Relevant bibliographies by topics / Postgraduate

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

Academic literature on the topic 'Postgraduate'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Postgraduate"

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Grace Dolapo, Pelemo, O. Onanuga Ayotola, O. Ilori Olufemi, and Ugbala Chukwuemeka Peter. "Library Orientation and Information Literacy Skills as Correlates of Scholarly Research of Postgraduate Students of Federal University of Agriculture, Abeokuta, Nigeria." Indian Journal of Information Sources and Services 10, no. 1 (May 5, 2020): 40–47. http://dx.doi.org/10.51983/ijiss.2020.10.1.479.

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This study focused on library orientation, information literacy skills as correlate of scholarly research of postgraduate students at Federal University of Agriculture, Abeokuta. The university has ten colleges with various departments. A survey research design was adopted for the study. The population of the study comprised all 1,361 postgraduates in Diploma, Masters and Doctor of Philosophy from the ten (10) colleges in the institution. Out of the population, 900 postgraduates were randomly selected using purposive sampling technique, while data were collected using questionnaire. Findings of the study revealed that there is no library orientation programme for postgraduates at FUNAAB, while the only form of information literacy available to them is the use of computer course. It was also found that information literacy skills of postgraduate are still low given that majority of them either cannot access the library’s online catalogue or its electronic databases without assistance. The study therefore concluded that library orientation and information literacy skills are essential for postgraduate’s quality research output and recommends for inclusion of library orientation, information literacy and any other user education programmes into postgraduate curriculum. Also, seminars and workshops on the online catalogue and electronic databases for research should equally be periodically organised for postgraduate students.
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Zou, Jian, and Yue Zhang. "The Cross-Postgraduate Training Mode Driven by Intelligent Signal Processing Technology: Taking the Major of Finance as an Example." Advances in Mathematical Physics 2022 (October 10, 2022): 1–13. http://dx.doi.org/10.1155/2022/6869159.

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At present, various economic and social problems have become more complex, requiring a multidisciplinary perspective to seek solutions, and thus more complex and innovative talents are needed. Deepening the reform of postgraduate interdisciplinary education, improving the quality of postgraduate interdisciplinary education, and cultivating high-level technical talents with a multidisciplinary background, innovation ability and comprehensive quality have also become the core issues to be solved urgently in postgraduate education. This paper takes the interdisciplinary training mode of postgraduates in finance as the research object and uses interdisciplinary education theory, systems science theory, and higher education theory to explore the components and main characteristics of the postgraduate interdisciplinary training mode. On this basis, this paper investigates the current situation of interdisciplinary training of postgraduates in finance in Chinese universities and then analyzes and discusses the problems existing in the current mode of interdisciplinary cultivation of postgraduates in finance in my country. Finally, based on the above research results, relevant suggestions for improving the interdisciplinary training of postgraduates in finance in my country are put forward. The research results show that postgraduate interdisciplinary training is a new form of talent training that readjusts the source and composition of each training link after introducing the concept of interdisciplinary education. The components of the postgraduate interdisciplinary training model include interdisciplinary support elements and postgraduate training elements. The former provides interdisciplinary external support for postgraduate training, and the latter constitutes the main content of postgraduate interdisciplinary training. The research results can be used to guide the interdisciplinary educational practice of other types of postgraduates and provide certain theoretical and empirical references for cultivating more high-level compound talents urgently needed by society.
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TSELUIKO, Oleksandr. "ЧУЖІ СВОЇ? АСПІРАНТИ ІВАНА КРИП’ЯКЕВИЧА У ЛЬВІВСЬКОМУ УНІВЕРСИТЕТІ: СПРОБА ПРОСОПОГРАФІЧНОГО ПОРТРЕТУ." Наукові зошити історичного факультету Львівського університету / Proceedings of History Faculty of Lviv University, no. 21 (November 3, 2020): 321–49. http://dx.doi.org/10.30970/fhi.2020.21.3100.

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The Soviet system for training scientific and pedagogical workers at special postgraduate course was introduced at Lviv State University as a part of its Sovietization. The first group of postgraduates was accepted in the fall–winter of 1940–1941. At that time, four people were taken to postgraduate course of Faculty of History, and two of them (Valentyna Lelyukh and Olexander Kulikov) were enrolled in Department of History of Ukraine. Their official postgraduate courses began on February 1, 1941, and ended on January 31, 1944. Anton Krylenko joined the postgraduates at Department of History of Ukraine in the middle of February, 1941. He was enrolled as a postgraduate student in the second year of study, because he had already studied at postgraduate course in Kyiv. The well-known Ukrainian scientist professor Ivan Krypiakevych was appointed as the official head of these postgraduates at Department of History of Ukraine. As a result of a detailed study of the biographies of these postgraduate students of Lviv University, it was found that they were all from the eastern regions of Ukraine, they only recently had arrived in Lviv and had been the members of the VKP (b) (All-Union Communist Party (Bolsheviks)). They did not have any more scientific experience, nor any publications, they did not know foreign languages, however, which they were important for the Soviet leadership. This allows to talk about a special selection of postgraduates in the Department of History of Ukraine, especially in comparison with other Departments of the University. Krypiakevych began the work with his postgraduates in late January, 1941. He conducted individual consultations and compiled the lists of necessary literature but at the same time, I. Krypiakevych adapted his work with postgraduates to the official Soviet demands on education. The postgraduate courses at Lviv University were restored after the war. In December, 1945 Nina Tsymbal and Volodymyr Borys were recommended to enroll in the postgraduate study at Department of History of Ukraine. Prof. I.Krypiakevych was again appointed as their scientific tutor. After some time, Borys was moved to postgraduate study at another Department, and only Tsymbal remained under the direction of Krypiakevych. In the next academic year, another graduate of Faculty of History, Vasyl Inkin began his post-graduate course at Department of History of Ukraine. In October, 1947 Olga Omelchuk, which has been a graduate of the Lviv State Pedagogical Institute, became postgraduate too. In November, 1947 Krypiakevych was officially dismissed from the University. After some time, a new supervisor was appointed for these postgraduates.
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Jaiswal, Rahul Suresh, Hema Kanathila, and Anandkumar G. Patil. "Novel Coronavirus (Covid-19) Knowledge, Attitude and Practice Amongst Dental Postgraduate Students to Prevent the Spread of Infection - A Cross Sectional Pan-India Survey Study." Journal of Evolution of Medical and Dental Sciences 10, no. 29 (July 19, 2021): 2176–80. http://dx.doi.org/10.14260/jemds/2021/445.

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BACKGROUND Healthcare worker’s adherence to prevent the spread is related directly to their knowledge and attitude towards practices. Postgraduates (PG’s) are expected to be at high risk of infection due to their exposure to saliva, blood, and aerosol / droplet production during dental procedures. We wanted to assess knowledge, attitude and practice of Indian dental postgraduate students to prevent the spread of novel coronavirus (Covid-19). METHODS The comprehensive cross-sectional survey questionnaire study was designed. The survey was conducted in the lockdown period (May 2020) among the Indian dental postgraduate students. A total of 1560 postgraduates made up the sample of study. The survey questionnaire was divided into four parts as demographic details, knowledge (9), attitude (7), and practice (5). The institutional ethical committee approved the study. The obtained data were transferred to the SPSS 13.01 program to draw the result. RESULTS Among the total participants (N = 1570), 64.81 % were women, 20 % of the total postgraduate students were not working in college. When the subjects were questioned regarding knowledge of Covid-19, female postgraduates compared to male, non working postgraduates, working postgraduate students of central zone and other zones showed higher knowledge. Also, while assessing the attitude and preventive measures taken by postgraduates, statistically significant difference was obtained irrespective of knowledge. CONCLUSIONS Dental postgraduate students did not have sufficient knowledge about the present critical situation. It is necessary that they should update their knowledge by pursuing educational courses regarding Covid-19 and by improving the standard of selfprotection. KEY WORDS Coronavirus 19, Dental Postgraduate, Knowledge, Attitude, Practice, Survey
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Guo, Jinyuan, Zhixia Chen, and Binyao Zheng. "Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital." Sustainability 13, no. 11 (June 7, 2021): 6469. http://dx.doi.org/10.3390/su13116469.

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In this study, we developed and validated an instrument for measuring postgraduate competence and examined the relationships between postgraduate competence and academic research performance, along with the mediating role of psychological capital. Based on two independent samples, the results provided robust evidence of postgraduate competence composed of six dimensions. Adopting a two-wave survey at two different time periods, we conducted a questionnaire survey on 364 postgraduates from three top universities in China by random sampling. The results indicated that postgraduate competence was positively associated with academic research performance. Among the competences composed of six dimensions, research ability was the most predictive dimension of academic research performance. Additionally, psychological capital partially mediated the relationship between postgraduate competence and academic research performance. These findings contributed to the ongoing discussion about improving postgraduates’ academic research performance under the circumstance of competence-based education.
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Li, Xin Ying, and Zhao Wang Xia. "Innovation and Management of Postgraduate Education for Underwater Acoustic Engineering." Applied Mechanics and Materials 209-211 (October 2012): 1385–88. http://dx.doi.org/10.4028/www.scientific.net/amm.209-211.1385.

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The postgraduate education is the top education in our country. To cultivate the innovative postgraduates is the responsibility and mission that the time entrust the university and the postgraduate supervisors. The postgraduates’ innovative quality education has been a hot topic that attracts general attention from both the society and the higher education society. Building an innovation-oriented country lies in the talent, particularly in the innovative scientific and technological talents. With the arrival of the knowledge economy era, postgraduate education in our country is facing a new historical opportunity for development. Postgraduates is the most active force among higher institutions, and the main group in building an innovation-oriented nation, and their ability to innovate has a direct impact on the country’s overall innovation ability.
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Teoh, Sian Hoon, Geethanjali Narayanan, Gurnam Kaur Sidhu, and Priyadarshini Muthukrishnan. "Postgraduate Students’ Perception on their Studies and Supervisors." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 193–98. http://dx.doi.org/10.21834/ebpj.v5isi3.2557.

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Postgraduate candidates need to graduate on time (GOT). Failure to GOT among postgraduates is a loss to the nation. GOT should be analyzed from the postgraduate candidates’ perspectives. Therefore, this paper explores postgraduate students’ perspectives about their postgraduate studies. An adapted questionnaire survey was utilized to delve into the postgraduates’ perspective. This quantitative study involved 66 postgraduate candidates from public institutions of higher learning in Malaysia. Initial findings revealed that the candidates rated their supervisor at a higher rating compared to the skills they possessed. Besides, the correlation between critical reading skills and conceptual with research skills is moderately high. Keywords: postgraduate study, perceptions, skills, supervisory factor, completion of the thesis. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2557
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Svetlana E, Kaplina. "Architectonics of Scientific Personnel Training in the Conditions of Postgraduate Study (on the Example of the First Year of Training)." Scholarly Notes of Transbaikal State University 16, no. 4 (October 2021): 11–22. http://dx.doi.org/10.21209/2658-7114-2021-16-4-11-22.

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The questions related to postgraduate education as an institution for training scientific personnel, which seeks to create and put into practice its own concept of training graduate students and applicants on the basis of universities are observed in the article. The author considers the architectonics of postgraduate training from the perspective of the quality of educational programs and pedagogical technologies; creating conditions for continuing education through a combination of different forms and methods of education based on the principle of continuity and preservation of the pedagogical potential of all scientific disciplines in teaching of personnel in postgraduate school. Having studied the reasons for low publication activity of postgraduates / applicants in the Transbaikal State University and on the basis of the existing FSES of Higher Education in postgraduate education the author has attempted to create an architectonics of postgraduate training continuity (1st level). On the example of the “Foreign Language” discipline the practical implementation of first-year postgraduates training within the framework of the succession architectonics is shown. The article provides a detailed description of each block of training with an emphasis on the integration of the educational process participants and taught scientific disciplines, analyzes the collected statistical data on the problem in the ZabGU, draws conclusions and forecasts the results. Keywords: architectonics, continuity, postgraduate professional education, scientific personnel, postgraduate school, foreign language, publication activity
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Morris, Charlotte. "“Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing." Studies in Graduate and Postdoctoral Education 12, no. 1 (April 11, 2021): 131–44. http://dx.doi.org/10.1108/sgpe-07-2020-0055.

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Purpose The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group of learners. It attends to postgraduates’ subjective wellbeing, identifying ways in which this is intertwined with a sense of belonging. Belonging is situated in relation to the social domains of postgraduate experiences. This paper seeks to contribute in-depth understandings of postgraduate experiences, to make recommendations for practice and to identify fruitful paths for further theorisation and research. Design/methodology/approach Two qualitative data sets situated in UK higher education are drawn on here: firstly, longitudinal qualitative data entailing 33 narrative interviews and written reflections of doctoral researchers were collected as part of a phenomenological study of doctoral learning. Secondly, interview data from 20 postgraduates (including masters, professional doctorates and PhD researchers) were collected as part of mixed method qualitative case study research into postgraduate wellbeing. Postgraduate participants were based in the social sciences, humanities, arts and professional disciplines at a cross-section of UK higher education institutions. Data were analysed thematically with a focus on interconnections between wellbeing, learning and belonging. Findings A sense of belonging arose as a key contributing factor to postgraduate wellbeing. Belonging emerged as multi-faceted, interlinking with spatial, relational and cultural factors which are likely to be experienced in different ways and degrees depending on positionalities. Experiences of belonging and non-belonging are understood as produced through academic cultures and structural inequities. They also pertain to the uncertain, in-between position of postgraduate learners. For postgraduates, and doctoral researchers especially, reaching a sense of belonging to academia was a profoundly important aspect of their journeys. Conversely, lack of belonging is linked with poor mental wellbeing and engagement with studies. Originality/value This paper engages with the neglected social domain of wellbeing. Attending to subjective perceptions of wellbeing enabled nuanced understandings of the links between wellbeing and belonging. It identifies spatial, relational and cultural dimensions of postgraduate belonging, contributing an understanding of how feelings of non-belonging manifest, how belonging might be nurtured, and how this potentially contributes to postgraduates’ wellbeing.
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Zhao, Wei, Xiang Peng, and Jingran Qin. "Standardizing the Basic Medicine Postgraduate Research Management Evaluation System to Promote the Cultivation of Excellent Research Talents." Education Reform and Development 4, no. 2 (December 8, 2022): 8–13. http://dx.doi.org/10.26689/erd.v4i2.4412.

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Postgraduate medical education is the highest level of medical education. The training quality of postgraduate medical education is not only the lifeline for the survival and development of medical schools, but also inextricably linked to people’s lives. Given the unique characteristics of medical education, the expanding scale of postgraduate medical education, and the increasingly diversified types of training, without any effective monitoring of the training process for medical postgraduates, both the quality of education and the development of the society will be affected. Master’s education in basic medicine is a crucial part of postgraduate medical education, but its training objectives are completely different from those of students with a master’s degree in clinic. Postgraduate education in basic medicine pays more attention to the mastery of knowledge and the cultivation of scientific and practical ability, showing greater foresight and individuality in its cultivation process. This paper discusses the postgraduate training mode in Wenzhou Medical University and creates an assessment system focusing on “literature reading ability,” “open literature transcription,” “distinctive academic report,” “multidisciplinary cross-opening,” “mid-term assessment with a blind review by an additional expert,” and “laboratory operation technique assessment.” Different assessments and evaluations are conducted at different stages to train postgraduates in mastering various experimental techniques and methods, while developing the ability to think independently, solve problems, and design research projects.
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Dissertations / Theses on the topic "Postgraduate"

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McKenna, Sioux, Jenny Clarence-Fincham, Chrissie Boughey, Harry Wels, and den Heuvel Henk Van. "Strengthening postgraduate supervision." SUN Press, 2017. http://hdl.handle.net/10962/66645.

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Preface: Since 1996 the number of students enrolled for Master’s study in South Africa has more than doubled, while doctoral enrolments have almost tripled (Cloete, Mouton and Sheppard 2015). Such enormous growth has had major implications for supervision, especially in a context where only 39% of academics have doctorates themselves. If South Africa is to come close to the National Development Plan target of 5 000 doctoral graduates per year by 2030, the pressure on supervisors is likely to continue apace. But supervision is of course not simply a matter of applying technical skills to churn out highly competent postgraduate scholars. It is a teaching craft coupled with research acumen and deep personal commitment. This book reflects on how a range of supervisors are making sense of this complex endeavour. The Strengthening Postgraduate Supervision book brings together 15 chapters written by 18 academics from 16 disciplines in 11 institutions. The authors work across all three institutional types found in higher education in South Africa: traditional universities, comprehensive universities and universities of technology. Through this rich array of contributions, supervision is presented never as a ‘best practice’ to be generically implemented but rather as a nuanced pedagogy to be nurtured through critical reflection. The chapters mix theoretical considerations of the postgraduate process and personal narratives of supervision practice. Most of the authors can be described as emerging supervisors, with a few contributions from more experienced supervisors, but all have in common a deep desire to forge inclusive environments that foster meaningful postgraduate research and nurture a new generation of scholars. It is through the sharing of these academics’ concerns and constraints, competencies and celebrations that this book adds to our understanding of postgraduate supervision in South Africa.
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Friedrich-Nel, H., and JL Mackinnon. "EXPECTATIONS IN POSTGRADUATE SUPERVISION: PERSPECTIVES FROM SUPERVISORS AND DOCTORAL STUDENTS." Interim : Interdisciplinary Journal, Vol 12, Issue 1: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/292.

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The relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.
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Govender, K. K. "Developing and validating tools to assess postgraduate service quality and the postgraduate service experience." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/597.

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This paper reports on further attempts to develop and validate instruments to improve the measurement of higher education quality, more especially postgraduate research service. A 26-item postgraduate research service quality (PGSQUAL) instrument as well as a six-item postgraduate service experience (PGSERVEXP) instrument were developed and validated among recent postgraduates at a large research university in South Africa. From a response rate of almost 53%, after subjecting the data to factor analysis and, determining the Cronbach's alpha values, it was ascertained that the respective research instruments were found to be fairly reliable and valid measures of postgraduate research service quality and of the overall postgraduate research service experience.
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De, Klerk Vivian A. "The discourse of postgraduate seminars." Linguistics and Education, 1995. http://hdl.handle.net/10962/d1011584.

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Video recordings of a range of postgraduate seminars in the Arts Faculty at a South African university were made and analyzed, in order to define the current nature of this particular form of educational practice in South African tertiary institutions. Recent demographic changes in formerly White universities are having a significant effect on the nature of interaction in formal discussion groups. Despite a common perception that at a tertiary level tutors and students are equally entitled to speak and all contributions equally valued, this article reveals that postgraduate seminars are sites of competition for the floor and that there are significant imbalances in participation by different groups in this competitive speaking environment; it is further argued that these imbalances reflect different (culture- and gender-specific) assumptions about what constitutes appropriate participation and also, to some degree, previous learned discourse patterns associated with schooling experience.
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van, der Linde A. S., and S. M. Holtzhausen. "AN IMPROVEMENT-ORIENTED INVESTIGATION INTO SUPERVISION PRACTICES AT THE CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE: A CASE STUDY." Journal for New Generation Sciences, Vol 6, Issue 2: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/507.

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Postgraduate supervision and research training are core academic activities for most higher education institutions. Worldwide, including in South Africa, there is concern about the quality of postgraduate training in higher education institutions, the length of time it takes postgraduate students to complete their postgraduate studies, and the high percentage of students who terminate their studies. Against the backdrop of these concerns, the quality of research supervision is essential for the successful completion of studies. However, ensuring the quality of the input dimension within South African postgraduate supervision is complicated – the reasons being that the process is entangled with issues of power, desire, and differences in relation to supervision practices, along with rapid higher education transformation demanding more quality and accountability, etc. Therefore it is recommended that the supervision process be monitored for improvement purposes and to address context-specific needs. This article reports on an improvement-oriented investigation into the current supervision practices at the case study university.
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Schmidt, Michaela. "How to manage your PhD thesis : development of a process model of self-regulation to foster postgraduate students /." Hamburg : Kovač, 2009. http://d-nb.info/996716505/04.

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Dowler, Richard C. "Naval Postgraduate School Scheduling System (NPS_x001B_p3_x001B_s)." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23728.

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Voytkevich, N. I. "Speaking activities for postgraduate English learners." Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18945.

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Erenoglu, Burcak. "Naval Postgraduate School anechoic chamber evaluation." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FErenoglu.pdf.

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Koczela, Diane M. Walsh Dennis J. "Promoting distance education at Naval Postgraduate School /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA311277.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1996.
Thesis advisor(s): Ted Lewis, James C. Emery. "March 1996." Bibliography: p. 125-127. Also available online.
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Books on the topic "Postgraduate"

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Great Britain. Department for Education. Postgraduate awards. Darlington: DFE., 1990.

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Sunderland, University of. Postgraduate opportunities. Sunderland: University of Sunderland, 1992.

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Great Britain. Department for Education. Postgraduate awards. Darlington: DEF, 1993.

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Art, Wimbledon School of. Postgraduate printmaking. London: Wimbledon School of Art Printmaking Department, 1985.

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Education, Great Britain Department for. Postgraduate awards. Stanmore: DFE, 1993.

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University of Leeds. School of English. Postgraduate prospectus. Leeds: University of Leeds, 1997.

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V, Hoffbrand A., ed. Postgraduate haematology. 6th ed. Chichester: Wiley-Blackwell, 2011.

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Davies, I. J. T. Postgraduate medicine. 5th ed. London: Chapman and Hall Medical, 1991.

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Postgraduate nephrology. 3rd ed. London: Butterworths, 1985.

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V, Hoffbrand A., Catovsky D, and Tuddenham Edward G. D, eds. Postgraduate haematology. 5th ed. Malden, Mass: Blackwell Pub., 2004.

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Book chapters on the topic "Postgraduate"

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Postgraduate Education." In Higher Education in China, 145–64. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_7.

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Holm, Hans Asbjørn. "Postgraduate Education." In International Handbook of Research in Medical Education, 381–413. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_16.

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Regan, Maureen C. "Postgraduate Education." In Encyclopedia of Trauma Care, 1274–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-29613-0_352.

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Smith, Andrew. "Postgraduate Developments." In Teaching the Gothic, 182–96. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230625358_13.

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Klinz, Wolf Rüdiger. "Postgraduate-Studien." In Die Gedanken sind frei, 39–48. München: Carl Hanser Verlag GmbH & Co. KG, 2021. http://dx.doi.org/10.3139/9783446471436.004.

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Hanley, Anne R. "Postgraduate Specialism." In Medicine, Knowledge and Venereal Diseases in England, 1886-1916, 63–106. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32455-5_3.

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Cox, Ailsa. "Postgraduate Research." In Teaching the Short Story, 161–73. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316591_10.

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Pater, Emma de, and Elaine Dzierzak. "Stem Cells and Haemopoiesis." In Postgraduate Haematology, 1–10. Oxford, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118853771.ch1.

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Dokal, Inderjeet S. "Inherited Aplastic Anaemia/Bone Marrow Failure Syndromes." In Postgraduate Haematology, 156–73. Oxford, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118853771.ch10.

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Marsh, Judith CW, Austin G. Kulasekararaj, Neal S. Young, and Peter Hillmen. "Acquired Aplastic Anaemia and Paroxysmal Nocturnal Haemoglobinuria." In Postgraduate Haematology, 174–94. Oxford, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118853771.ch11.

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Conference papers on the topic "Postgraduate"

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"Postgraduate forum." In IECON 2011 - 37th Annual Conference of IEEE Industrial Electronics. IEEE, 2011. http://dx.doi.org/10.1109/iecon.2011.6119592.

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Smith, Sara, and Martin Khechara. "'TECHNOLOGIZING' THE POSTGRADUATE CLASSROOM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0511.

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Phang, Fatin Aliah, Nor Haniza Sarmin, Siti Norziahidayu Amzee Zamri, and Naomie Salim. "Postgraduate Supervision: Supervisors versus Students." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.55.

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Ilahi, Cahya Wahyuning, Dyah Ayu Fladya Rizky, Aji Prasetya Wibawa, and Eki Nugraha. "Blended learning in postgraduate program." In 2017 3rd International Conference on Science in Information Technology (ICSITech). IEEE, 2017. http://dx.doi.org/10.1109/icsitech.2017.8257164.

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NISHIZONO, MASAHISA. "POSTGRADUATE PSYCHIATRIC EDUCATION IN JAPAN." In IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0286.

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Joyce, Donald. "Group work at postgraduate level." In the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544488.

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Primrose, P. L. "The training of postgraduate engineers." In IEE Colloquium on Engineering Education in the Twenty-First Century. IEE, 1996. http://dx.doi.org/10.1049/ic:19960672.

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Le, Tao, Rachel Makleff, and James M. Beck. "Efficacy Of ATS Postgraduate Courses." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a4298.

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Calderon, Humberto, Milenka Balboa, and Sthephan Caba. "Postgraduate Schools in Developing Countries." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629734.

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Mathews, M. "BIM: postgraduate multidisciplinary collaborative education." In BIM 2015. Southampton, UK: WIT Press, 2015. http://dx.doi.org/10.2495/bim150121.

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Reports on the topic "Postgraduate"

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. Recent Naval Postgraduate School Publications. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada199164.

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SCHAFER CORP ARLINGTON VA. Naval Postgraduate School Support Task. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada376971.

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Baimbridge, Mark. Designing ab initio postgraduate degrees. The Economics Network, January 2013. http://dx.doi.org/10.53593/n2298a.

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. Naval Postgraduate School Fact Book 2004. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada433919.

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Stouffer, Dean, and Daryl Wilson. Demand Response at the Naval Postgraduate School. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada493927.

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Haluck, Randy S. SAGES Annual Scientific Session and Postgraduate Courses. Fort Belvoir, VA: Defense Technical Information Center, May 2006. http://dx.doi.org/10.21236/ada451529.

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van der Erve, Laura, and Jack Britton. Family background and access to postgraduate degrees. Institute for Fiscal Studies, September 2020. http://dx.doi.org/10.1920/bn.ifs.2020.bn0304.

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Gomez, Joel. Activity-Based Costing in the Naval Postgraduate School. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada620803.

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Hirsch, Charles. Computational Fluid Dynamics Requirements at the Naval Postgraduate School. Fort Belvoir, VA: Defense Technical Information Center, October 1986. http://dx.doi.org/10.21236/ada186081.

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. A Summary of the Naval Postgraduate School Research Program. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada199165.

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