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Academic literature on the topic 'Degree programmes'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Degree programmes"

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Plunkett, Patrick F. "The impact of perfusionist education programme characteristics on programme directors' responsibilities." Perfusion 11, no. 5 (September 1996): 371–75. http://dx.doi.org/10.1177/026765919601100503.

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The purpose of this study was to measure the effect of four programme characteristics (curriculum design, type of degree offered, length of programme and number of students per class) on perfusionist education programme directors (PDs) in the USA in terms of the number of hours worked per week, number of cases pumped per year and workload mix. Descriptive and statistical analyses were performed on the responses to questionnaires sent to all perfusionist programmes between March 1993 and April 1994. PDs reported working an average of 51.8 h/week and pumping an average of 68.8 cases per year. All but one respondent reported spending more than 50% of his/her time (mean 74.5% ± 19%) on programme-related issues such as administration, classroom teaching and clinical instruction. This level of commitment, as well as the total number of hours worked per week, were not found to be influenced by the programme's length, duration, class size or type of degree awarded. However, PDs of baccalaureate programmes, and programmes with more than nine students spent a significantly greater proportion of their time on administrative issues than their colleagues in other types of programmes. The bureaucratic demands of baccalaureate and large programmes require PDs to devote an average of 39.5% of their time to administration, compared to 27.2% in the other programmes. The results of this study show that the operation of all perfusionist education programmes requires a major commitment of time on the part of the individual designated as PD.
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Khalifa, Bayan, Osama Dukhan, and Sulaiman Mouselli. "Master degree under crisis." International Journal of Educational Management 32, no. 4 (May 14, 2018): 538–49. http://dx.doi.org/10.1108/ijem-02-2017-0038.

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PurposeThe purpose of this paper is to explore why students decide to enrol in a business postgraduate programme at Damascus University in the current Syrian crisis.Design/methodology/approachExploration of students’ motives was generated in this study using semi-structured interviews. On the basis of saturation sampling, 11 interviews took place in the leading Syrian university providing postgraduate programmes, Damascus University.FindingsThe results from the interviews indicate the existence of six different motives for students to enrol in a postgraduate study: self-motives, professional motives, social motives, academic motives, lack of vision, and delaying military service, which is directly caused by the current war conditions in Syria.Practical implicationsUnderstanding postgraduates’ motives is essential at the national level, the institutional level, and also at the individual level to make better future plans related to opening new programmes or altering admission criteria. Recommendations to higher education policy makers are highlighted in the study.Originality/valueThe majority of previous studies concentrate on students’ motives to pursue postgraduate studies during financial crisis. However, very little is known on why students decide to enrol in a business postgraduate programme in a war context.
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Joshi, Marjo. "Sustainable development in the design of online degree programmes for national cross-studies." Ammattikasvatuksen aikakauskirja 23, no. 4 (January 3, 2022): 12–33. http://dx.doi.org/10.54329/akakk.113318.

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This study examines the integration of sustainable development in the holistic design of higher education online degree programmes for national cross-studies in Finland. The methodology adopted is design-based research. The literature combines works from the fields of online degree programme design and sustainable development. The empirical data is collected from an Online Degree Working Group representing various online degree expertise in applied higher education. The results of this study highlight the importance of national level collaboration in efforts to reach sustainable development goals in online degree programmes for national cross-studies in higher education. Key sustainability competencies are combined into online degree programme design to reveal new considerations for sustainable development in the online degree education context. The results can be utilised by managers, administrators, and educators of online degree programmes in higher education organisations who are interested in implementing sustainable development in the design phase of the online degree programmes.
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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.
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Woźniak, Monika. "ESP in CLIL Degree Programmes." ESP Today 5, no. 2 (2017): 244–65. http://dx.doi.org/10.18485/esptoday.2017.5.2.6.

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Brookes, Maureen, and Nina Becket. "Internationalising hospitality management degree programmes." International Journal of Contemporary Hospitality Management 23, no. 2 (March 8, 2011): 241–60. http://dx.doi.org/10.1108/09596111111119356.

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Jackson, Kate. "Midwifery degree programmes: who benefits?" British Journal of Midwifery 1, no. 6 (November 2, 1993): 274–75. http://dx.doi.org/10.12968/bjom.1993.1.6.274.

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Ahaotu Godwin Ndubuisi and Ogunode Niyi Jacob. "Managing university degree programmes acceditation in the era of economic recession in Nigeria." Middle European Scientific Bulletin 5 (October 7, 2020): 56–62. http://dx.doi.org/10.47494/mesb.2020.5.58.

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The economic recession experienced in Nigeria between 2015/2017 was a great concern to the management of the university system especially with shortfall in the prices of oil and gas in the global market. It would not be an understatement to say that, Nigeria university degree programmes accreditation would suffer because funding of these programmes comes from oil and gas revenue due to Nigeria mono-economy. It is evidently glaring that managing programmes accreditation during this dispensation would be affected in no small measure due to the economic recession. In view of the above, this paper would examine the following: the concept of university management, university programmes, programmes accreditation, objectives of accreditation, accreditation instrument, criteria for programme accreditation, challenges of accreditation, sources of funding university degree programmes, economic recession and its effect on university management, recommendations and conclusion.
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Lopukhova, Yulia, Elena Makeeva, and Kseniya Kuzovenkova. "INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 510. http://dx.doi.org/10.17770/sie2020vol1.4986.

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The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.
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Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.

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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
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Dissertations / Theses on the topic "Degree programmes"

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Chin, Che-yan Hannah. "A study on the emergence and development of associate degree programmes in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38283190.

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Poulter, Grace D. "The learner identities of older adults engaged in higher degree programmes." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8847/.

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Doctoral students are often popularly portrayed as early career researchers and/or academics, engaged single mindedly in esoteric research projects; in other words, they are perceived as boffins. However much this may have been true (or not) in the past, this is certainly not the case in the 21st century. New routes to doctoral qualification have proliferated in recent years and with this growth and diversification the learner identities of the participants engaged in doctoral programmes has also broadened and diversified. Adopting a case study approach, based upon the narratives of 15 professional doctorate students who entered the programme over the age of 40, this study aimed to critically explore the reality of learner identities of these older adults engaged in higher degree study. This qualitative study has explored in depth and detail, the motivational factors driving this student group to embark upon a professional doctorate in mid- to later-life. The identities of these candidates have also been explored through the rich, qualitative data collected in the one-to-one semi-structured interviews that formed the basis of the project. Five significant findings resulted from the analysis and discussion of the qualitative data. The first was that a strength of the particular doctoral programme examined in the case study was that it offered people in mid- to later-life educational opportunities that may have been denied to the, for various reasons, at an earlier stage in the life-cycle. A second finding was that the professional doctorate was attractive to professional people because it provided a staged entry into academia and allowed the professional experience and competences of the candidates to become an integral part of the admissions procedures. The third finding related to the diverse learner identities of the participants. The fourth finding suggests that postgraduate study in general, and doctoral study in particular, can be life enhancing and provide measures of inclusion and social justice that may have been denied to people in earlier life. The study concluded on the fifth finding, that the professional doctorate would be improved by being embedded more firmly in a work-based or workplace learning approach which would further support the strong professional identities of the project participants.
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Khoury, Ogareet. "Investigating the translation competence of graduates of Bachelor degree programmes in Jordan." Thesis, Aston University, 2017. http://publications.aston.ac.uk/31551/.

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This thesis investigates perceptions of competence held by graduates, translator trainers, and employers. Previous research in Jordan had revealed that graduates struggle to secure a job in translation because translator training programmes do not prepare them sufficiently enough to meet the market requirements (Shunnaq, 2009; Yousef, 2004, Al-Hamad, 2014). This research takes these initial studies further by using the PACTE multi-componential translation competence model (2000, 2003, 2011). The study was conducted at two different phases in consequential procedures, combining quantitative and qualitative analyses. It revealed that while the graduates mildly agree on the development of their translation competence, the teachers and the employers disagree on this development and perceive several ‘core competences’ as lacking in graduates. The study contributes to translator pedagogy in Jordan by providing detailed data on the competences that are underdeveloped in graduates relating them to the suggestions of the teachers on what needs to be stressed in the curriculum. Furthermore, it unveils the competences that are required the most by the employers versus those that are lacking in graduates. Based on the findings, the curriculum design can be amended to ensure more efficient programmes and thus a better development of translator competence. This study also contributes to research into translation competence development by arguing that competence is not only a defined notion or a multi-componential model. Competence is a perception that is governed by a socio-cultural and academic context. In a context where the experts themselves are lagging behind in research and where the stakeholders are working out of sync, the concept of translation competence still seems to be basically determined by the bilingual competence. Furthermore, the study also contributes to translation pedagogy by revealing that when the students’ role is suppressed, the students show poor ability to assess their development, thus over-estimate themselves.
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Chin, Che-yan Hannah, and 錢芷欣. "A study on the emergence and development of associate degree programmes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38283190.

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Penceliah, Soobramoney. "The applicability of market orientation to selected degree programmes at technikons in KwaZulu-Natal / by Soobramoney Penceliaharket orientation to selected degree programmes at technikons in KwaZulu-Natal / by Soobramoney Penceliah." Thesis, North-West University, 2003. http://hdl.handle.net/10394/59.

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Since 1994, a number of higher education policy documents detailing the scope for transformation and restructuring of education have been published. Diminishing financial support from government, coupled with greater public demand for improved services necessitate technikons to become innovative higher education institutions. The marketing concept, the underlying platform of market orientation, was developed for commercial organisations. It is proposed that this marketing philosophy could be extended to technikons. Technikons can learn from the private sector about improving their service delivery by using market orientation principles and concepts. The purpose of this study was to theoretically and empirically examine and evaluate the applicability of market orientation to business studies degree programmes at technikons in KwaZulu-Natal. The study examined the opinions and perceptions of programme managers and graduates of business studies degrees from technikons in KwaZulu-Natal. The literature evaluated the developments in market orientation theory and practice, described the types and other relevant issues pertaining to higher education institutions in South Africa, and the intluence of the marketing environment on technikons in KwaZulu-Natal. The research was conducted using a stratified random sample for graduates, and due to the relatively small size of sampling frame for programmemanagers, it was decided to send out questionnaires to all programme managers. The data for this study has been obtained by the analysis of the responses to questionnaires that were administered among graduates and programme managers of business studies degrees from technikons in KwaZulu-Natal. Questionnaires were grouped into four constructs of market orientation, viz. intelligence generation, intelligence dissemination, response design and response implementation for both categories of respondents. The analysis of the results revealed important findings. The perceptions of programme managers and graduates on levels of market orientation for business studies degrees are reported. The diierence in the constructs between males and females for both programme managers and graduates are analysed. The discrepancies between programme managers and graduates expectations of service quahty are reported. Specific recommendations have been made which can improve the levels of market orientation at technikons for business studies degrees.
Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2004.
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Northrop, Mary. "Foundation degree programmes in health: perspectives of leaders and contributors across the UK." Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/700995/1/Northrop_2016.pdf.

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Academics are at the forefront of the inception, design and delivery of Fds and therefore are responsible for ensuring the aims are met, but their views on the award and the delivery of curricula have not been sought. Foundation degrees (Fds) were introduced in 2000 and although courses have been evaluated, this has been from the employer or student perspective. Fds were created to meet a number of government agendas and were seen as unique, bringing together: life-long learning, widening participation, flexibility of delivery, employer engagement and work-experience. This research uses a mixed methods methodology. This includes: collating curriculum documents to explore commonalities and differences, a questionnaire sent out to academics across the UK, and semi-structured interviews of course teams from three Further Education colleges and three universities. Unexpected findings were that academics felt their own development had been enhanced through working with Fds. This had been transformative in relation to their career pathway or challenged them to develop their approaches to teaching. The other significant finding was that academics perceived Fd students as different or ‘other’ from those students on ‘traditional courses’. The students were described as hard working, motivated but also challenging and lacking self-confidence. A recurring theme was that Fds had provided a ‘second chance’. This led to discussions as to whether Fds are a bridge between a series of liminal states on a journey from affirmative to transformational learning. Other findings highlighted the complexity of developing and delivering Fds in collaboration with employers, other higher education providers and within institutions. The research found that Fds are complex and have no specific identity but consist of a family of awards. They meet widening participation and employers’ needs, but are not fully understood. The research has significance not only for Fds, but also future courses that aim to widen participation, include employer engagement and enable students to develop skills for specific work settings. The academics’ perspective adds to the existing views of employers and students of Fds about whether they have been successful.
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Northrop, Mary. "Foundation degree programmes in health : perspectives of leaders and contributors across the UK." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/700995/.

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Academics are at the forefront of the inception, design and delivery of Fds and therefore are responsible for ensuring the aims are met, but their views on the award and the delivery of curricula have not been sought. Foundation degrees (Fds) were introduced in 2000 and although courses have been evaluated, this has been from the employer or student perspective. Fds were created to meet a number of government agendas and were seen as unique, bringing together: life-long learning, widening participation, flexibility of delivery, employer engagement and work-experience. This research uses a mixed methods methodology. This includes: collating curriculum documents to explore commonalities and differences, a questionnaire sent out to academics across the UK, and semi-structured interviews of course teams from three Further Education colleges and three universities. Unexpected findings were that academics felt their own development had been enhanced through working with Fds. This had been transformative in relation to their career pathway or challenged them to develop their approaches to teaching. The other significant finding was that academics perceived Fd students as different or ‘other’ from those students on ‘traditional courses’. The students were described as hard working, motivated but also challenging and lacking self-confidence. A recurring theme was that Fds had provided a ‘second chance’. This led to discussions as to whether Fds are a bridge between a series of liminal states on a journey from affirmative to transformational learning. Other findings highlighted the complexity of developing and delivering Fds in collaboration with employers, other higher education providers and within institutions. The research found that Fds are complex and have no specific identity but consist of a family of awards. They meet widening participation and employers’ needs, but are not fully understood. The research has significance not only for Fds, but also future courses that aim to widen participation, include employer engagement and enable students to develop skills for specific work settings. The academics’ perspective adds to the existing views of employers and students of Fds about whether they have been successful.
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Abd, Wahab Alawiyah. "Designing an information infrastructure to support research degree programmes : identifying information and technology needs." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3149.

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Extensive previous research has shown that web-based technologies have the potential to improve and enhance the quality of learning both on campus and at a distance. However, most of these studies have focused on the application of web-based technologies to support either undergraduates or taught postgraduate programmes, particularly, the use of Virtual Learning Environment (VLE) system to complement module-based courses. Evidence from previous research on the use of VLE to support research students in the context of specific modules showed mixed results. Analysis of the VLE literature suggests that the system arranges courses based on academic calendar. Thus, students will not be able to access the system after the semester end. With postgraduate research, the processes of research are often incomplete even when students have graduated and they often seek to further the work through publication in journals. Therefore, using VLE alone would not possibly support the need of research student, particularly the support that they need throughout the stages of the research life cycle. Therefore, the main aim of this study is to investigate how a web portal could be designed to support the research students throughout the research life cycle. A conceptualised web portal design has been constructed through an extensive review of the web-based technologies, learning theories and research degrees literature. The conceptualised web portal design illustrates that the design is underpinned by adult learning theories and the theory of stages in socialisation development, which in turn inform the framework of this research study. This model was then validated and updated through four action research cycles. A web portal system was developed, using the prototyping method to demonstrate the application of the web portal design informed by the adult learning theories and theory of stages in socialisation development. The research findings suggest that action research and prototyping methodology is capable of designing a web portal that is able to support the needs of research students in the context of a life cycle approach. Furthermore, the study reveals that personalisation and customisation features have proved to be useful in providing relevant information to research students at each stage of the research students’ study. It was found that research students value dynamic content such as Really Simple Syndication (RSS) features for providing condensed, updated content relevant to their interests.
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Snell, Lauren. "A comparative study of the clinical competence of community service practitioners: degree and diploma nursing programmes." University of the Western Cape, 2013. http://hdl.handle.net/11394/8248.

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Magister Curationis - MCur
According to Benner (2001 ), an individual moves through five stages: novice, advanced beginner, competent, proficient and expert. Competence is the measure or degree of a person's ability to cope with all aspects of the environment. It is expected that when an individual achieves competence, they possess the necessary knowledge, skills, abilities, attitudes and professionalism required to perform a certain function. The purpose of the study was to compare the perceptions of the Community Service Practitioners (Degree versus Diploma) regarding their clinical competence in providing nursing care and to establish and compare the perceptions of Professional Nurses regarding the clinical competence of the Community Service Practitioners they supervise (Degree versus Diploma) in providing nursing care. The null-hypothesis stated that there is no difference in the clinical competence of Community Service Practitioners who completed a Degree nursing programme as compared to those who completed a Diploma nursing programme leading to registration as a Professional Nurse (R425). The research methodology was quantitative, using a comparative, descriptive, cross-sectional design. The target population of the study included a sample of all Community Service Practitioners who worked in Regional Hospitals in the Western Cape and the Professional Nurses who supervised them. Convenience sampling was used to select the sample for this research and data were collected by means of a five-point Likert-scale questionnaire for the Professional Nurses supervising the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners. Data was organized and analyzed by using Statistical Package for Social Sciences (SPSS), Version 21. Descriptive statistics were used and findings were illustrated by means of descriptive tables and figures. The Mann-Whitney U test was used to calculate the null-hypothesis, which was retained. The results of the study indicated that there is no difference in the clinical competence, which included knowledge, skills and attitude, of Community Service Practitioners who completed an undergraduate Degree compared to those who completed a Diploma in nursing.
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Forsman, Jonas. "Complexity Theory and Physics Education Research : The Case of Student Retention in Physics and Related Degree Programmes." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-259413.

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This thesis explores the use of complexity theory in Physics Education Research as a way to examine the issue of student retention (a university’s ability to retain its students). University physics education is viewed through the concepts of nestedness and networked interactions. The work presented in this thesis covers two main aspects from a complexity theory perspective: (1) institutional action to enhance student retention; and, (2) the role of students’ in-course interaction networks. These aspects are used to reframe student retention from a complexity theory perspective, as well as to explore what implications this new perspective affords. The first aspect is addressed by conceptualizing student retention as an emergent phenomenon caused by both agent and component interaction within a complex system. A methodology is developed to illustrate a networked visualization of such a system using contemporary estimation methods. Identified limitations are discussed. To exemplify the use of simulations of complex systems, the networked system created is used to build a simulation of an “ideal” university system as well as a Virtual world for hypothesis-testing. The second aspect is divided into two sections: Firstly, an analysis of processes relating to how students’ in-course networks are created is undertaken. These networks are divided into two relevant components for student retention – the social and the academic. Analysis of these two components of the networks shows that the formation of the networks is not a result of random processes and is thus framed as a function of the core constructs of student retention research – the social and academic systems. Secondly, a case is made that students’ structural positions in the social and academic networks can be related to their grade achievement in the course.
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Books on the topic "Degree programmes"

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Malmkjaer, Kirsten, ed. Translation in Undergraduate Degree Programmes. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.

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Ilorin, University of. Academic programmes: Undergraduate & sub-degree, 2003-2006. Ilorin, Nigeria]: Senate Committee on Review of Academic Programme, 2003.

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Williams, B. C. Developing an auditing syllabus for degree level programmes. Norwich: School of Information Systems, University of East Anglia, 1991.

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University of East London. Department of Electrical and Electronic Engineering. Extended engineering degree programmes for electronicsystems engineering and manufacturing systems engineering. London: The University, 1994.

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University of Nigeria, Nsukka. College of Education. Dept. of Library Science. Master of Library Science (M.L.S.) & Ph. D. degree programmes, 1995/96. [Nsukka, Nigeria]: The Dept., 1996.

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Bickerstaffe, George. Which MBA?: A critical guide to the world's best programmes. 9th ed. London, England: Pitman, 1997.

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Bickerstaffe, George. Which MBA?: A critical guide to the world's best programmes. 5th ed. Wokingham: Addison-Wesley, 1993.

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Bickerstaffe, George. Which MBA?: A critical guide to the world's best programmes. London: Financial Times Management, 1998.

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Bickerstaffe, George. Which MBA?: A critical guide to the world's best programmes. 8th ed. London: Economist Intelligence Unit, 1996.

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Maiworm, Friedhelm. English-language-taught degree programmes in European higher education: Trends and success factors. Bonn: Lemmens, 2002.

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Book chapters on the topic "Degree programmes"

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Cannings, Terence R., and Sue G. Talley. "Online university degree programmes." In Communications and Networking in Education, 149–56. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_13.

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Malmkjaer, Kirsten. "Introduction." In Translation in Undergraduate Degree Programmes, 1–7. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.01mal.

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Wilss, Wolfram. "Translation studies." In Translation in Undergraduate Degree Programmes, 9–15. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.02wil.

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Bernardini, Silvia. "The theory behind the practice." In Translation in Undergraduate Degree Programmes, 17–29. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.03ber.

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Mackenzie, Rosemary. "The competencies required by the translator's roles as professional." In Translation in Undergraduate Degree Programmes, 31–38. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.04mac.

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Beeby, Allison. "Language learning for translators." In Translation in Undergraduate Degree Programmes, 39–65. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.05bee.

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González Davies, Maria. "Undergraduate and postgraduate translation degrees." In Translation in Undergraduate Degree Programmes, 67–81. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.06gon.

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Prelozníková, Sona, and Conrad Toft. "The role of translation studies within the framework of linguistic and literary studies." In Translation in Undergraduate Degree Programmes, 83–96. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.07pre.

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Bernardini, Silvia. "Corpus-aided language pedagogy for translator education." In Translation in Undergraduate Degree Programmes, 97–111. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.08ber.

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Schäffner, Christina. "Developing professional translation competence without a notion of translation." In Translation in Undergraduate Degree Programmes, 113–25. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/btl.59.09sch.

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Conference papers on the topic "Degree programmes"

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Finlay, Jamie Patrick, and Adam Papworth. "EMBEDDING CREATIVITY IN ENGINEERING DEGREE PROGRAMMES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.43.

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Mclening, Christian, Franziska Conrad, and Alison Zorraquin. "ENHANCING GRADUATE EMPLOYABILITY BEYOND CREATIVE DESIGN DEGREE PROGRAMMES." In The 22nd International Conference on Engineering and Product Design Education. The Design Society, 2020. http://dx.doi.org/10.35199/epde.2020.13.

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Boehringer, David. "eLearning infrastructures for co-operative degree programmes in Europe." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095954.

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Costagliola, Gennaro, Mattia De Rosa, Vittorio Fuccella, and Alessandro Ricchiuti. "A Software System in Support of Quality of Degree Programmes." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005859504130420.

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Al-Jumeily, Dhiya, Ashraf Murtada, Jan Lunn, and Andy Laws. "Research 2.0: e-Learning Support Framework to Assist Research Degree Programmes." In 2011 Developments in E-systems Engineering (DeSE). IEEE, 2011. http://dx.doi.org/10.1109/dese.2011.9.

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Vogt, Gisela, and Dieter Rebitzer. "Integration of internationally orientated content into real estate education programmes - exemplified by the degree programmes at Nuertingen-Geislingen University." In 22nd Annual European Real Estate Society Conference. European Real Estate Society, 2015. http://dx.doi.org/10.15396/eres2015_225.

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"Innovations in the Civil Engineering degree programmes at University College Dublin, Ireland." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318123.

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de Rozas, M. Lledó Sáinz, and A. Inza-Bartolomé. "Social commitment competence in the University of the Basque Country degree programmes." In Envisioning a Future without Food Waste and Food Poverty: Societal Challenges. The Netherlands: Wageningen Academic Publishers, 2015. http://dx.doi.org/10.3920/978-90-8686-820-9_25.

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Crick, Tom, James H. Davenport, Paul Hanna, Alastair Irons, and Tom Prickett. "Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274033.

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Dempsey, Sylvia, and Laura O'Callaghan. "EMPLOYERS' VIEW OF THE STRUCTURE OF WORK PLACEMENT IN ACCOUNTING DEGREE PROGRAMMES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0240.

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Reports on the topic "Degree programmes"

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Taylor, Rebecca. Designing Undergraduate Degree Programmes. The Economics Network, September 2002. http://dx.doi.org/10.53593/n734a.

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Graft, Auralice, Nicole Haberland, and Rachel E. Goldberg. Married adolescents: A review of programmes. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1006.

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Historically, major adolescent and reproductive health initiatives have failed to explicitly consider the needs of married adolescents. This paper provides insight into what is being done—or not being done—to support married adolescent girls and boys, how these populations’ needs are being conceptualized, and the extent to which social context is factored into program design. Some early work with adolescent mothers (married and unmarried) is considered. The degree to which selected adolescent programs have been able to reach married girls with their activities is briefly examined. A few basic parameters of potential interventions for married adolescents are presented, including an inventory of current projects, to examine how, when, and at whom efforts typically are directed. Finally, three in-depth examples of recent, ongoing programs for married adolescent girls are presented.
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Tejedor Calvo, S., and L. Cervi. Analysis of the journalism and communication degree programmes of the world’s top-ranked universities. Competencies, objectives and subjects. Revista Latina de Comunicación Social, December 2017. http://dx.doi.org/10.4185/rlcs-2017-1238en.

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Price, Ken. Human services AA degree programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2771.

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Ng, Simon. Development and Implementation of Degree Programs in Electric Drive Vehicle Technology. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1238364.

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Weiss, Werner, and Monika Spörk-Dür. Solar Heat Worldwide 2021. IEA Solar Heating and Cooling Programme, May 2021. http://dx.doi.org/10.18777/ieashc-shw-2021-0001.

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The Solar Heat Worldwide report has been published annually since 2005 within the framework of the Solar Heating and Cooling Technology Collaboration Programme (SHC TCP) of the International Energy Agency (IEA). The first edition of the report included data from 35 countries. The database has been extended to 68 countries over the past 16 years. In addition to the increased number of countries, also the degree of detail of the data was significantly improved.
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Thomann, William F., S. B. Kong, and Sara F. Kerr. Enhancement of Laboratory and Field Instruction in Environmental Science, Biology, and Chemistry Degree Programs at University of the Incarnate Word. Fort Belvoir, VA: Defense Technical Information Center, October 1999. http://dx.doi.org/10.21236/ada387830.

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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Gehlhaus, Diana, and Luke Koslosky. Training Tomorrow’s AI Workforce: The Latent Potential of Community and Technical Colleges. Center for Security and Emerging Technology, April 2022. http://dx.doi.org/10.51593/20210022.

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Community and technical colleges offer enormous potential to grow, sustain, and diversify the U.S. artificial intelligence (AI) talent pipeline. However, these institutions are not being leveraged effectively. This report evaluates current AI-related programs and the associated number of graduates. The authors find that few AI and AI-related degrees and certificates are being awarded today. They propose five recommendations to address existing challenges and harness the potential of these institutions to train tomorrow’s AI workforce.
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