Journal articles on the topic 'Degree Level: Masters'
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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.
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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, middle and senior school is considered. The didactic structure of training of masters including the purpose, principles, the contents, technologies, and diagnostics for each educational stage is offered. The organization of research activities carried out in the process of implementation of the educational program with the aim of mastering the methodology and methods of research work by master teachers is described.
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Shcheglova, D. V., E. A. Opfer, and A. V. Garmonova. "The Institutional Support of Master Studies in Russia: Non-Commercial Actors and the Effects of their Influence." University Management: Practice and Analysis 26, no. 2 (October 25, 2022): 67–80. http://dx.doi.org/10.15826/umpa.2022.02.013.
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This paper presents the results of studying non-state actors’ institutional support for masters’ teachers. The authors analyze the tracks of the introduction and a «life cycle» of the master’s educational product created with the support of the Vladimir Potanin Foundation – the only non-commercial organization in Russia which supports students and professors at the master’s level. The study shows that the support for masters’ teachers makes a significant contribution to changing the role of this degree in higher education. There are outlined the long-term effects of supporting masters’ teachers, which are supposed to create an environment for developing talents, improving the educational results of master students, teachers’ advanced training, and integrating master programs into university’s and region’s strategic goals of development. For higher education researchers, for teachers and managers of master programs, for university administrators, and for higher education transformation decision makers in Russia.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Quirk, Kathleen, and Marsha Jenakovich. "Anthropologists Practicing with Masters' Degrees: Introduction." Practicing Anthropology 19, no. 2 (April 1, 1997): 2–6. http://dx.doi.org/10.17730/praa.19.2.j58h234288409522.
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This issue is an attempt to help identify and define masters-level practitioners in anthropology and to provide a forum for discussion and reflection for those trained in M.A. or M.A.A. programs. (Hereafter referred to as "masters professionals" or "masters practitioners"). The authors assembled here have agreed to help define who they are, what they are doing, and where the path of anthropological practitioner has taken them, with a focus exclusively on their experience as a masters-level practitioner. Masters professionals are a relatively unique and recent phenomena, the result of the vision of those senior anthropologists who created programs in applied anthropology in the 1970s and 1980s designed to produce professional practicing anthropologists with masters' degrees. By and large this effort has been successful, judging from numbers which show masters graduates often triple those of Ph.D.'s in anthropology (A.A.A. Guide to Departments, 1996). These numbers are not indicative of anything relevant to the discipline or profession, but serve to raise a question in our minds about what all these anthropologists are doing. Further, these data do not reflect the reality of practitioners' experience, the formation of practitioner identity, the context of training, the level of participation, and the contributions of masters professionals to the discipline. The master's degree is an indirect success especially in anthropology, where the standard often assumes acquisition of the Ph.D. This issue of Practicing Anthropology is aimed at helping to direct and clarify the above-mentioned issues, and make an effort to connect masters professionals in anthropology, as well as to uncover new directions for all practitioners by profiling this constituency. We hope that together these articles will start a dialogue among all practitioners as to the necessity, practice, usefulness, and marketability of this professional discipline, and the role of the masters professional within it.
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Cuenca-Fontbona, Joan, Marc Compte-Pujol, Kathy Matilla, and Salvador Hernández Martínez. "Un análisis de los masters universitarios españoles especializados en Relaciones Públicas y Comunicación Corporativa (curso 2016-2017) desde la perspectiva de las Relaciones Públicas." Obra digital, no. 13 (May 23, 2017): 37–57. http://dx.doi.org/10.25029/od.2017.156.13.
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En el curso académico 2016-2017 han seguido ofertándose en España nuevas titulaciones de master universitario junto a las que superaron la revisión de la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). Mediante un muestreo no probabilístico en base al universo de titulaciones de master universitario presentes en el buscador web de ANECA y posterior análisis de contenidos se identifica si en 2016-2017 hay nueva oferta de masters universitarios en Relaciones Públicas y/o Comunicación Corporativa, cuales son sus asignaturas específicas en Relaciones Públicas, y si están vinculadas al “entry-level” del GBOK-Global Body of Knowledge de la GA-Global Alliance. Analysis of Spanish master’s degrees in public relations and corporate communication academic year 2016-2017 from a public relations perspective.AbstractNew master’s degrees have been launched in Spain in the 2016-2017 academic year, complementing existing programmes that passed the review process of the National Agency for Quality Assessment and Accreditation of Spain (ANECA). Through a non-probability sampling of master’s degrees at the ANECA website and subsequent content analysis, we have examined the extent of new master’s degrees in public relations and corporate communication in 2016-2017, subjects included specialising in public relations, and if those subjects were linked to the entry level of the Global Body of Knowledge of the Global Alliance for Public Relations and Communication Management.KeywordsCorporate communication, European Higher Education Area, Spain, master’s degree, public relations, syllabus.
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Clubb, Karen. "Masters of our Destiny – The Integration of law clinic into post graduate Masters provision." International Journal of Clinical Legal Education 19 (July 8, 2014): 395. http://dx.doi.org/10.19164/ijcle.v19i0.38.
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<p>Increasingly students are looking to their undergraduate law degrees to do more than provide them with a qualification which acts a ‘stepping stone’ to further legal vocational training. The provision of law degrees across the sector includes both qualifying and non-qualifying degrees where the study of law is combined with other subjects, vocational and non-vocational. Not all students who obtain a qualifying law degree will continue to the vocational stage of training, but all degrees need to address the employability agenda, and law students in particular need to consider future career aspirations early on in their degree.</p><p>Clinical legal education as a teaching methodology has received considerable academic attention for the benefits student engagement can yield in enhancing the overall student learning experience This paper briefly reviews the benefits of undergraduate clinical legal education (CLE) and considers the benefits of developing this at post graduate level in a Masters in Law programme This paper considers the distinction between the two approaches and the need for a different approach to the provision of a law clinic module within a postgraduate law Masters programme, identifying a possible model of delivery.</p><p>The paper further presents some of the potential challenges in developing and maintaining this provision over time and attempts to offer some insight into how these have been considered in the development of a postgraduate law clinic module at the University of Derby.</p>
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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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Greabell, Lynne. "Negotiating a Professional Role in Public Policy." Practicing Anthropology 19, no. 2 (April 1, 1997): 10–12. http://dx.doi.org/10.17730/praa.19.2.qn111tj250724647.
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This article will discuss the professional role I have been establishing as an applied anthropologist practicing with a master's degree. The status of masters-level applied anthropologists is particularly salient given the forum on elitism in anthropology in a recent Practicing Anthropology (Vol. 17, no. 1-2, 1995) highlighting the challenges faced by applied anthropologists in general.
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Saéz-Pérez, Mª Paz. "Improving skills in master's degree contexts." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 20, 2022): 1–13. http://dx.doi.org/10.37467/revhuman.v11.4182.
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This research evaluates the improvements that the use of Active Teaching and Learning Methodologies entails regarding the acquisition of professional skills of future graduates of the Masters dealing with intervention in Architectural Heritage, including product and resource improvements. The objectives address students’ training, oriented toward professional activity, determining the effectiveness of innovation. The real problems were exposed to be faced at a professional level and were solved through different parts, which were developed in different phases. The results obtained allowed us to conclude that teaching and performing practical tasks related to professional competencies are verified as an advance in the subject.
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Gulid, Nak. "Student Loyalty Toward Masters Degree Business Administration Curriculum At Srinakharinwirot University." American Journal of Business Education (AJBE) 4, no. 8 (July 27, 2011): 49–56. http://dx.doi.org/10.19030/ajbe.v4i8.5302.
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This research aims to study mixed factors of service marketing affecting student loyalty toward the business administration curriculum at the masters degree level at Srinakharinwirot University. It also examines the relationship between student satisfaction and loyalty in the MBA program. The results show that service marketing mixed factors have influenced student satisfaction in the MBA curriculum by approximately 39.4 percent. The product and service aspect is the most important factor in predicting student satisfaction. Furthermore, the service marketing mix has influenced student attitudinal loyalty toward the MBA curriculum by about 26.7 percent, while the service-marketing mix has influenced student behavioral loyalty by nearly 40.5 percent. Student satisfaction has rather a low positive relation to attitudinal loyalty at the 0.01 level of statistical significance. Student satisfaction has a moderately positive relation to behavioral loyalty at the statistical significance level of 0.01.
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Andrews, Abby, Katharine A. Wallis, and Felicity Goodyear-Smith. "Master of Primary Health Care degree: who wants it and why?" Journal of Primary Health Care 8, no. 2 (2016): 106. http://dx.doi.org/10.1071/hc15026.
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Abstract INTRODUCTION The Department of General Practice and Primary Health Care at the University of Auckland is considering developing a Master of Primary Health Care (MPHC) programme. Masters level study entails considerable investment of both university and student time and money. AIM To explore the views of potential students and possible employers of future graduates to discover whether there is a market for such a programme and to inform the development of the programme. METHODS Semi-structured interviews were conducted with 30 primary health care stakeholders. Interviews were digitally recorded, transcribed and analysed using a general inductive approach to identify themes. FINDINGS Primary care practitioners might embark on MPHC studies to develop health management and leadership skills, to develop and/or enhance clinical skills, to enhance teaching and research skills, or for reasons of personal interest. Barriers to MPHC study were identified as cost and a lack of funding, time constraints and clinical workload. Study participants favoured inter-professional learning and a flexible delivery format. Pre-existing courses may already satisfy the post-graduate educational needs of primary care practitioners. Masters level study may be superfluous to the needs of the primary care workforce. CONCLUSIONS Any successful MPHC programme would need to provide value for PHC practitioner students and be unique. The postgraduate educational needs of New Zealand primary care practitioners may be already catered for. The international market for a MPHC programme is yet to be explored.
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Rudneva, Tatyana I. "Means of developing the methodological culture of master degree students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 43–50. http://dx.doi.org/10.20323/1813-145x-2022-2-125-43-50.
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Due to a number of objective reasons (the aging of pedagogical personnel, a request for a new type of lecturer), pedagogical education becomes in demand, the continuity of which is due to the specifics and peculiarities of pedagogical activity. The quality of training for the educational environment is determined by the ability to integrate pedagogical and scientific activities, which is proved by researchers. The nature of professional tasks in any sphere of activity in modern conditions is distinguished by abundance of situations of uncertainty, which requires a special culture of thinking. The article proves, on the basis of the difference between pedagogical activity and scientific activity, the need for master degree students to form the «psychology and pedagogics of professional education» course of methodological culture as a special form of pedagogical consciousness. For gaining an insight into the essence of theoretical pedagogical knowledge, it is necessary to take a certain methodological side, having mastered the scientific methods of understanding pedagogical processes. In the course of masters' methodological culture formation, the importance of the theoretical and methodological base is understood, on the basis of which a comprehensive analysis of the problem is carried out, conceptual ideas are substantiated, educational technologies are found and methodological recommendations are given. The article draws attention to the definition of pedagogical research logic and the level of its methodology adequately to the pedagogical science methodology which serves as a theoretical justification for pedagogical activity. Attention is drawn to the fact that a high level of a lecturer's professional readiness is determined by the availability of methodological literacy which contributes to obtaining reliable new scientific knowledge about pedagogical processes, mechanisms and content. The experience of their scientific preparation is presented, the understanding of which made it possible to develop the concept of the formation of a methodological culture, the dominant of which is the «Methodology and methods of organizing scientific research» discipline. Each of the four stages of the organization is represented by algorithms of methodological characteristics that as a whole determine the logic of scientific search. In accordance with this concept, lecturer-researchers are trained at the level of master's and postgraduate studies at Samara National Research University.
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Stark, John B. "The Value in Pursuing the EdD." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 39–41. http://dx.doi.org/10.32674/jsard.v4i1.1942.
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With the pressure to continue professional development in the P-12 environment, typically via additional educational degrees, many have exhausted the masters degree-level training and are looking at the doctoral level of degrees. However, considerations of the amount of time and effort involved in pursuing doctoral-level degrees, the financial costs of the work, and confusion around which type of degree to pursue, have combined to create barriers in moving forward. This article is meant to assist in making this decision by talking about the differences between PhD and EdD programs and by advocating for a choice of the EdD. The advantages and value of EdD programs are discussed.
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Jiang, Biyou, and Xiaochu Wang. "Research on the Training Approach and Practical Ability of Master of Civil Engineering and Water Conservancy in China." Journal of Education and Educational Research 1, no. 2 (December 18, 2022): 112–15. http://dx.doi.org/10.54097/jeer.v1i2.3675.
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Chinese colleges and universities cultivate masters in civil engineering and water conservancy to meet the needs of the social construction industry for high-quality talents. Therefore, this paper expounds the current problems faced by colleges and universities in cultivating civil and water conservancy masters: weak independent learning ability of students, lack of improvement in the cultivation system of colleges and universities, weak teaching staff in colleges and universities, and single assessment methods for students, and then analyzes the lack of practical ability of civil and water conservancy masters. The factors are influenced by external factors and internal factors. Finally, the measures to improve the training methods and practical ability of civil and water conservancy masters include: strengthening the systematic practical ability training of colleges and universities, deepening school-enterprise training cooperation, and increasing the introduction of high-quality talents. Construct a multi-level training system and form cooperative teaching among different universities. In order to provide a reference for the cultivation of the practical ability of the master's degree in civil engineering and water conservancy in colleges and universities.
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Appleby, Karen M., and Kristen Dieffenbach. "“Older and Faster”: Exploring Elite Masters Cyclists’ Involvement in Competitive Sport." Sport Psychologist 30, no. 1 (March 2016): 13–23. http://dx.doi.org/10.1123/tsp.2014-0110.
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The purpose of this study was to investigate elite masters cyclists’ involvement in competitive sport. Using a descriptive, qualitative approach, the researchers interviewed ten elite-level masters cyclists. Data analysis revealed the following salient themes relevant to participants’ experiences: (a) athletic identity, (b) motivational factors, and (c) life balance. These findings suggest that participation as an elite-level masters athlete reflects a high degree of continuity for athletic identity that can be positive in relation to self-esteem and social validation and challenging in relation to transition and maintaining social relationships out of cycling settings.
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Braiko, Bohdan. "Comparative Pedagogical Analysis of Professional Training for Masters in Cybersecurity in Ukraine and the UK." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 51–60. http://dx.doi.org/10.2478/rpp-2019-0029.
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Abstract The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.
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Abrudeanu, Marioara, Pierre Ponthiaux, Jean Pierre Millet, Adriana Gabriela Plaiasu, Xavier Balandraud, Michel Grediac, Julitte Huez, Sergiu Stanciu, Vasile Rizea, and Maria Magdalena Dicu. "Romanian-French Collaboration for Master and Doctoral Studies in "Materials Engineering"." Applied Mechanics and Materials 657 (October 2014): 1083–87. http://dx.doi.org/10.4028/www.scientific.net/amm.657.1083.
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Materials engineering involves knowledge of the fundamental physics, chemistry and engineering of materials in order to elaborate, develop, and use materials with superior and new properties. The research, development and applications of materials are the major reasons behind the availability, cost reduction, innovations and improvements in all the fields of industry. Master's programs are designed to give you a solid (strong) education in the materials engineering field. Students entering a Master program have already earned a bachelor's degree and have solid acquirement of engineering. The program entails coursework, examinations and an internship or other applied experience. A master report is required to obtain the masters degree based on the researches during the stage. During a Master programme the students learn to approach complex issues from the perspective of different disciplines such as: characterisation of materials, thermodynamics, structurals transformations, technology of materials, properties of surfaces or initiation on research methods. By understanding the properties of materials, materials engineers create new materials with desired properties. Students entering a Ph.D. program have already earned a a masters degree in the field of „Materials engineering". Because of the nature of specialization the Ph.D. program tends to be smaller than master program. The international orientation of the practice stage approaches to of the Erasmus mobilites. A Ph.D. typically demonstrates a person's competence in research. Ph.D. students begin by taking courses and exams, go on to taking advanced seminars and preparing dissertation research. To complete their knowledges, they are continuing by researching, writing and completeing a dissertation thesis. The doctoral-level thesis, is the culmination of a Ph.D. candidate's research into a topic and is the major requirement of earning the doctorate. A doctoral degree is obviously a more advanced degree. However, it is long. Depending on the program, a PhD could take 4-8 years to complete. A PhD programs entails 3 years of coursework and a dissertation. During this these years the independent researchs projects are designed to cover new knowledge in your field and to be of publishable quality. Doctoral study offers the unique opportunity for an individual to develope intensive and prolonged research on a particular topic, which often leads to publication. The present paper presents the association of Romanian and French university teachers to educate students to prepare a Master diploma and to continue with cotutelle doctoral studies in the field of materials engineering.
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MacFarlane, Campbell, Anthony Lyle Joffe, and Shan Naidoo. "Training of disaster managers at a masters degree level: From emergency care to managerial control." Emergency Medicine Australasia 18, no. 5-6 (October 2006): 451–56. http://dx.doi.org/10.1111/j.1742-6723.2006.00898.x.
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Solomakha, S. "CURRENT STATE OF ORGANIZATION AND CONDUCT OF PROFESSIONAL PRACTICES AT THE MASTER'S LEVEL IN INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 164–73. http://dx.doi.org/10.33989/2226-4051.2021.24.255919.
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The article reveals the specifics of practical training of masters in Ukrainian universities. The author analyzes the current state of the willingness of teachers of higher pedagogical educational institutions to organize and conduct professional-pedagogical practices within the master's degree. The ascertaining experiment description is given under the plan of its implementation. It provides the sequence, interrelation, and interdependence of two stages of research (diagnostic and prognostic), each solving particular tasks and using appropriate methods and techniques.
In the course of the study, we have found that the effective formation of professionally significant skills of undergraduates during their professional practice largely depends on the motivational and value attitude to the specialty, the dynamics of interest in the specialty after studying various psychological and pedagogical courses, and special disciplines of the professional profile, as well as interdisciplinary pedagogical practices, among which the master's professional practice is the final stage of preparing students for professional activities that significantly affect the formation of professional competence of future teachers.
The results of the ascertaining stage of the study enable to identify the necessary condition for improving the effectiveness of masters' practical training, including the creation of high-quality educational and methodological support, updating its content, expanding the forms, methods, techniques of teaching that are adequate to certain content of preparation for professional-pedagogical activity. The following forms and methods apply problem lectures, problem seminars, thematic discussions, heuristic conversations, case studies, scientific intelligence, training, workshops, pedagogical workshops, the system of creative tasks, round tables, methods of developing analytical thinking, applying scientific analysis in dynamics; mastering practical skills of working with information (isolating, structuring, ranking by the significance of the problems under study); methods of dialogue communication (facilitated discussion) for mutual understanding, interaction, joint solution of common but significant for each participant problems. These methods will allow students to effectively master the system of creative organization of pedagogical action and select tools that will guarantee optimal and effective solutions to pedagogical tasks in future teaching activities.
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Holmner, Marlene Amanda, and Theo J. D. Bothma. "The establishment of strategic international and local partnerships through a Masters’ level degree in information technology." Library Hi Tech 36, no. 4 (November 19, 2018): 558–72. http://dx.doi.org/10.1108/lht-08-2017-0165.
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Purpose The Department of Information Science at the University of Pretoria (UP), with funding from the Carnegie Corporation of New York, has, for the past six years, offered a fully funded specialized two-year coursework degree at Masters’ level in Information Technology (M.IT degree). The purpose of this paper is to discuss the technological and teaching methodologies as well as the unique advantages and challenges of collaboration between four partner institutions on two continents as well as local industry partners and local and international academic and public libraries, in offering a blended learning program to students from six different countries. Design/methodology/approach The contribution is based on a pragmatic and reflective analysis of the success of the strategic partnerships formed during the M.IT program. The data-gathering instrument used was a questionnaire containing open-ended questions. Findings Analysis of the comments shows that it is evident that faculty still prefer face-to-face classes. Furthermore, to experience an effective online blended learning, the technology would have to improve. The complicated levels of partnerships were important to provide the necessary expertise for this broad-based program. Lecturers from industries and libraries brought different perspectives based on their day-to-day work and practical experience and, through this, a level of reality as opposed to the theory that can be learnt from textbooks. Originality/value This is a descriptive analysis of the program and feedback of co-workers that has not been reported before.
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Selezneva, Irina P., Alisa V. Bedareva, and Inna A. Mayer. "Content and language training of master's degree students as a means of forming bilingual competence of a future specialist in the field of professional communication." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 159–71. http://dx.doi.org/10.32744/pse.2021.1.11.
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Introduction. Russian universities attempting to introduce the content and language integrated learning model into the educational process at the levels of bachelor's degree and master's degree face risks and difficulties caused by the lack of a "balance" between substantive competencies and foreign language communicative competence of both the teacher and the students. The purpose of the article is to present the local experience of using the model of content and language integrated learning as a means of forming bilingual competence in the field of professional communication by the example of training masters based on the "Deutsch Lehren Lernen" ("Learning to teach German") program. Materials and methods. The study involved 87 first- and second-year students of the full-time master's program (direction of training "Pedagogical Education") at Krasnoyarsk State Pedagogical University named after V.P. Astafiev during 2017–2020. The main research methods were forecasting, design, prolonged monitoring of the results of learning, a questionnaire survey, and McNemar's statistical test. Results. The experimental use of the model of forming content and language bilingual competence of master's degree students showed an increase in the coefficient of assimilation of the content of the educational material of the components of the integrated disciplines to the high one (0.95 > x > 0.80) and the sufficient one (0.80 > x > 0.65). There is a high level of forming the content and language bilingual competence in all types of speech activity: listening, speaking, reading, and writing. After completing the metasubject course, students can correctly and logically use subject knowledge in speech activity in German (p < 0.04), master the terminological minimum according to the methodology of teaching German (p < 0.01). Discussion. The assumption was confirmed about the possibility of forming bilingual competence of master's degree students subject to the design and implementation algorithm of the content and language integrated learning model, which includes: a) the development of criteria for selecting subjects for interdisciplinary integration; b) taking into account the balance of universal, professional, and linguistic competencies formed in the process of integration; c) focus on the practice-oriented nature of the research training of master's degree students. Conclusion. The results of the research can be used in metasubject design and practical implementation of the process of forming bilingual competence of a future specialist in the field of professional communication at the master's degree level.
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Shalar, O., Y. Strykalenko, and V. Huzar. "Mental training in psychological training of shooters." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 6(126) (July 20, 2020): 110–14. http://dx.doi.org/10.31392/npu-nc.series15.2020.6(126).24.
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The goal was to study the psycho-emotional sphere and substantiate the methodology of mental training for shooters. Material and methods: the study involved 12 rifle and pistol shooters of the Kherson Higher School of Physical Education. Among them are athletes with qualifications of the second, first categories, candidates for Master of Sports and Master of Sports of Ukraine. The study continued during 2018-2019. In the course of the research, the method of mental training of shooters was introduced. The results proved that the means of mental training had a positive effect on the state of the nervous system of shooters. Sensory motor responses were superior in less experienced athletes. So, for shooters of the CCM level and below, the results are better than those of the masters of sports: 1) according to the tapping test for 0.75 ms, 2) according to the reaction to a light stimulus for 12.5 ms, c) according to the reaction to a sound stimulus to 55 5 ms. The degree of training according to the Schulte table was high among all shooters, but slightly higher among the masters of sports (by 0.05). A rather high indicator of emotional excitability was found in shooters of masters of sports. Among the representatives of this group were persons with different types of temperament. Basically, the sanguine type prevailed, based on a strong, balanced, mobile type of the nervous system. For the representatives of the second group, which included candidates for masters of sports and first-class athletes, this indicator was at an average level. In our opinion, this is due to the fact that the representatives of this group had persons with a predominantly phlegmatic type of temperament. Conclusions: mental training had a positive effect on the level of mental processes and emotional sphere of shooters. On the basis of the data obtained on the mental sphere of shooters, it was established that these indicators were at high and sufficient levels.
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Kushnir, Valentyna. "STRUCTURE OF MANAGERIAL COMPETENCE OF FUTURE MASTERS OF PRESCHOOL EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 169–75. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235984.
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The quality of preschool education is directly dependent on the professional level of teachers. Educational programs of the master’s level of higher education, in the specialty 012 preschool education, provide an opportunity to acquire professional competencies of preschool education specialists, including managerial ones.The managerial competence of the future master of preschool education is considered as a complex integral personal-professional characteristic, which is manifested in knowledge, aspiration, readiness and ability to professionally perform organizational and managerial functions in ZDO, effectively solve complex professional problems.The main components of managerial competence are the following: cognitive (complex of managerial knowledge and understanding of the essence of administrative activity in the field of vocational education), motivational and value (set of values and motives of administrative activity), communicative (set of professional-personal qualities and communicative skills) and organizational-activity management skills and skills of practical solution of complex management tasks).Considering the system of indicators as an ideal model of the studied personal and professional characteristics of the future master of preschool education, with which the real phenomenon is compared and the degree of conformity of the sample is established. The main function of the allocation of indicators of the formation of managerial competence ‒ is to assess the degree of realization of the goal and diagnosis of deviations of the properties of the object from the accepted sample.The articles define the structure and variable characteristics of the indicators of the formation of managerial competence of the future kindergarten specialist.
Keywords: managerial competence of the future master of preschool education, cognitive, motivational and value, communicative, organizational-activity components of managerial competence, master of preschool education.
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Bhattarai, Yubaraj. "A RESEARCHER'S JOURNEY: AN EXPERIENCE OF A RESEARCHER IN MASTERS OF PHILOSOPHY IN MATHEMATICS EDUCATION." INTERNATIONAL JOURNAL OF MATHEMATICS AND COMPUTER RESEARCH 11, no. 01 (January 3, 2023): 3093–101. http://dx.doi.org/10.47191/ijmcr/v11i1.01.
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This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teachers in Kavrepalanchok district in Nepal. This article reveals my perspective as a researcher by articulating my research agenda during an academic journey in my degree of Master of Philosophy in Mathematics Education at Nepal Open University. My research was entitled " Assessment in Secondary Level Mathematics: A Narrative Inquiry" and submitted to NOU to acquire the degree. This paper explores my study, explaining about learning of mathematics and assessment experience in various academic environments from secondary level to university education as a mathematics student, teacher, and teacher educator. Similarly, I proceed by describing the source of my motivation for my study, as well as how I became interested in pursuing assessment-related research in mathematics. Furthermore, in the paper, I explain the context of my study, the rationale for the study, the purposes of the study, and the research questions. Moreover, in this article, I explore discussions on my research journey, research agenda, and formulation of questions, theoretical referents, and methodological map of the research. Finally, I will complete the journey with discussion and conclusion of my study.
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Myotte, Theodore, Tiffany L. Hutchins, Michael S. Cannizzaro, and Gayle Belin. "Understanding Why Speech-Language Pathologists Rarely Pursue a PhD in Communication Sciences and Disorders." Communication Disorders Quarterly 33, no. 1 (January 21, 2010): 42–54. http://dx.doi.org/10.1177/1525740109356799.
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Masters-level speech-language pathologists in communication sciences and disorders ( n = 122) completed a survey soliciting their reasons for not pursuing doctoral study. Factor analysis revealed a four-factor solution including one reflecting a lack of interest in doctoral study (Factor 2) and one reflecting practical financial concerns (Factor 3). Not surprisingly, those who did (31%) and did not (69%) seriously consider a PhD differed on Factor 2 items in the expected direction. Descriptive analyses revealed that the top two reasons cited for not pursuing the doctoral degree (i.e., a preexisting high level of satisfaction with professional goals and masters degree) were the same for both groups. Beyond that, Factor 2 items dominated the top reasons among those who never considered a PhD, whereas Factor 3 items were the top reasons among those who did consider a PhD. Implications, limitations, and directions for future research are considered.
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Freidenberg, Judith, and Erve Chambers. "Pedagogical Reflections on Practitioner Training Programs." Practicing Anthropology 22, no. 3 (July 1, 2000): 2–5. http://dx.doi.org/10.17730/praa.22.3.h368466302556474.
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The advent of career-oriented applied anthropology programs, devoted at least in part to preparing students for employment outside academia, is still a relatively recent development. It was not until the eighties that practitioners training programs began to be examined and observations shared with peer groups (Hyland and Kirkpatrick 1989; Trotter 1988; Kushner 1994). As we enter the new millennium, these training programs have demonstrated the positive value of a practicum or internship experience (Kushner and Wolfe 1993; Smith, Wolfe and Chambers 1981) for producing academically trained practitioners of applied anthropology. In some respects, the experiences of those programs that have developed at the master's level are of particular interest, simply because the discipline has had so little prior experience regarding masters as a professional level degree.
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Lumsden, Ernest A., Joseph H. Grosslight, Edward H. Loveland, and John E. Williams. "Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings." Teaching of Psychology 15, no. 1 (February 1988): 5–9. http://dx.doi.org/10.1207/s15328023top1501_1.
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This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.
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Bielikova, N., and O. Tomaschuk. "Contemporary approaches to the professional training of future masters of secondary education in physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(127) (November 27, 2020): 18–23. http://dx.doi.org/10.31392/npu-nc.series15.2020.7(127).03.
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Currently, special attention should be paid to the issue of humanities masters training, in particular, future physical culture teachers and lecturers, who take an active part in the formation of a healthy lifestyle of student youth. The article grounds contemporary approaches to the professional training of future masters of secondary education in physical culture in the higher education institutions of Ukraine. The normative arrangement of master's status in the system of positions and activities, related to the effective establishment of the interaction of educational services sphere and labour market, remains the most problematic issue today. In the situation of absence of an educational standard for speciality 014 Secondary Education (Physical Culture) by the second (master's) level of higher education, currently, in the domestic educational space, there is a wide range of approaches to understanding the status and specifics of the organization of professional training of physical culture secondary education future masters. The analysis of the informational content of the state educational electronic resource of Unified State Electronic Database on Education (USEDE) allowed determining that 30 Ukrainian higher education institutions including national universities, pedagogical and specialized higher educational establishments carry out the training of such specialists. The process of defining the specifics and status of a master's degree in the training of secondary education physical culture specialists developed by various teams of authors differs by diverse approaches concerning the understanding of its peculiarities. The variety of educational and professional programs of their training is manifested in the content, structure, variable part ensuring, and different approaches to practical training and organization of state certification. The increase of training efficiency of physical culture secondary education masters for pedagogical activity consists in constant updating of the content, the establishment of an expedient ratio of semantic and practical activity components, and use of the newest pedagogical, informational and computer technologies. The realization of scientific support of the educational process will contribute to the formation of future specialists’ pedagogical orientation and interest to the professional and pedagogical knowledge.
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Zhao, Xiao-Lei, Shao-Yu Mou, Yan-Han Chen, and Wen-Fen Zhu. "Investigation of the teaching cognition and capabilities of clinical advisers for masters degree level nursing specialty graduate students." International Journal of Nursing Sciences 1, no. 1 (March 2014): 107–9. http://dx.doi.org/10.1016/j.ijnss.2014.02.020.
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Shykhnenko, K., H. Haiovych, M. Prokopchuk, and L. Vinnikova. "ENGLISH FOR SPECIFIC PURPOSES DISCIPLINE FOR MASTERS IN PUBLIC ADMINISTRATION LEGAL FRAMEWORK ANALYSIS." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection 7 (December 22, 2019): 154–72. http://dx.doi.org/10.35577/iducz.2019.07.12.
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Responding to the modern challenges in the educational domain and an increase interest of the appropriate level of English among the public servants of SESU, the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection initiated the research work aimed to improve the training content and methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ in April 2019.
A significant contribution to the development of the theory, methodology and the certain methodological issue developing were made by a number of scientist such as O. Bykonia, V. Chernysh, Z. Korneeva, G. Dyvnych, R. Makarova, Ya. Mandryk, M. Dyachenko, T. Dudley-Evans, T. Hutchinson, A. Waters, P. Strevens and others.
At the same time, some thorough research of the legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for level in the field of expertize 281 ‘Public Administration’ has not been done under the condition of modern reforms in the education domain.
The legal framework in order to reveal the potential premises to improve methodology of teaching English for Specific Purposes for the second (Master) level in field of expertize 281 ‘Public Administration’ is under consideration.
The article outlines the main peculiarities of the current legal framework related to the teaching English for Specific Purpose which is used as the premise for further analysis of the current curriculums used in the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection. The list of legal framework includes the Law on Education, The Law on Higher Education, The law on State Service, National ESP Curriculum of English.
Clarifying the terminology used in the current regulatory environment in the sphere of professional activities of future public leaders and managers (individual learning curve, competence, learning outcomes, language proficiency, universal design in the sphere of education, curricula) has given the authors an opportunity to reveal the methodological value of the National ESP Curriculum of English and clarify the appropriate language level for Master’s degree students, evaluate the current curriculum used by the Language Training Department of the Institute of Public Administration in the Sphere of Civil Protection.
Foreign language professional competence is a multi-component, hierarchically organized and multi-level phenomenon based on professional skills, knowledge and awareness.
English for Specific Purposes as a discipline can be considered as the tool for developing special professional skills that create the premises to deal efficiently with challenges concerning public management, political-legislation, social-economic issues.
The further analysis of the universal design in the educational sphere also let the authors clarify the teaching materials peculiarities; correlate the international current testing system with NATO STANAG 6001 used within SESU and explain the necessity to implement В1 (CEF) /СМР1+(NATO STANAG 6001) for Master’s degree students in in the field of expertize 281 ‘Public Administration’.
The analysis of the current legal framework related to the second (Master) educational level in field of expertize 281 ‘Public Administration has revealed the fact that, on the one hand, the current curricula structural elements and content as the elements of educational design comply with the legislation norms, on the other hand, the issues of looking for improving the training content and efficient teaching techniques to obtain the desirable language level for Master’s degree students have to be under further consideration.
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Mazerolle, Stephanie M., Thomas G. Bowman, and Jessica L. Barrett. "Perceived Benefits of Graduate-Level Professional Education in Athletic Training." International Journal of Athletic Therapy and Training 22, no. 2 (March 2017): 60–69. http://dx.doi.org/10.1123/ijatt.2015-0105.
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The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.
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Keough, Michael B., Christopher Newell, Alan R. Rheaume, and Tejas Sankar. "Association between Graduate Degrees and Publication Productivity in Academic Neurosurgery." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 47, no. 5 (May 28, 2020): 666–74. http://dx.doi.org/10.1017/cjn.2020.103.
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ABSTRACT:Object:Many neurosurgeons pursue graduate degrees as part of their training. In some jurisdictions, graduate degrees are considered a necessary condition of employment in academic neurosurgery. However, the relationship between possession of a graduate degree and eventual research productivity is not well established. We used bibliometric methods to analyze publications from academic Canadian neurosurgeons, with an emphasis on level of graduate training.Methods:All neurosurgeons holding academic appointments at Canadian institutions from 2012–2016 were included. Over that time frame, Scopus was used to quantify the number of papers, number of citations, 5-year h-index and 5-year r-index, CiteScore, authorship position, and paper type (clinical or basic science). Publication output was compared between neurosurgeons grouped as MD-only, MD-Masters, or MD-PhD.Results:In total, 2557 abstracts from 131 Canadian neurosurgeons were analyzed. We found that MD-Masters neurosurgeons published significantly more total papers, clinical papers, and first/last author papers than MD-only neurosurgeons. MD-PhD neurosurgeons had the same findings, in addition to more basic science papers, in journals with a higher CiteScore, 5-year h-index, and 5-year r-index than both other groups. These results were preserved even with significant outliers removed. There was no difference if graduate degrees were obtained before or after starting residency. There was no correlation with career length and number of recent papers published.Conclusion:The attainment of a graduate degree has an important association with future publication productivity for academic neurosurgeons. These data should be useful for hiring committees considering the value of graduate degrees from applicants for positions in academic neurosurgery.
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Uğurel, Işikhan. "Non-thesis master´s level pre-service mathematics teachers' conceptions of proof." Bolema: Boletim de Educação Matemática 26, no. 42b (April 2012): 715–42. http://dx.doi.org/10.1590/s0103-636x2012000200015.
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This case study research was carried out with eight pre-service teachers enrolled in a non-thesis Masters degree program at the university where the author works after having earned undergraduate degrees in mathematics from different universities in Turkey. The study is part of a large-scale study. The main part of the study aimed to identify the conceptions of participants about proof and proving in a period of ten weeks. The present study contains the preliminary findings regarding the participants' opinions about the meaning of proof and proving and the purposes of proof. Three groups of data were used in this article. The first group involves the essay writing of pre-service teachers; the second group involves whole group discussions; and the last group contains individual semi-structured interviews. The results demonstrate that the pre-service teachers often prefer using formal discourse to define proof but have certain difficulties in making sense of these definitions. The general opinion of the participants about the purposes of proof concentrates on verification and explanation. Another problem examined in the study was concerned with whether the pre-service teachers' opinions about the meaning and purposes of proof can change. The results showed that their opinions may change regarding both. However, the changes involved expansion of their previous opinions by adding new dimensions, without moving in another direction.
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Yashchuk, Serhii, Roman Gurevych, Liudmyla Gusak, Iryna Pronikova, Oksana Abramova, and Nataliia Manoilenko. "Professional Training of Masters of Technological Education in Pedagogical Higher Education Institute." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 39–56. http://dx.doi.org/10.18662/rrem/13.2/409.
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The transition of higher pedagogical school to a continuous education system involves updating the content, forms and methods of professional training of masters as specialists of the highest qualification level, who in the future will join scientists from various fields of science and teaching staff of universities, colleges, gymnasiums, lyceums and more. The purpose - on the basis of the integral scientific analysis to develop theoretical and methodical bases of research, to substantiate and experimentally check pedagogical system of professional training of masters of technological education. In the course of the research a complex of pedagogical conditions of professional training of future teachers of technological education in the process of master's degree is singled out. 531 undergraduates of experimental and control groups took part in the experiment, 266 of them were involved in the formative stage. The results of experimental data were processed according to the methods of S. Arkhangelsky (1980) (determination of a sufficient representative sample of students), A. Kiverlyag (1980) (determination of arithmetic mean, variance), D. Novikov (2005) (verification of the probability of the obtained results), which made it possible compare the indicators of the formation of levels of professional and pedagogical competence of masters of technological education before and after the experiment. As a result of experimental work, undergraduates of the experimental group showed higher levels of professional and pedagogical competence than in the control. The results of the experiment showed that the effectiveness of the author's pedagogical system of vocational training for masters of technological education is sufficient, and the general strategy of the proposed pedagogical system of vocational training is innovative, expedient and deserving widespread implementation in higher pedagogical educational institutions that train future teachers in the specialty "Technological education".
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Levchenko, I. Yu, E. V. Logunova, and T. V. Skrebets. "Diagnostic competence of undergraduates enrolled in "special (defectological) education"." Vestnik of Minin University 7, no. 3 (August 10, 2019): 11. http://dx.doi.org/10.26795/2307-1281-2019-7-3-11.
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Introduction: the article presents the results of the study of diagnostic competence of undergraduates studying in the master's degree in the specialty of special (defectological) education. The content of diagnostic activity of the modern teacher-defectologist and the structure of diagnostic competence are considered. The variative multi-level readiness of master's students of the first year of study to master the content of diagnostic activities for the examination of persons with disabilities is revealed.Materials and methods: the study of the readiness of undergraduates of the first year of study for diagnostic activities was carried out with the help of special tests developed by a team of teachers of the Department of special pedagogy and special psychology to assess the knowledge and skills of students in the direction of "Special (defectological) education". In addition to the tests, the survey participants were used. The results of the survey and testing were interpreted on the basis of qualitative and quantitative approach.The results of the study: the study identified variable groups of undergraduates with various characteristics. Variability depended on basic education, experience of previous work in correctional institution, presence of persons with various deviations in families. All participants of the experiment had a positive motivational orientation. In assessing and analyzing the level of formation of diagnostic competence, a combination of several approaches to assessing the results of the study was used.Discussion and conclusions: diagnostic competence aimed at solving the problems of examination of children of different ages with various developmental disorders to determine the special conditions of their education and upbringing, occupies an important place in the formation of professional competence of masters of special (defectological) education. Diagnostic competence of the master of special (defectological) education has a multicomponent structure, including motivational, operational and reflexive components and can be represented at several levels of formation.
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Želvys, Rimantas, Kundyz Aganina, and Aziza Zhunusbekova. "Development of the System of Education Management in the Republic of Kazakhstan." Pedagogika 115, no. 3 (September 10, 2014): 25–38. http://dx.doi.org/10.15823/p.2014.025.
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The article discusses the possibilities of developing the system of education management in Kazakhstan. The long-term strategy “Kazakhstan-2050” indicates that education is one of the main priorities for the Kazakh state. The main goal of education reforms in Kazakhstan is to adapt the system of education to a changing socio-economic environment of the country.
Professional specialists in the field of education management are vitally important as they will have to reform and manage the newly developing system of education. Many national and foreign researchers assume that the most effective way of training education managers is granting them a higher education degree. In order to find out what is the opinion of students studying in the field of education, a preliminary survey of students at a National Abai Pedagogical University was conducted. 140 students of pedagogical-psychological studies on a Masters level were interviewed, including 90 women and 50 men. 79 percent of respondents acknowledged the importance of studying education management. 86 percent claim that education management should be studied on a Masters level, 7 percent prefer to study education management on a Bachelor, and 7 percent – on a Doctoral level. Preliminary survey showed that majority of respondents prefer to study education management on a Masters level; however, currently there are no Masters studies of education management in Kazakhstan, as well as in other Central Asian republics – Kyrgyzstan and Tajikistan. Studies of education management are limited to specialized courses in pedagogical high schools and in-service teachers training institutes. The Tempus EDUCA project “Modernization and development of teacher training and education management studies in Central Asia” is supposed to help in dealing with this problem. The aim of the project is to introduce competence-based learning and management training in the systems of higher education in three Central Asian countries. The education management program developed by the authors of the article is aimed at Masters students and teachers of primary education at National Abai Pedagogical University; however, the program should also contribute to further development of education management in Kazakhstan.
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Prestage, Marilyn, and Anna Lichtenberg. "Reluctant Researchers." Australian Journal of Career Development 5, no. 2 (July 1996): 28–33. http://dx.doi.org/10.1177/103841629600500209.
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The aim of this study was to identify factors contributing to the low participation rates of women in research-based postgraduate study. Although it was acknowledged that there were increases in the participation of women in postgraduate studies, this was primarily at the Graduate Diploma and Graduate Certificate level. As these courses do not provide a direct entry point to Masters and PhD programs, a large potential source of research degree candidates is being lost. In recognition of the value of successful completion of an Honours degree as a foundation for research-based higher degree qualifications, the parameters of this project were narrowed in order to examine the specific factors influencing the enrolment of students in Honours programs.
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Quan, Ying, Ping Yang, and Shi Jian Wu. "The Factors Analysis about Comprehensive Utilization Effects of the Straws in the Huang-Huai Plain." Advanced Materials Research 361-363 (October 2011): 794–98. http://dx.doi.org/10.4028/www.scientific.net/amr.361-363.794.
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We established multiple regression models by on-site survey on 3090 famers’ family in 139 counties in 4 provinces in the Huang-Huai plain, comprehensively analyzing the factors which affect the utilization of farmer's straw. Research results indicate that, some factors such as family agricultural labor population number, and family income level, and masters’ political conditions, and duties in village, and education life, and straw using technology master situation, and straw using cognitive and farming area, and farming system, and straw subsidies, and straw industry development have positive effects on straw comprehensive utilization, while the factors like part-time work degree, and domestic livestock culture situation, and the cost-effective of using straw have negative effects on straw comprehensive utilization. These factors like straw subsidies, the cost-effective of using straw, straw using cognitive, straw utilization technology, family farm income, farm area have significant impact on farmer's straw utilization; masters’ political conditions, duties in village, education life, family livestock culture situation, straw industry development make little influences. To increase the level of farmer's straw comprehensive utilization, there are some measures to take: Party members and leaders of the village further play the exemplary role apart from raising the awareness of farmers on crop straw; conscientiously implement the State subsidy policies about straw; implement straw utilization technology innovation, actively promote straw utilization technology; promote the realization of straw resources and commercialization to improve farmers’ income.
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Almomani, Zaiad, Mohammad Al-Hawary, Mo'een Oudat, and Ahmad Al Okor. "The Effectiveness of Sports Marketing Strategies in the Jordanian Physical Education Faculties from View of the Graduate Students." International Journal of Higher Education 8, no. 4 (July 2, 2019): 61. http://dx.doi.org/10.5430/ijhe.v8n4p61.
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The study aimed to identify the effectiveness of sports marketing strategies from the point of view of graduate students in the faculties of physical education at Jordanian universities. The study relied on the descriptive approach, and A questionnaire consisting of (4) areas, including (24) items, was used to collect data after verifying its validity and reliability. The study sample consisted of (210) students of graduate studies in the faculties of physical education at the Universities of Jordan and Yarmouk University. The results showed that the level of effectiveness of sports marketing strategies came at a high level, the most prominent of which was the marketing of tournaments and games, followed by the marketing of television, followed by the field of marketing methods, and the lowest level of marketing advertising and advertising to a high degree for all fields. The results showed that there were no statistically significant differences in the fields of marketing methods, advertising marketing, television marketing, marketing of tournaments and games according to the variables (gender, Cumulative Average, program). There were statistically significant differences according to gender to favor of males and degree variable to favor of the Master's degree in the marketing of tournaments and matches domain. The results showed that there were no differences in the effectiveness of sports marketing strategies as a whole depending on gender and Cumulative Average variables, while there were statistically significant differences according to the degree in favor of the Masters. The study recommended the need to pay attention to sports marketing strategies in all fields and enhance their role in improving the activity of sports institutions and federations.
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Garmonova, Anna V., and Daria V. Shcheglova. "Teachers’ assessments of the changes in higher education in Russia: Transformation or stagnation?" Vestnik of Saint Petersburg University. Sociology 13, no. 4 (2020): 476–94. http://dx.doi.org/10.21638/spbu12.2020.408.
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The article presents the assessments by Russian university teachers of the changes that have resulted from the reform of higher education. The assessment of the result of higher education reform was built through the optics of the micro-level studying and the bottom-top strategy for summarizing the results. The authors used a list of questions about teachers’ assessment of the conditions for academic mobility, the success of the transition to a two-level system, the perception of competition in the academic market, the possibility of scientific work and academic mobility, and also the degree and type of participation in the development of master’s degree programs. The results were based on data obtained in the framework of the project “The Russian Masters’ early growth”, a recipient of the Vladimir Potanin Foundation scholarship program. The study showed that university teachers perceived the reform of higher education rather negatively, they noted an increase in useless paperwork, a low level of academic mobility, lack of academic freedom, and difficulty in conducting scientific research. Competition between teachers was assessed as low, and respondents also marked that the academic labor market in Russia is not well-established. The authors concluded that the tasks of higher education reform have not been solved, and on the part of teachers there is an institutional distrust of the ongoing reforms.
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Alotaibi, Khulud Ghaeb, and Daphne Lordly. "A Muslim Woman’s Experience with Integrating into Canadian Culture while completing her Graduate Nutrition Degree." Critical Dietetics 3, no. 2 (December 31, 2016): 13–22. http://dx.doi.org/10.32920/cd.v3i2.990.
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Although there are many studies focusing on Muslim women experiences, first-hand Muslim woman experience regarding socializing and integrating into a culture is lacking. This paper presents an autoethnographic account of my experience as an international Muslim woman studying as a part of masters level nutrition program in Canada. A personal journal was my source of data; I used emotional recall to enrich my data and finally conducted a thematic analysis. Three metaphors were used as vehicles to convey major themes. The conclusion proposed that through reflexivity, individuals can determine their weaknesses, strengths, attitudes, and personal tendencies and use this discovery to successfully navigate and integrate more confidently into an unfamiliar culture.
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Khalemendyk, Julia. "ROLE OF INTERCULTURAL PROFESSIONAL COMPETENCE IN TRAINING OF FURTURE MASTERS OF PEDAGOGY OF HIGHER SCHOOL." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 114–22. http://dx.doi.org/10.33989/2226-4051.2016.14.171597.
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Higher Education in our country is changing in accordance to the processes of Europian integration that is supported by the government of Ukraine and the Ministry of Higher Education and Science. The urgency of the problem is enhanced by contradictions between: the objective need of society for teachers and researchers able to solve the problems of professional activities in Higher School institutions at the international level that are associated with modern trends of European nations to make in future a unified system of multilevel Higher Education, the need for close collaboration with foreign colleagues and the real situation with willingness of up-to date teachers and researchers for foreign language professional collaboration. The Purpose of the article – theoretical analysis of the role of intercultural professional competence in the training of future masters of Pedagogy of Higher School.Intercultural professional competence of future masters of Pedagogy of Higher School is considered to be the integrated personal and professional activities which refers to psycho-pedagogical willingness of an adult to perform professional activities successfully, productively and efficiently, using the foreign language or foreign culture and interact effectively in a foreign professional environments.According to the results of the theoretical analysis we note that the constituent components of the intercultural professional competence of future masters of Pedagogy of Higher School competence is formed on the basis of the interconnected socio-cultural, socio-linguistic and language development due to their age and psychophysical characteristics and due to their professional and personal interests on each stage of the intercultural professional competence of the masters. One of the main parts of intercultural professional competence is its connection with professional awareness of masters, their professional value, since it is about degree of formation of the level and style of communication of future teachers and researchers while conducting different professional activities. Further we considered learning of pedagogical conditions for the development of intercultural professional competence of future masters of Pedagogy of Higher School in formal and informal education.
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Charleston, LaVar, and Raul Leon. "Constructing self-efficacy in STEM graduate education." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 152–66. http://dx.doi.org/10.1108/jme-12-2015-0048.
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Purpose Self-efficacy and outcome expectations influence the development of career interests, which, in turn, affect career choices. This study aims to understand self-efficacy beliefs and expectancy outcomes for African-American graduate students and faculty with a focus in science, technology, engineering and mathematics (STEM) degree programs, namely, the computing sciences. Design/methodology/approach This qualitative study examined the lived experiences of 23 African-American graduate students and faculty members in the STEM field of computing sciences. Findings This study reveals that in different stages of the STEM trajectory, self-efficacy of STEM and computing needs to be reestablished. This research captures a novel space in the self-efficacy literature, presenting self-efficacy as a mobile construct to be re-achieved as students’ progress toward advanced STEM degrees. In addition, this study asserts that the contribution and input of teachers, parents, mentors, counselors and peers has a deep impact on the level of self-efficacy and persistence in computing sciences. Originality/value Findings suggest a greater need for interventions designed to reestablish self-efficacy at each level (e.g. undergraduate, masters and doctoral degrees) of the STEM educational trajectory in an effort to broaden STEM participation at the highest levels of degree attainment.
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Paul, Prantosh Kumar. "Usability Engineering and HCI for Promoting Root-Level Social Computation and Informatics Practice." International Journal of Asian Business and Information Management 12, no. 2 (April 2021): 96–109. http://dx.doi.org/10.4018/ijabim.20210401.oa6.
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Human-computer interaction talks about designing IT and computing technologies in the context of man-machine interaction. Man-machine interaction (MMI), human-machine interaction (HMI), usability experience design, human-centered designing, user-centered designing are the related areas and responsible for the designing and development of interface of electronics products viz. computers, laptops, systems, mobiles, smart phones, etc. Educational and training is important for the social as well as economic development in several contexts. Knowledge delivery system is the reason for development and also developed nation. A few current and emerging technologies which include big data management, cloud computing, green computing, data science, internet of things (IoT) are also allied with HCI and usability engineering in different contexts. India is a developing country, and more enhancement is possible with integration of IT. In the developed countries, various educational degree and training programs are running at Bachelors, Masters, and Doctoral degrees in the areas of HCI and usability engineering, but in a country like India, such programs are missing. In this conceptual paper, a few aspects of usability engineering and HCI have been explored for creating true IT-enriched society. The paper is also proposed some possible and future potential programs for a healthy social informatics world.
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Nedelkov, N., E. Yordanov, E. Hristov, V. Petkova, S. Ognianov, K. Andreevska, Tz Delyiski, and I. Parvova. "Serialization and Verification of Medicinal Products – A Pilot Study Among Pharmacists in Bulgaria." Acta Medica Bulgarica 46, no. 3 (October 1, 2019): 18–22. http://dx.doi.org/10.2478/amb-2019-0024.
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Abstract Background. In an attempt to stop the distribution of falsified medicinal products, the EU has adopted Directive 2011/62/EU. Since 9th February 2019, each package of medicinal product must be given a unique number in combination with a mandatory indicator of integrity. The Directive requires the creation of a system of serialization and verification of the medicinal products. Aim of the study: To determine the level of awareness about the serialization and verification system among masters of pharmacy and the preparedness of Bulgarian pharmacies to meet the new challenges. Materials and methods: A pilot survey was conducted in 25 pharmacies in Sofia. 41 specialists in pharmacy holding a master degree were interviewed using the “direct individual survey” method. Results and discussion: The knowledge about the availability of new regulatory requirements is in serious dissonance with the established high level of non-awareness of the forthcoming initiatives. Over 2/3 (78%) of the respondents do not know what the practical challenges to their pharmacy practices will be.
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Aziz, Aamir, and Mamuna Ghani. "ESP Course Evaluation of Business Communication for Masters in Commerce of a Pakistani University." International Journal of English Linguistics 7, no. 5 (July 27, 2017): 65. http://dx.doi.org/10.5539/ijel.v7n5p65.
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English is the Language of globally expanding world of trade and commerce. English for Specific Purposes (ESP) is time-honored area of English Language Teaching (ELT), and it is by a long way at variance from General English (GE) because of its practical efficacy and learner centered approach. The need of ESP (Business Communication) at post-graduate colleges of commerce and departments of commerce of universities at master’s level classes is to outfit the students with most recent communicative trends so that they can become resourceful members of some reputed business house. In the present study the researchers have done ESP course evaluation of the current course of Business Communication for Masters in Commerce classes of Bahauddin Zakariya University, Multan. This course is taught at public and private sector post-graduate colleges of commerce affiliated with the university in the first year of two year master’s degree program. For this purpose the researchers have used questionnaire for the students and interview for the teachers. After analysis of results, the current study presents the conclusion that the current course of Business Communication is unable to fulfill all the professional needs of the students and is also unable to link theory with practice. It needs improvement having in view the modern tendency in the field of Business Communication, the needs of the future experts and the requirements of national and international business concerns.
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Klyuev, V. K. "Formation of project competencies at two-level University education of students in the direction of “Library and information activities”." Scientific and Technical Libraries, no. 7 (September 4, 2020): 15–28. http://dx.doi.org/10.33186/1027-3689-2020-7-15-28.
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The article considers the structural and content aspect of University education for bachelors and masters of library and information activities in the field of project management and socio-cultural design. The article presents the universal, General professional and professional project competences formed at different levels of higher industry education, which are provided by the current Federal state educational standards and official projects of approximate basic educational programs. the basic indicators of their achievement are indicated. Characterized taught at the Moscow state Institute of culture bibliotekovedenie profile of the discipline “Project workshop” (BA) “Theory and methodology of socio-cultural design with the participation of the library” (master): objectified perspective and range of educational tasks allocated to the competence generated and designated indicators of evidence of their development. “Project workshop” is focused on the formation of the project culture of future bachelors of library and information activities, taking into account the current trends of socio-cultural design and the capabilities of libraries. The main types of contact work with students are practical classes, including individualized small groups. A large place is given to extracurricular independent work on the material of the training course. The master's course “Theory and methodology of socio-cultural design with the participation of the library” is aimed at further development of students' fundamental and applied aspects of project knowledge. The study of educational material by undergraduates is carried out through an optimal combination of problem lectures and thematic discussion seminars, which allow to give a coherent system of scientific knowledge in the discipline, to form a scientific approach to the students' project activities of libraries. An important place in the process of studying the course is occupied by group and individualized tasks in the framework of classroom and extracurricular (including field) practical classes, as well as active independent search activity of students. It is concluded that there is sufficient educational and methodological base for the formation of students in the framework of two-level training complex project competencies that allow effective professional activities, logical continuity of special project training of students studying in the bachelor's and master's degree in the direction of “Library and information activities”.
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Vodianyi, Bohdan, Valentyna Vodiana, Liliia Bobyk, Mariia Yevhenieva, Larysa Oronovska, and Oksana Dovgan. "Artistic and Figurative Thinking in the Structure of Educational Activity of Future Masters in Music Art." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (May 9, 2022): 318–29. http://dx.doi.org/10.18662/rrem/14.2/583.
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The purpose of the article is to reveal the neuropedagogical aspects of artistic and figurative thinking of future masters of music in the structure of their educational activities. The neuropedagogical approach as a scientific direction is still in its infancy and needs significant support in the educational environment. The degree of demand for continuous education of music specialists to make the right methodological decisions in their professional activities is emphasized. Artistic thinking in the system of training masters in music is a priority and is one of the most important tasks of their educational process at this scientific level. But the search for innovative methods of artistic and figurative perception of musicians is often complicated by an empirical approach to solving this problem.
The specifics of neuropedagogical training for the development of artistic and figurative thinking of higher education students, which is associated with the creative interaction of teacher and student is analyzed. The regularities of training future musicians which are due to the need to solve problems for the development of creative musical and professional thinking are revealed. The importance of interdisciplinary integration of humanitarian, music-theoretical and special knowledge is emphasized, which is the basis for the formation of a high level of professionalism of future masters in music. The interaction of intellectual, auditory and emotional components in the process of development of artistic and figurative thinking of the future musician is substantiated.
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Kohtala, Aino, Raimo Lappalainen, Laura Savonen, Elina Timo, and Asko Tolvanen. "A Four-Session Acceptance and Commitment Therapy Based Intervention for Depressive Symptoms Delivered by Masters Degree Level Psychology Students: A Preliminary Study." Behavioural and Cognitive Psychotherapy 43, no. 3 (November 11, 2013): 360–73. http://dx.doi.org/10.1017/s1352465813000969.
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Background:Depressive symptoms are one of the main reasons for seeking psychological help. Shorter interventions using briefly trained therapists could offer a solution to the ever-rising need for early and easily applicable psychological treatments.Aims:The current study examines the effectiveness of a four-session Acceptance and Commitment Therapy (ACT) based treatment for self-reported depressive symptoms administered by Masters level psychology students.Method:This paper reports the effectiveness of a brief intervention compared to a waiting list control (WLC) group. Participants were randomized into two groups: ACT (n= 28) and waiting list (n= 29). Long-term effects were examined using a 6-month follow-up.Results:The treatment group's level of depressive symptoms (Beck Depression Inventory) decreased by an average of 47%, compared to an average decrease of 4% in the WLC group. Changes in psychological well-being in the ACT group were better throughout, and treatment outcomes were maintained after 6 months. The posttreatment “between-group” and follow-up “with-in group” effect sizes (Cohen'sd) were large to medium for depressive symptoms and psychological flexibility.Conclusions:The results support the brief ACT-based intervention for sub-clinical depressive symptoms when treatment was conducted by briefly trained psychology students. It also contributes to the growing body of evidence on brief ACT-based treatments and inexperienced therapists.
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Hatfield, Joshua L., and John R. Slate. "Differences in Reading by the Retention Status of English Learners: A Texas, Statewide Investigation." Journal of Education and Recreation Patterns 2, no. 2 (December 31, 2021): 1–11. http://dx.doi.org/10.53016/jerp.v2i2.11.
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In this study, the degree to which Kindergarten retention was related to the reading performance of English Learners in Grade 3 was addressed. Through inferential statistical analyses of Texas statewide data, statistically significant differences were yielded between English Learners who had been retained in Kindergarten and their counterparts who had not been retained in Kindergarten. English Learners who had been retained in Kindergarten performed statistically significantly poorer on the Approaches Grade Level standard, the Meets Grade Level standard, and the Masters Grade Level standard on the Texas mandated assessment in Grade 3 than did English Learners who had not been retained. Clearly, retention in Kindergarten of these English Learners did not yield the intended outcomes. Implications and recommendations for future research are discussed.