis of the obtained information. Results and key conclusions. The vast majority of bachelor's degree programs in the USA, Great Britain and Ireland are designed for 2, 3 or 4 years of higher education and include at least 120 credits. At least 2.5 % of ECTS credits from the total volume of the educational program are allocated to the study of adaptive physical culture (between 3 and 6 ECTS credits). The content of educational programs in English-speaking countries (USA, Great Britain, Ireland) includes the study of adaptive physical culture by students within such disciplines as "Adaptive physical education", "Physical education for students with disabilities", "Introduction to adaptive physical education", "Adaptive physical culture and sport", "Assessment and Program Evaluation in Adapted Physical Education", "Inclusive sport and physicalactivity", "Adaptive physical education and physical activity".

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Matković, Teo, and Irena Kogan. "Relative worth of a bachelor degree." Acta Sociologica 57, no. 2 (April 8, 2014): 101–18. http://dx.doi.org/10.1177/0001699313481813.

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Ананьева, Татьяна, Tatyana Ananeva, Галина Илюхина, and Galina Ilyukhina. "Academic Bachelor and Bachelor of Applied Arts/Sciences in the System of Higher Education." Universities for Tourism and Service Association Bulletin 8, no. 1 (January 31, 2014): 68–73. http://dx.doi.org/10.12737/2675.

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The article considers the changes in the higher education setting which are designed to improve the efficiency and quality of undergraduate students’ expertise against the background of a comprehensive transition toward effecting contracting and the introduction of ‘academic’ and application-oriented bachelor degrees. The authors also provide the structure and content of the bachelor-degree Federal state educational standards of higher professional education.

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Aguilar-Navarro, Millán, José-Antonio Salas-Montoro, José Pino-Ortega, Juan José Salinero, Fernando González-Mohíno, Virginia Alcaraz-Rodríguez, Diego Moreno-Pérez, et al. "Anti-Doping Knowledge of Students Undertaking Bachelor’s Degrees in Sports Sciences in Spain." Nutrients 14, no. 21 (October 27, 2022): 4523. http://dx.doi.org/10.3390/nu14214523.

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In Spain, students pursuing a career in athletic training, physical education, or scientific evaluation of sports enroll in a bachelor’s degree in sports sciences. This degree provides knowledge and skills in a broad array of sports settings and promotes research-based interdisciplinary knowledge. However, the student’s syllabus rarely includes specific academic training on anti-doping regulations or doping prevention. The purpose of this study was to assess the anti-doping knowledge of the students undertaking a bachelor’s degree in sports sciences in Spanish universities. One thousand two hundred and thirty-three bachelor students in sport science (907 males, 322 females, and 4 participants with non-binary sex) from 26 Spanish universities completed a validated questionnaire about general anti-doping knowledge. The questionnaire is an adapted version of the Play True Quiz of the World Anti-Doping Agency and contains 37 multiple-choice questions. The score obtained in the questionnaire was transformed into a 0–100-point scale. The questionnaire was distributed among students within each university by a faculty member and it was filled out online. Students obtained a score of 65.8 ± 10.10 points (range = 32–92 points). There was an effect of the course in the score obtained (p < 0.001). Students of the first course (63.6 ± 9.5 points) had lower scores than the remaining courses (p < 0.037) while the students of the fourth course obtained the highest scores (68.7 ± 9.5 points; p < 0.019). The students with an itinerary on sports performance were the respondents with the highest anti-doping knowledge (67.2 ± 10.2) points, followed by the students with an itinerary on health (66.7 ± 9.5 points). The knowledge of basic anti-doping rules and doping prevention strategies of the bachelor students in sports sciences in Spain was suboptimal. Increasing doping prevention information in the syllabus of the bachelor’s degree in sports sciences is essential as these future professionals will directly work with populations at risk of doping.

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DOUCE, F. "Bachelor of Science Degree Education Programs: Organization, Structure, and Curriculum." Respiratory Care Clinics of North America 11, no. 3 (September 2005): 401–15. http://dx.doi.org/10.1016/j.rcc.2005.04.014.

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Brodwin, Martin G., Roman Carlos, Leo M. Orange, and Warren Myers. "Marketing and Recruiting for Rehabilitation Education Programs: A Successful Model." Journal of Applied Rehabilitation Counseling 25, no. 4 (December 1, 1994): 40–45. http://dx.doi.org/10.1891/0047-2220.25.4.40.

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This article describes a successful model for marketing and recruiting within a Bachelor of Science degree program in rehabilitation services and a Master of Science degree program in rehabilitation counseling. The strategy was developed and instituted by a faculty member and several undergraduate and graduate students within the rehabilitation education programs at California State University, Los Angeles. Results indicated a significant increase in the enrollment within both the Bachelor of Science degree program in rehabilitation services and the Master of Science degree program in rehabilitation counseling.

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Kernoz, Nelia, and Kateryna Stechenko. "Training of lawyers in Ukraine: problems and prospects of improvement." Analytical and Comparative Jurisprudence, no. 3 (February 20, 2022): 9–14. http://dx.doi.org/10.24144/2788-6018.2021.03.1.

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The article examines the problems and prospects for improving the training of lawyers in Ukraine. It is emphasized that the current state of Ukrainian legal education is close to critical: the number of law graduates is much higher than the market demand, entrants show low results in entrance exams for law and employers are dissatisfied with their level of professional knowledge. Training of lawyers in Ukraine is carried out in the "degree" form: the possibility of obtaining legal education in educational degrees "junior specialist", "specialist", "junior bachelor", "professional junior bachelor", "bachelor", "master". In the introductory campaign of 2021, 286 Ukrainian educational institutions opened their doors to lawyers: 245 – "classical", which are subordinated to the Ministry of Education and Science of Ukraine; 25 – "departmental", which are subordinated to the central executive bodies; 16 – private. It is departmental educational institutions that received 61.8% of the total state order of bachelors in the specialty 081 "Law", which significantly exceeds the amount received by "classical" educational institutions. The authors believe that this approach is unfair to entrants in law inconsistent with the provisions of Part 4 of Article 53 of the Constitution of Ukraine: "Citizens have the right to receive free higher education in state and municipal educational institutions on a competitive basis". This necessitates the improvement of the provisions of the Conditions of Admission to Legal Specialties to ensure justice as an important component of the rule of law. In recent years, Ukraine has been trying to find and implement an effective training model that would optimize and significantly improve the professional level of future lawyers, meet international standards and practices, could ensure the competitiveness of the best graduates and their employment. According to the Concept for the Development of Legal Education, this is seen as a model of "end-to-end master's degree" – a five-year training program for lawyers with a master's degree immediately after completing general secondary education (no bachelor's degree). According to the results of the study, the authors emphasize the urgent need to improve national educational legislation, taking into account the positive experience of training lawyers in foreign countries and its adaptation to international standards and practices.

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Lee, Hyun-Ju, and Nayoon Lee. "Students’ college life adaptation experiences in the accelerated second-degree bachelor of science in nursing program in South Korea." Journal of Korean Academic Society of Nursing Education 28, no. 2 (May 31, 2022): 167–78. http://dx.doi.org/10.5977/jkasne.2022.28.2.167.

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Purpose: South Korea has expanded its accelerated second-degree Bachelor of Science in Nursing program to resolve its supply-demand imbalance in nursing, although how these students are adapting to and performing in college after admission remains unclear. Therefore, this study aimed to conduct an in-depth exploration of how Korean accelerated second-degree Bachelor of Science nursing students interact with society and adapt to college life for establishing further supportive educational policies and programs.Methods: Participants comprised 20 South Korean accelerated second-degree Bachelor of Science in Nursing students. The data were collected via online or offline in-depth interviews and analyzed using Strauss and Corbin’s grounded theory and by applying a constant comparative method to achieve theoretical saturation.Results: The core category, derived using open, axial, and selective coding, was “process of the uncharted journey toward a new dream.” The participants’ college adaptation processes were found to involve three phases: trial and error, adjustment, and acceptance and integration.Conclusion: These findings can be used to develop, apply, test, and improve various support programs for accelerated second-degree Bachelor of Science in Nursing students and to advance the nursing profession by nurturing a workforce with diverse academic backgrounds and faster college life adaptation.

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Wanyama, Bernard Wasilwa, Daniel N. Sifuna, and Maurice I. Makatiani. "Trends of Students’ Participation in Science and Technology Bachelor Degree Programmes in Public Universities, Kenya." International Journal of Education 13, no. 1 (March 20, 2021): 68. http://dx.doi.org/10.5296/ije.v13i1.18480.

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Despite the government commitment to the implementation of admission policies targeting increasing the proportion of all students studying science-related programmes at Bachelors’ level, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to explore the gaps which existed in the stated government policies designed to guide admission to science and technology bachelor’s degree programmes and their actual practice during implementation. The study employed descriptive survey design and purposive sampling technique to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars. Documentary analysis and interview schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs. It was established that enrolment stood at 41%, graduation at 23% and Universities had prioritized 55.2% of their programmes in the same area. The study concludes that Universities should balance enrolment in science and technology and non-sciences and programmes have to be clearly aligned to the developmental needs of the country.

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Azizi, Eshaghali, and Sadeghali Movahedmanesh. "Level of Self-Regulated Learning Strategies among Bachelor Science Degree Students." Educational Quest- An International Journal of Education and Applied Social Sciences 5, no. 2 (2014): 115. http://dx.doi.org/10.5958/2230-7311.2014.00004.x.

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Van Cleave, Horace W., and James K. Wangberg. "A Case for Retaining the Bachelor of Science Degree in Entomology." American Entomologist 40, no. 2 (1994): 72–73. http://dx.doi.org/10.1093/ae/40.2.72.

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Kouévi, Tèko Augustin, Gaïane Naïla Dagnon, Esaïe Gandonou, Rose Omari, Yves Zountchégbé Magnon, and Rigobert Cocou Tossou. "Differentiated Analysis of the Occupational Integration of Young Agricultural Bachelor Degree Holders in Agricultural Entrepreneurship: Case Study from the University of Abomey-Calavi in the Republic of Benin." Asian Journal of Agricultural Extension, Economics & Sociology 42, no. 3 (February 17, 2024): 32–40. http://dx.doi.org/10.9734/ajaees/2024/v42i32375.

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At a time when agricultural entrepreneurship is increasingly recognized as a crucial alternative to unemployment and underemployment, particularly in developing countries, it is becoming imperative to have baseline or reference information on entry into the agricultural entrepreneurship sector. This article gives an overview of the integration of 1,305 agricultural bachelor degree holders into agricultural entrepreneurship in Benin. These bachelors studied and graduated in the bachelor-master-doctorate program (labeled LMD program) of the Faculty of Agricultural Sciences of the University of Abomey-Calavi (FSA/UAC) between 2011 and 2020. Data related to the occupational integration of this target population were collected with the help of online surveys. These data were statistically analyzed using Excel v.2019 and STATA v.15. Results reveal an overall integration rate of 16.17%, with significant variations ranging from 6% to 27% from one year to the next. Gender disparities are also notable, with only 29.52% of target bachelors entering agricultural entrepreneurship as women.

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Broseghini, Anna, Miina Lõoke, Marta Brscic, Juliana Raffaghelli, Barbara Cardazzo, Antonella Lotti, Laura Cavicchioli, and Lieta Marinelli. "Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning." Veterinary Sciences 11, no. 3 (February 27, 2024): 104. http://dx.doi.org/10.3390/vetsci11030104.

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The systematic evaluation of the integration of problem-based learning (PBL) into educational programs in Italy is scarce and there are no published reports of its use in an Italian Bachelor of Veterinary Science degree program. This paper aims to assess the satisfaction of second-year students on an international Bachelor of Veterinary Science degree program after implementing two weeks of PBL with a multidisciplinary approach. Moreover, the impact of this methodological approach on the students’ performance and their perceptions concerning their learning experience was investigated. The results showed that students expressed a high level of satisfaction and a positive attitude towards learning through PBL. A significant increase in the perception of students’ soft skills was also found, based on self-evaluation. Moreover, a significant improvement was seen in the students’ perception of their learning and teaching experiences and general life competencies, assessed using the validated questionnaire HowULearn. Negative effects were also identified, requiring further design modification of the tutors’ feedback and pedagogical orchestration. Based on our findings, when planning bachelor’s degree programs in veterinary science, PBL modules or activities should be considered to promote active learning, engagement among students, and the improvement of problem-solving and team-working skills.

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Vodovozov, Valery, Zoja Raud, and Eduard Petlenkov. "Active Blended Learning Engineering Students: A Case Study." Education Sciences 12, no. 5 (May 13, 2022): 344. http://dx.doi.org/10.3390/educsci12050344.

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An ongoing technological, economic, and societal change forces a new understanding of engineering and modifies the requirements for higher engineering education. Consequently, an educational approach based on the combination of blended learning and active learning promises great prospects for the enhancement of the knowledge and skills acquisition thanks to the flexibility it opens up. In this research, an attitude to study is first ever analysed from the standpoint of students enrolled in three various degree levels, namely, a Bachelor of Science program, a Master of Science program, and a new EuroTeQ program. The strengths and weaknesses of the blended and active learning combination are evaluated from didactic and methodological sides. It shows a fundamentally different approach to learning from students belonging to various degree programs. Most of the bachelor degree learners volunteered to participate in active learning, although a significant proportion of them was unable to succeed. In contrast, the learning of master students looks more circumspect and selective; they devote less time to study, but spend it more wisely, being more highly responsible for the outcomes than bachelors. The EuroTeQ participants did not push on many active learning activities, but demonstrated quite high motivation in quizzes, labs, and online consultations. As a result, the outcomes of the first academic year satisfied mainly the most strong of the EuroTeQ students.

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Wawrzynski, Mary S., and Ruth Davidhizar. "The Bachelor of Science in Nursing Degree as Entry Level for Practice." Health Care Manager 25, no. 3 (July 2006): 263–66. http://dx.doi.org/10.1097/00126450-200607000-00011.

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Dunga, Steven Henry. "An Exploratory Study Of The Variation In Unemployment Length Of Graduates Of Different Degree Programs." International Business & Economics Research Journal (IBER) 15, no. 2 (March 3, 2016): 69. http://dx.doi.org/10.19030/iber.v15i2.9636.

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The drive to reduce poverty and unemployment in most developing or newly industrialized countries has many forms, the most common avenue, however, is the provision of education and a resultant expectation of employment. South Africa has in the past decade struggled with the issue of unemployment. Even in the face of very high graduate rates compared to other countries in the region, there is still high unemployment. The most common in South Africa is frictional as opposed to structural. An obvious expectation is that once people have attended tertiary education, getting a job should be easier than those without any education. However, there seems to be a mismatch between the skills required in the workplace and the skills the graduates looking for jobs have. Using data from graduates of one of the big universities in South Africa, the study investigated on the time, graduates take to get a job focusing on graduates from different degree programs. The results show that graduates eventually get employed but differences exist in the waiting period. The results show that of the six degree programs namely Bachelor of Commerce in Economics, BCom Human Resources, Bachelor of Arts Psychology, Bachelor of Education (BEd), Bachelor of Science and Bachelor of Arts in Law, the law degree graduates have the longest waiting period and the BEd has the shortest waiting period before getting employed. The study, however, showed that all the graduates in the sample were employed. The results also indicated that 58percent of the graduates in the sample were not employed in the field they studied in. The study therefore recommended that to deal with unemployment in general, people should be afforded the opportunity to study for a degree, and that although low paying, BEd provides higher prospects of employment than most other degrees.

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Akinyemi, Felicia O. "Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana." Proceedings of the ICA 1 (May 16, 2018): 1–8. http://dx.doi.org/10.5194/ica-proc-1-3-2018.

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Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.

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Broedel-Zaugg, Kimberly, David F. Kisor, and Donald L. Sullivan. "Evaluating the Pharmaceutical Industry's Need for Graduates with a Bachelor of Science Degree in Pharmaceutical Sciences." American Journal of Pharmaceutical Education 67, no. 1 (September 2003): 14. http://dx.doi.org/10.5688/aj670114.

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Broedel-Zaugg, Kimberly, David F. Kisor, and Donald L. Sullivan. "Evaluating the Pharmaceutical Industry’s Need for Graduates with a Bachelor of Science Degree in Pharmaceutical Sciences." American Journal of Pharmaceutical Education 67, no. 1 (2003): 14. http://dx.doi.org/10.1016/s0002-9459(24)00708-3.

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Cooper, Katelyn M., Logan E. Gin, and Sara E. Brownell. "Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission." Advances in Physiology Education 43, no. 2 (June 1, 2019): 221–32. http://dx.doi.org/10.1152/advan.00028.2019.

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Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor’s degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.

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Brandt, Cheryl L., Melissa R. Boellaard, and Kaitlyn M. Wilberding. "Accelerated Second-Degree Bachelor of Science in Nursing Graduates' Transition to Professional Practice." Journal of Continuing Education in Nursing 48, no. 1 (January 1, 2017): 14–19. http://dx.doi.org/10.3928/00220124-20170110-05.

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EATON, D. G., and Y. H. THONG. "The Bachelor of Medical Science research degree as a start for clinician-scientists." Medical Education 19, no. 6 (November 1985): 445–51. http://dx.doi.org/10.1111/j.1365-2923.1985.tb01352.x.

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King, Alan. "The Degree of Bachelor of Science with Honours in Physiotherapy at Coventry Polytechnic." Physiotherapy 76, no. 6 (June 1990): 311–15. http://dx.doi.org/10.1016/s0031-9406(10)62248-1.

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Bosselman, Robert H., Peter B. Manning, Martin Kisseleff, and Frank W. Mieczkowski. "Schools Go Global: A Joint Bachelor of Science Degree in International Hospitality Management." Hospitality & Tourism Educator 4, no. 4 (August 1992): 45–48. http://dx.doi.org/10.1080/23298758.1992.10685467.

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Bryce, G. Rex, Robert Gould, William I. Notz, and Roxy L. Peck. "Curriculum Guidelines for Bachelor of Science Degrees in Statistical Science." American Statistician 55, no. 1 (February 2001): 7–13. http://dx.doi.org/10.1198/000313001300339879.

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Đỗ, Thị Kim Hảo, Hải Trung Lê, and Thị Thu Trang Nguyễn. "Building learning program of digital banking in bachelor degree in Banking Academy of Vietnam." Tạp chí Khoa học và Đào tạo Ngân hàng 258 (November 2023): 28–35. http://dx.doi.org/10.59276/tckhdt.2023.11.2605.

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Building a digital banking bachelor degree at the Banking Academy, aiming to meet human resources with expertise and skills in the field of digital banking, is necessary and urgent in the context of promoting the digital economy. Using in-depth interviews with employers, alumni, lecturers and experts in the field of Digital Banking in June 2022 and text analysis method, the article synthesize and analyze the necessity of building and developing the Digital Banking Bachelor degree. The research and analyze the foundation for buidling Digital Banking Bachelor degree, including goals and Program learning outcomes in the comparation and correlation with UNESCO’s views and present some issues raised in the process of building and operating the Digital Banking Bachelor Program in Banking Academy of Vietnam.

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Matshonisa Seeletse, Solly, Tsakani Violet Ndobe, Tichavasia Alex Dandadzi, and Taurai Hungwe. "Crowdsourcing benefits in postgraduate project supervision: Sefako Makgatho Health Sciences University statistics and computer science case study." Environmental Economics 7, no. 2 (June 3, 2016): 122–29. http://dx.doi.org/10.21511/ee.07(2).2016.13.

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The paper reports on the findings made on an experiential exercise of Bachelor of Science Honours in Statistics (BSc Hons Stat) in the Department of Statistics and Operations Research (SOR) of the Sefako Makgatho Health Sciences University (SMU) in South Africa. SOR is a small, understaffed department, which offers courses for degrees from Bachelor to Doctoral levels in the subfields of Artificial Intelligence, Data Mining, Operations Research, Statistics and related ones. On SMU campus, expertize in some of these fields is also available in the Department of Computer Science (DCS). In the 2015 academic year SOR admitted 20 BSc Hons Stat students beyond its staffing capacity. Then, SOR invited DCS in a crowdsourcing initiative to jointly supervise student projects in the various subfields mentioned. The challenges include conflict and limited experience. These are managed satisfactorily though, but mainly because they occur at low levels. This crowdsourcing arrangement nevertheless results in timely submissions of final projects, improved quality projects worthy of being published, innovation, quality teamwork, and some synergistic outcomes. Coordinators also learn and/or improved some project management skills

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Azizi, Eshaghali, and Sadeghali Movahedmanesh. "Self-Regulated Learning Strategies among Bachelor Science Degree Students of Different Combination of Subjects." International Journal of Psychology and Psychiatry 2, no. 1 (2014): 87. http://dx.doi.org/10.5958/j.2320-6233.2.1.013.

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Awipi, M., S. S. Devgan, and S. Tetenbaum. "Curriculum for a Bachelor of Science degree with a major in information systems engineering." IEEE Transactions on Education 32, no. 1 (1989): 56–59. http://dx.doi.org/10.1109/13.21164.

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Kowitlawakul, Yanika, Rosemarie Brenkus, and Nicolette Dugan. "Predictors for success for first semester, second-degree Bachelor of Science in Nursing students." International Journal of Nursing Practice 19 (February 2013): 38–43. http://dx.doi.org/10.1111/ijn.12014.

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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (April 2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.

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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.

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Tunnel, Raimond-Hendrik, and Ulrich Norbisrath. "Classification of Video Games Bachelor’s Curricula." Journal of Education and Learning 12, no. 2 (February 13, 2023): 39. http://dx.doi.org/10.5539/jel.v12n2p39.

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As in any professional field, aspiring video game artists, designers, and developers must acquire the necessary skills and knowledge for a successful career. Higher education institutions offer varying video game Bachelor’s degree programs to meet the diverse needs of the industry. Our objective in this study was to explore these curricula to gain insight into and understanding of the contemporary video game higher education landscape. We explored 113 Bachelor’s degree curricula in Europe that had publicly available information in English about their courses. We classified the courses within each curriculum using ten devised classifiers based on the IGDA Curriculum Framework 2008 but modified them to suit our interests. The content of the classified curricula was then used to create curriculum profiles – data vectors that characterize a curriculum based on its contents. These profiles allowed for hierarchical clustering and principal component analysis (PCA) to identify and investigate the three common types of video game curricula: video game art, interdisciplinary video game design, and video game technology/programming. Our results indicate that art and programming curricula are highly specialized, with clear distinctions in yielding Bachelor of Arts and Bachelor of Science degrees. Curricula focused on interdisciplinary video game design do not have such clear distinctions in the degree titles and content specialization. They are more varied in their profiles and tend to bridge the gap between art and programming curricula, reflecting the interdisciplinary nature of game design as a profession. Compared to results from previous studies, we found that contemporary curricula place a greater emphasis on graduation projects, internships, and soft skills. Our findings provide an overview of the current state of higher education in video games, which may prove helpful for those working with or interested in these curricula.

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Osmanaga, Fatbardha. "Self-Efficacy Impact on Students Academic Performance." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 191. http://dx.doi.org/10.26417/ejser.v5i1.p191-198.

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In this paper it is treated the self-efficacy topic. Self-efficacy is important for the people. It is, also, important for the students. Self-efficacy has great impact on students motivation, on their academic performance, on their expectations. The paper aims to measure self-efficacy of students of Psychology branch of the Faculty of Educational Sciences,Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree. The paper aims, also, to analyze opinions of these students about the self-efficacy in general and about their self-efficacy. The research questions are: 1. What is the self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree? 2. What are the opinions of these students about the self- efficacy in general? 3. What are the opinions of these students about their self-efficacy? This study made use of the technique of questionaire. The measuring instrument is the General Self Efficacy Scale (GSE) (R.Schwarzer, M. Jerusalem (1995)). The GSE is a 10-item scale with a score for each question ranging from 1 to 4. Higher scores indicate stronger student’s belief in self-efficacy. It is used, also, the the interview technique in order to understand the opinions of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree, about the self- efficacy in general and about their self-efficacy. The data collected from the questionnaire was analyzed by means of the SPSS program, variant 20. There are given the appropriate conclusions and suggestions about self-efficacy of students of Psychology branch of the Faculty of Educational Sciences, Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree.

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Maharjan, Rocky. "College Adjustment among Bachelor Students: Multidimensional Relationship with Home, Health, Emotion, Social, and Educational Factors." Batuk 9, no. 2 (July 28, 2023): 76–89. http://dx.doi.org/10.3126/batuk.v9i2.57036.

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The successful adjustment of bachelor students to college life affects their academic achievement, personal development, and overall well-being. The purpose of this study was to look into the effects of home, health, emotional, social, and educational factors on college adjustment among Nepalese bachelor's degree students. A structured questionnaire survey was completed by 178 undergraduates from various Nepalese colleges. Results showed that, home-related factors, physical health, emotional factors, social support, and academic support all had a significant relationship on college adjustment. Furthermore, gender differences were not observed, the level of college adjustment found to be average and unsatisfactory irrespective of gender, emphasizing the importance of individualized interventions. The study adds to our understanding of the factors that relates college adaptation and provides insights for designing effective support systems to help Nepalese bachelor students successfully transition into college life.

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Anna, N. E. Variant. "Information technology units in bachelor degree of library and information science (lIS) curriculum in Indonesia." Education for Information 28, no. 2-4 (December 16, 2011): 269–77. http://dx.doi.org/10.3233/efi-2010-0907.

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Litwack, Kim, and Aaron M. Brower. "The University of Wisconsin–Milwaukee Flexible Option for Bachelor of Science in Nursing Degree Completion." Academic Medicine 93, no. 3S (March 2018): S37—S41. http://dx.doi.org/10.1097/acm.0000000000002076.

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Yudkin, John S., Olivia Bayley, Shaima Elnour, Chris Willott, and J. Jaime Miranda. "Introducing medical students to global health issues: a Bachelor of Science degree in international health." Lancet 362, no. 9386 (September 2003): 822–24. http://dx.doi.org/10.1016/s0140-6736(03)14276-6.

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UNCU, Edith Adriana. "Review of the Volume ”O scurtă istorie a bibliotecilor bizantine” [A Brief History of Byzantine Libraries], Author: Silviu – Constantin Nedelcu, Lumen Publishing House, 2020." Journal of Mediation & Social Welfare 2, no. 1 (2020): 82–86. http://dx.doi.org/10.18662/jmsw/2.1/15.

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The volume, “A brief history of Byzantine libraries”, published by Lumen Publishing House, from Iași, Romania, in 2020, is authored by Silviu-Constantin Nedelcu, a librarian at the Library of the Romanian Academy within the National Bibliography Service. He has two bachelor degrees, one issued by the Faculty of Orthodox Theology "Justinian Patriarch" from Bucharest, specializing in Orthodox Pastoral Theology (2011), followed by a master's degree at the same faculty, and another issued by the University of Bucharest, specializing in Information and Documentation Sciences (2015). The author also has a PhD degree awarded by the Faculty of Letters of the University of Bucharest (2013-2018) with the thesis "The journal" The Churce's Voive": A critical study and bibliographic index". The book is prefaced by Protos. Assist. Prof. PhD. Maxim Vlad from the Faculty of Orthodox Theology, covers 128 pages (including bibliography), representing in fact the re-edition of the author's bachelor's thesis, based on a seminar paper regarding the Librarian in the Byzantine Empire (330-1453), defended by the author in 2013 at the Faculty of Letters of the University of Bucharest.

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Camuyong, Christian Sam F., Cyrem F. Decena, Karl Christian Reyes, Michael R. Malong, Maria Chello L. Gregorio, Santi A. Magtalas, and Jarele E. Adlawan. "College of Arts and Sciences Graduates’ Performance: A Tracer Study." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (May 20, 2023): 1618–31. http://dx.doi.org/10.11594/ijmaber.04.05.23.

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The current undertaking aimed to trace the employability of Bachelor of Science in Biology and Bachelor of Science in Psychology graduates of a State University in Central Luzon, Philippines from 2005 to 2020. Descriptive- quantitative research design was utilized in order to describe and trace the participants’ demographic profile, employment status, and their professional development. Graduates' personal, educational and employment background, as well as their perception to the relevance of the baccalaureate degree in their employment were collected using a survey- questionnaire anchored from CHED’s graduate tracer instrument. The study gathered data from 173 graduates through convenience sampling. Electronic survey forms were used in gathering the data and utilized SPSS version 23 for statistical analysis. Consequently, the collected data revealed that 94.7% of the participants were employed and 67% of them perceived that their degree is relevant to their employment. Lastly, the graduates reported that communication skills were the main contributory skill to their employment developed by their respective programs, while collaborative skills were the most useful.

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Michaelsen, Ragnhild, Torill Skrondal, and Ingela Thylén. "Implementering av forskningsbasert bacheloreksamen i sykepleie – prosess og erfaring." Nordisk tidsskrift for helseforskning 10, no. 2 (January 26, 2015): 160. http://dx.doi.org/10.7557/14.3331.

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Implementation of a research-based bachelor thesis in nursing – process and experiencesBackground: Ability to ensure quality and to evaluate own practice of nursing, is essential in order to practice a research based health care. An increase of research skills among future nurses, are thus central. The aim of this paper is to describe experiences connected with implementation of a new research-based model for examination of bachelor thesis in bachelor degree in nursing at Molde University College, Norway.Results: The curriculum has gained a clearer focus on science and research, and informative guidelines have been developed. The final bachelor thesis is now consisting of a systematic literature review based on scientific articles. The auditorium as a learning arena in the form of a thesis defence contributes to awareness of importance of research for nursing.Conclusion: The introduction of a new research based model for the bachelor thesis has strengthened the academic environment. Currently, Bachelor of Nursing has a clear focus on research and development. Newly qualified nurses are well placed to work knowledge based and to participate in development of clinical practice.

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Aminu, Kani Yamuna, Usman Ahmad, and Rehinat Nasir Adejumo. "Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria." American Journal of Health, Medicine and Nursing Practice 5, no. 2 (September 22, 2020): 83–91. http://dx.doi.org/10.47672/ajhmn.575.

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Purpose: The purpose of this study was to determine the perceptions of academics on the acceptability of the intercalated medical degree program in an attempt to proffer solutions to breach the gaps in manpower shortages in the medical profession.Methodology: This is a descriptive cross sectional survey. Randomly selected 150 academic staff of various medical colleges spread across Nigeria, who attended an educational programme in Abuja Nigeria in September 2018 completed semi structured questionnaires after consenting to participate in the study. Data from the retrieved questionnaires were collated, entered into Microsoft excel and analyzed using descriptive statistics. Most of the analyzed data were represented in percentages for ease of comparison.Findings: Sixty five percent of the respondents were aware of the intercalated (dual) Bachelor of Medicine, Bachelor of Surgery (MBBS)/ Bachelor of Science (B.Sc.) degree programme, offer it in their institutions and believe it is worthwhile. The merits of the dual degree programme from this study were an additional degree, more experienced medical doctors in terms of research and exit strategy for some medical students who may change their minds half way into the medical programme. The disadvantages reported were prolonged study period and increased cost of study. Majority of the respondents, who were academic staff of medical colleges were aware of, and favoured the establishment of intercalated MBBS degree programme in more Nigerian medical colleges.Unique contribution to theory, practice and policy: There is scarcity of literature on the intercalated degree programme in Nigeria. This research may influence policy change that will improve medical education. From the results of the study, it is recommended that the stakeholders in medical education should consider giving accreditation to more medical colleges that have the capacity to commence intercalated medical degree programs in Nigerian Universities as an option to interested medical students with good potentials.

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Aminu, Kani Yamuna, Usman Ahmad, and Rehinat Nasir Adejumo. "Perceptions of medical college academics on intercalated MBBS/BSc dual degree program in Nigeria." American Journal of Health, Medicine and Nursing Practice 5, no. 2 (September 22, 2020): 83–91. http://dx.doi.org/10.47672/ajhmn.575.

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Purpose: The purpose of this study was to determine the perceptions of academics on the acceptability of the intercalated medical degree program in an attempt to proffer solutions to breach the gaps in manpower shortages in the medical profession.Methodology: This is a descriptive cross sectional survey. Randomly selected 150 academic staff of various medical colleges spread across Nigeria, who attended an educational programme in Abuja Nigeria in September 2018 completed semi structured questionnaires after consenting to participate in the study. Data from the retrieved questionnaires were collated, entered into Microsoft excel and analyzed using descriptive statistics. Most of the analyzed data were represented in percentages for ease of comparison.Findings: Sixty five percent of the respondents were aware of the intercalated (dual) Bachelor of Medicine, Bachelor of Surgery (MBBS)/ Bachelor of Science (B.Sc.) degree programme, offer it in their institutions and believe it is worthwhile. The merits of the dual degree programme from this study were an additional degree, more experienced medical doctors in terms of research and exit strategy for some medical students who may change their minds half way into the medical programme. The disadvantages reported were prolonged study period and increased cost of study. Majority of the respondents, who were academic staff of medical colleges were aware of, and favoured the establishment of intercalated MBBS degree programme in more Nigerian medical colleges.Unique contribution to theory, practice and policy: There is scarcity of literature on the intercalated degree programme in Nigeria. This research may influence policy change that will improve medical education. From the results of the study, it is recommended that the stakeholders in medical education should consider giving accreditation to more medical colleges that have the capacity to commence intercalated medical degree programs in Nigerian Universities as an option to interested medical students with good potentials.

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Kagwiza, Jeanne, Kingsley Ekimiri, Chrispinus Mumena, David K. Tumusiime, Gatera Fiston Kitema, Francois Regis Twiringirimana, Marie Josee Uwisunze, et al. "Training Needs Assessment for a Bachelor of Science Program in Eye Care at the University of Rwanda." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (December 30, 2021): 357–65. http://dx.doi.org/10.4314/rjmhs.v4i3.5.

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BackgroundThe University of Rwanda, established the Ophthalmology Department in 2004 to train Ophthalmic Clinical Officers (OCO). A proposal was developed towards upgrading the qualification level of the OCOs training at the University of Rwanda.AimThis study aimed to assess the need to upgrade the qualification of ophthalmic clinical officers to improve eye health services in Rwanda.MethodologyA descriptive cross-sectional study was conducted among 87 participants comprised of ophthalmic clinical officers, eye health development stakeholders, and employers in Rwanda selected purposively. Data analysis was performed using SPSS version 16.ResultsThe results showed that 77% of participants in the stakeholders group and 51.4% in the OCOs group were males. About 97% (n= 34) of the OCO responded “Yes” to the questions “Do you think some of the weaknesses related to quality practice are related to the level of training?” and “Does your qualification have any effect to your professional development?” Furthermore, 85% had never been promoted at any employment position, 100 % (n=35) alumni and 84 % (n=22) stakeholders agreed that there is a need for bachelor’s degree program.ConclusionThe need for developing new programs in ophthalmology including a Bachelor of Science degree program for OCOs was evident.Rwanda J Med Health Sci 2021;4(3):357-365

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Ruban, L. S. "Comparative analysis of the Russian and Western education and scientific-training system." RUDN Journal of Sociology 20, no. 2 (December 15, 2020): 416–29. http://dx.doi.org/10.22363/2313-2272-2020-20-2-416-429.

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The article compares the Russian and Western strategies of higher education and scientific training and their implementation in the state policy. The author considers the three-level structure of scientific training which includes in the West Bachelors, Masters and PhD programs, while in Russia in the previous period - specialty, PhD program - to defend the thesis and get the degree of Candidate of Science - and Postdoc program - to get the degree of Doctor of Science. After Russia signed the Bologna Declaration at the Berlin Conference of ministers of education in September 2003, these differences were eliminated and already in 2010 Russia implemented all basic principles of the Bologna process by having transformed its system of education and scientific training on the basis of the British-American model. The author considers both advantages and losses of this reform. Thus, Russia introduced the same education standards with the West and accepted the single certification system (Bachelor, Master, PhD), which is certainly a positive side of the reform. On the other hand, by removing the specialty level, Russia lost the basis for mass scientific training without the Masters level: today we have a negative situation in the system of higher education, when thousands of young people with Bachelors degree cannot find job or continue studying and scientific career without Masters degree, but they do not have money to pay for Masters program due to financial difficulties. As a result, the production and science systems do not get enough qualified specialists and young scientists for whose training the state has already spent a lot of money. The author concludes that it is necessary to use effective foreign experience but without ignoring the Russian education and science achievements and with taking into account national traditions and specifics of the national development.

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Espada, Ian C., Rona Dhel C. Alingasa, and Shiela Mae Coronado Quero. "Employability of West Visayas State University Communication Graduates Philippines." Jurnal Studi Jurnalistik 5, no. 1 (April 17, 2023): 31–39. http://dx.doi.org/10.15408/jsj.v5i1.31618.

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To cope with the demands of globalization, communication graduates must be provided with appropriate knowledge and skills needed in the industry. To find out how WVSU communication graduates perform in employment, this tracer study was conducted. This study looked into the employment profile of the Bachelor in Broadcasting, Bachelor in Journalism, and Bachelor of Science in Development Communication graduates of 2011-2013. It also traced the transition to employment of the graduates, their level of satisfaction towards the competencies acquired and the significance of the curriculum in the acquisition of knowledge and skills. This descriptive survey utilized a questionnaire adapted from the Graduate Tracer Study (GTS) instrument used by the Universities and Colleges in the Philippines. Findings revealed that most of the graduates are females, single, and permanently employed. Graduates considered their degree programs relevant to their jobs and they were satisfied with the knowledge and skill they acquired from their degrees. The result of the tracer study is a proof that the three curricular programs play a big role in the lives of the graduates especially in acquiring several skills and knowledge needed by a professional to compete in the challenging world of employment.

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RESH, VINCENT H. "OBITUARY: Eric Paul McElravy, November 28, 1946-August 27, 2014." Zoosymposia 14, no. 1 (July 15, 2019): 300–302. http://dx.doi.org/10.11646/zoosymposia.14.1.32.

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Eric P. McElravy, an active researcher in Trichoptera and other groups of aquatic insects for 4 decades, died in San Leandro, California, on August 27, 2014. He was born on November 28, 1946, and raised in Ohio. He completed a Bachelor of Science and a Master of Science degree at Kent State University, and then spent 10 years as a high school science teacher before earning a Doctor of Philosophy degree in Entomology from the University of California, Berkeley. Following this, Eric worked as an environmental consultant on various projects throughout California.

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Merceron, Agathe, Jean-Michel Adam, Heike Ripphausen-Lipa, Petra Sauer, and Daniel Bardou. "Enhancing and integrating employability of students for IT." Contemporary Educational Researches Journal 8, no. 1 (March 12, 2018): 01–07. http://dx.doi.org/10.18844/cerj.v8i1.3227.

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The Master of ‘informatics as a second competence’ (ISC) has been created at the University of Grenoble Alpes in 1985 to teach informatics to students who have already passed a bachelor’s degree in another discipline. The challenge of such a Master’s programme is to train versatile people who will combine the skills acquired in their first discipline (acquired during their bachelor studies) with theoretical and technical skills in computer science, enabling them to create, develop and implement tomorrow’s software tools. The purpose of the PROfessional network of Master’s degrees ISC European Tempus project is to disseminate the experience of the Master programme at Grenoble and to create a network of ISC Master’s programmes in Central Asia. In this contribution, we will explain the rationale of the project and describe measures that enhance the employability of students by integrating practice in the teaching. Keywords: Informatics as a second competence, tempus project, employability, active learning, peer instruction, reverse teaching.

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Journal articles on the topic 'Bachelor of science degree'

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