Relevant bibliographies by topics / Diploma courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Diploma courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Diploma courses.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Diploma courses"

1

Gastrell, Pam. "Diploma courses for PDNs." Paediatric Nursing 5, no. 10 (December 1993): 13–14. http://dx.doi.org/10.7748/paed.5.10.13.s12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Podlubny, D. "Canadian tech diploma courses over the years." Forestry Chronicle 78, no. 2 (April 1, 2002): 248–49. http://dx.doi.org/10.5558/tfc78248-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Weerasekera, Kolita S. "LOOKING FOR A ‘QUALITY ASSESSMENT MECHANISM’ FOR TEACHING ENGINEERING TECHNOLOGY THROUGH OPEN AND DISTANCE EDUCATION." Asian Association of Open Universities Journal 5, no. 2 (September 1, 2010): 49–55. http://dx.doi.org/10.1108/aaouj-05-02-2010-b001.

Full text
Abstract:
Although general courses related to humanities, social sciences, education and pure sciences are popularly taught through distance mode, through the institutions involved in teaching distance mode techniques for some time, more practical application courses such as engineering technology and applied sciences are less popular as distance mode teaching till recent. The current technical advancement is making it possible for more practical application courses to be offered through distance education techniques. The Faculty of Engineering Technology of the Open University of Sri Lanka is one of the few faculties involved in teaching of engineering technology through distance mode in the region. Faculty offers courses leading to diploma in technology, bachelor in engineering technology, postgraduate diplomas and postgraduate degrees in engineering through distance mode. The diplomats and graduates passing out from the faculty have to compete with the diplomats and graduates passing out from the conventional universities in the common job markets. Hence to maintain a high quality of the diploma/degree is important. Attempt is made to develop a quality assurance system that will help to maintain a high standard of the faculty diploma/graduate output. This study investigates the strengths, and in particular the weaknesses of quality assessment practices used in conducting subject reviews in Sri Lankan universities, especially when it comes to subject reviews in relation to more practical application courses such as engineering technology and applied sciences. This paper describes the aspects that were looked into: adopted current practices & the weaknesses, areas identified to check on quality maintenance, and measures to be taken to improve in developing a quality assurance mechanism based on the Faculty of Engineering Technology at Open University of Sri Lanka.
APA, Harvard, Vancouver, ISO, and other styles
4

Phoenix, David A. "Diploma courses - the need to consider student motivation, course content and perception." Journal of Biological Education 33, no. 2 (March 1999): 66–67. http://dx.doi.org/10.1080/00219266.1999.9655643.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

James, Ursula. "Hypnova training: Clinical hypnosis certificate and diploma courses." Complementary Therapies in Clinical Practice 18, no. 2 (May 2012): 132. http://dx.doi.org/10.1016/j.ctcp.2011.04.006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mariri, Cecilie Butenschøn. "Searcwl and the Women's Law Collection, Zimbabwe." International Journal of Legal Information 32, no. 2 (2004): 379–82. http://dx.doi.org/10.1017/s0731126500004200.

Full text
Abstract:
The Southern and Eastern African Regional Centre for Women's Law – SEARCWL - (in daily language just called the Women's Law Centre) is an institute under the Faculty of Law, University of Zimbabwe (UZ). It all started way back in the late 1980'ies when the Norwegian Agency for Development (NORAD) sponsored diploma courses in women's law for participants from Africa, at the University of Oslo. The first three courses were held in Oslo, but then the venue was moved to the University of Zimbabwe, and through the 1990'ies more than a hundred scholars have passed through the diploma courses. From February 2003, a masters degree program has been running with 28 students from 10 different countries (Cameroon, Ethiopia, Uganda, Kenya, Tanzania, Malawi, Mozambique, Namibia, Zambia and Zimbabwe). From mid-June until the end of August we had an additional 19 students, so-called “upgraders” – i.e. ex-diploma students upgrading their diploma to a Masters degree.
APA, Harvard, Vancouver, ISO, and other styles
7

Dixit, U. J., V. U. Dixit, and M. V. Reddy. "Performance of FCAE diploma holders at USP." South Pacific Journal of Natural and Applied Sciences 20, no. 1 (2002): 62. http://dx.doi.org/10.1071/sp02012.

Full text
Abstract:
The University of the South Pacific (USP is currently attracting many students who have completed a Diploma at the Fiji College of Advanced Education (FCAE) into its study programmes. These students are not required to do certain courses, mostly those at the first year level, as they had done courses of a similar nature at FCAE and hence these are cross-credited towards their study programme as USP. In order to ensure that the granting of cross-credits for these FCAE courses is justified, USP needs to study the performance of these students. In this paper, we have carried out a statistical analysis using the Cumulative Grade Point Averages (CGPA) of all 67 such students. Results of the analysis indicate that the performance of these students justifies the granting of cross-credits.
APA, Harvard, Vancouver, ISO, and other styles
8

Slater, Dawn. "There may be shortages, but diploma courses are full." Nursing Standard 19, no. 48 (August 10, 2005): 39. http://dx.doi.org/10.7748/ns.19.48.39.s48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mubarak, Husni, and Karina Krisnanda. "Pengaruh Lingkungan Belajar Terhadap Hasil Belajar Mahasiswa Dalam Matakuliah Akuntansi Pemerintah." JAS (Jurnal Akuntansi Syariah) 3, no. 2 (December 21, 2019): 251–58. http://dx.doi.org/10.46367/jas.v3i2.188.

Full text
Abstract:
One of the functions of face-to-face lectures in class is as a transfer of knowledge from lecturer to students. The student learning environment is an external factor that influences student learning outcomes. Government Accounting Course I is a continuation of the Public Sector Accounting course. The purpose of this course is to provide knowledge to students of the Diploma 4 Public Financial Accounting Study Program that focuses on the process of financial recording and reporting to the government. This study was conducted to determine whether there are differences in learning outcomes in Government Accounting courses I between classes A and B. The test instrument used is the non-parametric Mann-Whitney test. The population in this study was 52 students in the fifth semester of Diploma 4 Public Financial Accounting Study Program. The results of this study showed that the learning outcomes or students' abilities in Government Accounting courses I between classes A and class B did not differ. Differences in the learning environment in each class do not affect student learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

SCHOLTE, PAUL, WOUTER T. DE GROOT, ZACHARIE MAYNA, and TALLA. "Protected area managers' perceptions of community conservation training in West and Central Africa." Environmental Conservation 32, no. 4 (December 2005): 349–55. http://dx.doi.org/10.1017/s0376892905002523.

Full text
Abstract:
Training needs assessments have revealed the need for people-oriented training to increase the job performance of African protected area (PA) managers. The Garoua regional wildlife college for francophone Africa (Cameroon) developed the first long (diploma and certificate) and refresher courses in community conservation for mid-career PA managers and guards from West and Central Africa. Through lectures, case studies and participatory rural appraisal exercises, the courses emphasized the development of skills for tuning principles of people participation to the conservation objectives of PAs. The present study reviews the trainees' evaluations of these courses, to appreciate their relevance and support their further development. Diploma students judged the course as highly relevant because of the acquired analytical skills, whereas certificate students considered them only of medium relevance. The response to short refresher courses varied as a function of the use of cases from either the trainees' professional experience or from the fieldwork location. The reactions of trainees to this learning opportunity show that PA personnel are not ‘attitude-limited’ as often suggested. Their constraints to develop a more people-oriented work style lie largely in the areas of knowledge and skills. These findings point to the need for increased efforts to implement training of PA personnel in community conservation, preferably early in their careers.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Diploma courses"

1

Singh, Bijan, and n/a. "A comparison of graduates and non-graduates in diploma courses at Fiji Institute of Technology." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061108.160203.

Full text
Abstract:
This is the first study done to ascertain which factors significantly determine graduation and non-graduation in the Diploma courses at Fiji Institute of Technology. It is a quantitative study and analyses of the effects of the variables sponsored/private, entry level, race, grade point average, course sex, age and rural/urban on graduation and non-graduation. The significance of this study lies in determining which improvements are necessary in order to increase the number of graduates and thus make more effective use of the physical and human resources. Resource utilisation gains added importance because of its national implications. The Diploma graduates are the main source of middle level technical manpower for Fiji; a developing country which since its independence in 1970, has made satisfactory social, political and economic progress. For the period under study, data analysis shows that the percentage of students graduating was 40.8. Furthermore, the major finding was that Government sponsored ethnic Indian male students with New Zealand University Entrance as entry level, belonging to the 24+ age group produced statistically significant results. It has been recommended that both the Fiji Institute of Technology and the Government of Fiji should increase and strengthen Government sponsorship of Diploma students. Fiji Institute of Technology in consultation with industry should work out effective strategies such as better supervision and the monitoring of sponsored students' progress throughout the course and provision of an increased variety of work experiences, in order to improve the weaker areas of practical experience during the course. Since this is the first such study, further research in areas such as the requirements of the Diploma curriculum and the availability of training facilities and equipment, is recommended.
APA, Harvard, Vancouver, ISO, and other styles
2

Hodgson, F. "The effectiveness of Advanced Diploma courses in education causing innovation in schools in England and Wales : With particular reference to the education of children with learning difficulties, in the 1980s." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380322.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Northcott, Joy. "Teaching English as a Foreign Language : Perceptions of an In-service Diploma Course." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518379.

Full text
Abstract:
This thesis reports a study in the area of continuing professional development for teachers of English as a foreign language (TEFL). The research focuses on teachers' retrospective views of their in-service Diploma course, specifically their reasons for taking the course, their learning experience during the course and their perspectives on its impact. This appears to be an under-researched area, so, in an attempt to frame it, the literature is drawn from a number of different areas: teacher training impact studies within both EFL and mainstream teaching; writing in the area of teachers' careers, motivation and receptivity to professional learning; teacher learning and development; teacher professional identity; and supervision and mentoring of teachers. In terms of methodology, the study takes a case study approach with data analysed through a framework drawn from phenomenography, and investigates the topic through the use of several stages of qualitative, semi-structured, individual interviews. Some writers in the field of teacher education have taken the view that in-service professional development has little impact on practice but the findings from this study, although tentative and small-scale, are much more optimistic about the long-term value of CPO in the chosen field. Despite having varied opinions of their respective courses, almost all the interviewees could give concrete examples of sustained impact in the context of their subsequent practice, and in many instances it was possible to suggest tentative links between what had made the experience life-changing or otherwise. There was some considerable variation in the types of impact perceived and there also appeared to be a difference in the 'depth' of outcomes. Potential links between impact and other key issues are explored in detail, for example, motivation and receptivity to professional learning, self-identity and self-confidence as a teacher, the importance of prior teaching experience, and the role of course tutors.
APA, Harvard, Vancouver, ISO, and other styles
5

Glover, Jean Mary Grace. "Factors affecting the relationship between students on a 'Diploma in Nursing' course and their mentors." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/20687/.

Full text
Abstract:
Student nurses learn best in placement settings, applying theory under supervision. Learning through practice enables students to reflect upon experiences in the light of critical thought about concepts, and is crucial to developing thinking, questioning practitioners. In 1987 the ENB recommended that nursing students be supervised during practical placements by a mentor who will help them gain the most from the experience. When this study began in 1991, there had been little research into how mentoring was being applied in nursing education in the UK, though there was considerable literature about mentoring in other fields and in nurse education in other parts of the world. These studies cannot be applied to UK nursing education for two reasons: differences in UK nurse education; and confusion about what 'mentor' means. While this investigation was in progress, much similar work was published; the findings were in broad agreement with this study. This study investigates how mentoring is working for students of the adult branch of a Diploma in Nursing course. Focus group interviews were performed and the analysis of these interviews was used to devise questionnaires, the responses to which were in turn analysed. The experiences of both mentors and students were considered. The study took place in a large centre during a period of major change within health care services in the UK. Major themes emerged from analysis of the qualitative data. Quantitative data were used to verify findings over a wider sample (144 mentors and 164 students).The findings show the potential for both positive and negative effects of mentoring in the study site. The investigation of the mentor role demonstrates differences in definition when it is applied to pre-registration nursing students to that applicable at later stages of career development. In particular the functions of supporting and skills teaching are accorded a high priority by nursing students. Both parties are shown to be subject to multiple stressors which, along with a variety of personal and organisational factors affect the quality of the mentor-student relationship. The study recommends preparation and support for mentors that acknowledges the importance of the supporting, befriending and skills teaching aspects of the role. The identification of the part played by students within the association highlights the need for teachers to generate realistic expectations of the relationship. Good practices identified on the study site may serve as a model for others. Further research is needed to investigate the workload involved in mentoring and the pattern of interaction that occurs when the mentoring relationship is perceived by one or other of the parties to be working in an unsatisfactory manner.
APA, Harvard, Vancouver, ISO, and other styles
6

McLaren, Lorian. "Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4904.

Full text
Abstract:
The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Chan, Chi-hung Dominic, and 陳志鴻. "Students' experiences during an industrial placement and their impact on course outcomes in a higher diploma programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30244183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Littleton, Karen L. "An investigation into the effects of supernumerary status upon clinical education in a Diploma in Nursing course." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394865.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

El, Banna Selvana. "Participants’ understandings and experiences of learning to be an English Language teacher through a diploma course at the University of Damascus." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436679.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Misser, Shanu. "Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8104.

Full text
Abstract:
This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Diploma courses"

1

College, Greenwich. Diploma courses at Greenwich College. London: The College., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Great Britain. Department for Education. Her Majesty's Inspectorate. Oxford Polytechnic: Degree and diploma courses in Architecture. Stanmore: DFE, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Polytechnic, City of London. Guide for applicants: First degree and diploma courses. London: The Polytechnic., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kennedy, Shelley. An evaluation of advanced diploma in nursing courses. Wellington: Dept. of Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Council, The British. Guide to postgraduate degrees, diploma and courses in medicine 1992. London: The British Council, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Britain, Great. BTEC certificate and diploma courses in construction: A report by HMI. Stanmore: Department of Education and Science, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bagley, Catherine. Substance misuse and social work qualifying courses in Scotland: A survey of Diploma in Social Work courses.. Paisley: University of Paisley, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Smart, Jo Ann. High school correspondence courses and home study diploma programs in the United States and Canada. Rocheport, Mo., USA: Smartco, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jamieson, Alan. Your choice of degree and diploma: A guide to university, polytechnicand college courses- where to study, courses and careers, how to apply. Cambridge: Hobsons for CRAC, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jamieson, Alan. Your choice of degree and diploma: A guide to university, polytechnic and college courses, where to study, courses andcareers, how to apply. 2nd ed. Cambridge: Hobsons, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Diploma courses"

1

Andayi, Warren A. "Are the Newly Formed Kenyan Universities Ready to Teach Externally Examined Diploma Courses in Analytical Chemistry?" In Research in Chemistry Education, 85–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schweitzer, Glenn E. "Changing the Course through Perestroika." In Techno-Diplomacy, 101–30. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-6046-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schweitzer, Glenn E. "Five Years to Change the Course of History." In Techno-Diplomacy, 287–99. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-6046-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Har-El, Shai. "Traditional Diplomacy in the Middle East Has Run Its Course." In In Search of Israeli-Palestinian Peace, 17–18. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137558282_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kocho-Williams, Alastair. "‘In Diplomacy Such a Sharp Revolution as in Internal Affairs Is Of Course Impossible’: The Soviet Takeover of Diplomacy." In Russian and Soviet Diplomacy, 1900–39, 45–76. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230355200_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wendo, Charles. "Science communication skills for water coverage. Case study: IHE-SciDev training." In Water conflicts and cooperation: a media handbook, 43–48. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247954.0010.

Full text
Abstract:
Abstract In May 2017, a workshop was held in Cairo, Egypt, to explore ways in which researchers doing research on topics related to the Nile Basin can work with journalists, aiming for better communication of science through media. The workshop hosted 40 participants, including communication specialists, scientists, academics, policy makers and NGOs' representatives from Egypt, Ethiopia, Sudan and international organizations. The workshop concluded that researchers and journalists needed more training in communicating and reporting science. In this respect, IHE Delft Institute partnered with SciDev.Net to develop and run an online course, 'Science Communication Skills for Water Cooperation and Diplomacy', which is described in this chapter. The main objective of the online course that took place between October 2018 and March 2019 was to build the capacity of scientists to engage with the media and effectively communicate science, and to deal with the River Nile as a vehicle of cooperation and development rather than conflict. Overall, the course had largely met the desired objectives. Most respondents greatly appreciated practical exercises, especially those on writing a press release and designing a communication strategy. The training platform was accessible and easy to use for most participants. However, there were areas that did not work as expected, most notably the length of the course.
APA, Harvard, Vancouver, ISO, and other styles
7

Pierce, Janine M., Donna M. Velliaris, and Jane Edwards. "A Living Case Study." In Advances in Media, Entertainment, and the Arts, 158–78. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0504-4.ch008.

Full text
Abstract:
Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisition to knowledge practice in a real world context. They offer the facilitator a knowledge to application methodology and the student a learning by doing experience, which are oftentimes lacking in business courses. The Eynesbury Institute of Business and Technology (EIBT) offers a Diploma of Business leading to either the University of Adelaide or University of South Australia's degree programs in business-related fields. From 2010-2013, EIBT introduced a simulated LCS in its Diploma of Business program to extend collaborative methods and understanding of how different business courses can work together to achieve heightened student engagement. This chapter provides an overview of the journey from planning to implementation, approaches adapted in different courses, reflections on what was learned, and future recommendations if the LCS were to be re-implemented at EIBT.
APA, Harvard, Vancouver, ISO, and other styles
8

Jasonides, Kathleen, Janet Karvouniaris, and Amalia Zavacopoulou. "The Humanities Program." In Advances in Early Childhood and K-12 Education, 363–99. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch023.

Full text
Abstract:
Innovative since its inception, the ACS Honors Humanities program has a long history of more than 40 years as an interdisciplinary team-taught course that examines essential questions through literature, visual and performing arts, philosophy and history. This innovative approach has continued to motivate successive teaching teams to modify and enhance a program that challenges students academically, utilizing the best possible resources and taking advantage of new technology. The program consists of two year-long, completely integrated i2Flex ACS Athens Honors diploma courses and three i2Flex 20-week enrichment courses accessible to students anywhere. This chapter presents two case studies which explain the transformation of the Honors Humanities course from Face to Face to i2Flex. The authors describe and present examples of how they redesigned the courses. They present data on student feedback and findings regarding the benefits and challenges of adopting the i2Flex methodology for this program. This chapter is intended as a reference for teachers, teachers in training and professionals who train teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

Samim, Abdus. "Utilization of MOOCs Platform for E-Learning Environment in Higher Education." In Advances in Library and Information Science, 117–31. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5146-1.ch007.

Full text
Abstract:
This chapter is a study of the utilization of Massive Open Online Courses (MOOCs) for learning in the higher education, given by the top universities in the world. As we know, MOOC platforms are widely popular in the field of e-learning, in the dissemination of higher education all over the world. Such initiatives are essential for students or people who want to be involved in higher education without going to a university for the completion of degree courses. This study found that most of the top universities started MOOCs in 2012 and found that a 72.7% majority of universities offered diploma and certificate courses to people through MOOCs. It was also found that the eDX platform was used by all the selected universities in providing MOOCs.
APA, Harvard, Vancouver, ISO, and other styles
10

"University courses in psychology and the development of the Diploma Examination Regulations of 1941." In The Professionalization of Psychology in Nazi Germany, 186–209. Cambridge University Press, 1992. http://dx.doi.org/10.1017/cbo9780511666872.010.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Diploma courses"

1

Marsh, Cecille. "Gender Diversity in Computing: An Environmental Perspective." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3248.

Full text
Abstract:
Previous research conducted by the author investigated the socio-political backgrounds of two groups of female students studying computer-related university programmes. They came from distinctly different backgrounds and were enrolled at two institutions with very different legacies. The author found that socio-political factors, in particular the role of a dominant female household head and aggressive governmental affirmative action, had a significant effect on the girls’ levels of confidence and subsequently on their decision to study computer-related courses. Based on this insight, the researcher undertook to look further into gender diversity with respect to self-perceived general computer confidence and self-perceived ability to program a computer. A sample of both female and male Information T echnology students from very similar disadvantaged socio-economic backgrounds was surveyed. The sample of 204 students was drawn from all three years of the National Diploma in Information Technology. The author considered the following research questions: (i) Do males and females studying computer-related courses have differing computer selfefficacy levels? (ii) Do males and females studying computer programming have differing attitudes towards their ability to program? (iii) Do males and females differ in their attitudes towards the programming learning environment?
APA, Harvard, Vancouver, ISO, and other styles
2

Roberts, John W. "The Nuclear Engineering Doctorate and NTEC CPD and Masters Programmes: Education, Training and Research for the Decommissioning Skillsbase." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16395.

Full text
Abstract:
Since its establishment in 2005 the Nuclear Decommissioning Authority (NDA) has a remit to maintain the skillsbase for safe, secure and cost effective decommissioning of the existing UK civil nuclear power plants and associated facilities. With an aging workforce and a competitive tender process for each project a number of new companies are realising the potential of the UK decommissioning market. The Nuclear Engineering Doctorate and NTEC Masters Programmes have been designed to provide the nuclear workforce of the future. The doctorate is a partnership between industry, a university partner and the research engineer with the benefit to industry that the research engineer is based with the industrial partner. Technical and management modules are studied at the university whilst the research project is carried out in the industrial environment. The Masters programme draws on the expertise of 11 Higher Education Institutes and offers over 20 modules that are delivered in a short-fat format either as stand alone CPD courses or, by taking further modules, a certificate, diploma or on completion of a research project an M.Sc. Modules are available that cover the technical aspects of decommissioning as well as management of the decommissioning process. The availability of modules in a Distance Learning format now enables students based around the world to benefit from this programme. This paper will describe the two programmes in detail and provide examples of current projects that are delivering the research and workforce required for a successful decommissioning programme.
APA, Harvard, Vancouver, ISO, and other styles
3

Butler, Tom. "A Case Study of Social and Corporate Responsibility in Bridging the Digital Divide." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2450.

Full text
Abstract:
Being on the wrong side of the digital divide limits the life chances of the socially excluded, who have had neither the wherewithal nor the opportunity to obtain highly paid, skilled positions in IT. Irish policy makers see education as the solution to this problem. However, providing institutional support for third level education in IT for the socially disadvantaged poses significant challenges. This paper describes these problems and explains how they were overcome in implementing an undergraduate university course. This diploma course has been an unqualified success has achieved its objectives and those of the policy makers who instituted it. However, what made it so was the commitment of concerned stakeholders, from members of the executive steering committee who developed and implemented the course, to the lecturers who delivered it, and the students who participated in it.
APA, Harvard, Vancouver, ISO, and other styles
4

Seube, Nicolas, and Maude Audet Morin. "Towards more attractivity for hydrographic surveying course through international joint diplomas." In Hydro12 - Taking care of the sea. Hydrographic Society Benelux, 2012. http://dx.doi.org/10.3990/2.267.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Arsiyana, Marliza. "Subjective and Objective Needs Analysis of French Course: The case of diploma hospitality students." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.259.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sayamov, Yury. "DIPLOMACY AND INTERNATIONAL RELATIONS AS POLITICAL NOTIONS AND SUBJECTS OF THE EVOLUTIONARY DEVELOPMENT." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-200-211.

Full text
Abstract:
The study investigates diplomacy and international relations as political notions and subjects of the evolutionary development. It contains new definitions of the notions of diplomacy and international relations proposed by the author. The article shows that the main way to carry out the international relations in the course of their evolution from ancient times till very recent have always been wars and conquests leaving not more than 5% of the whole time of the life of the humanity for its development in the absence of big devastating conflicts. The history of the forming of international relations the world over is followed from the first contact between the most early civilizations, through the river, see and ocean periods of human development to Westphal, Vienna, Versailles-Washington and Yalta-Potsdam systems. In the present situation, when the world is moving towards the multipolarity, diplomacy appears as ever more important.
APA, Harvard, Vancouver, ISO, and other styles
7

Nolan, Keith, Aidan Mooney, Amy Thompson, and Mark Noone. "An Investigation of the Role Programming Support Services Have for Mature Students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11118.

Full text
Abstract:
Programming support services for introductory programmers have seen a rise in popularity in recent years with third level institutions around the world providing “safe spaces” for students to practice their programming skills and get supports without the risk of being judged by anyone. These services appear in many different structures including Support Centres, Software Studios and help desks. The common trend however is that all the users of these services, in general, report that the service has helped them in their studies and garnered them with more confidence in their ability. This paper examines the role which our Computer Science Centre played for students who attended the support service during an intensive higher diploma course. The intensive course is a 3-week course tailored to students who have previously completed a degree in a field not related to CS, and covers CS1 and CS2 material. The structure and design of the support service is outlined in this paper along with the supports offered. A high-level survey was conducted to investigate the effect of the service on students programming self-efficacy. Study design and methodology are described in detail. Early findings suggest that the support services offered to these students improved their belief in their own programming ability which in turn improved their exam grade outcome. The findings provide valuable evidence to justify future research into the functions of support services with the computer science domain.
APA, Harvard, Vancouver, ISO, and other styles
8

Prodayvoda, Ekaterina D. "TEACHING UNDERGRADUATE STUDENTS THE LANGUAGE OF DIPLOMACY AS PART OF THE ESP COURSE." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-367-375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Malakhov, A. A., A. V. Mishchenko, and N. N. Fashchevskiy. "The use of modern information technologies applying in implementing course and diploma projects by students in the specialty in “devices and systems of orientation, stabilization and navigation”." In SECOND INTERNATIONAL CONFERENCE ON MATERIAL SCIENCE, SMART STRUCTURES AND APPLICATIONS: ICMSS-2019. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5140123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Diploma courses' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography