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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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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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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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Wu, Shengjun, Danmin Miao, Xia Zhu, Jie Liang, Xufeng Liu, Zhengxue Luo, and Wei Wang. "THE PERSONALITY TYPES OF CHINESE DENTAL POSTGRADUATE STUDENTS." Social Behavior and Personality: an international journal 35, no. 8 (January 1, 2007): 1077–86. http://dx.doi.org/10.2224/sbp.2007.35.8.1077.
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The objective of this study was to find the personality types of Chinese dental postgraduate students using the Chinese version of the Myers-Briggs Type Indicator (MBTI-Form G; Myers, 1987). The subjects were 372 dental postgraduate students and 336 postgraduates from other professions as a control group. The dental students were at Fourth Military Medical University and Xi'an Medical University. The control group attended Xi'an Jiaotong University. The three dominant personality types among the dental postgraduates were ISTJ (15.3%), ESTJ (13.7%) and ISFP (11.8%). The distribution of Extroversion (E) over Introversion (I) and Thinking (T) over Feeling (F) was different from other professions. Male and female dental postgraduates had similar types of mental attitude (E-I; judging-perceiving J-P) and mental function (sensing-intuition, S-N; T-F). Statistically significant differences were found between males and females in the distribution of J-P types. It was found that Chinese dental postgraduates have personality types that differ from the other comparative Chinese professional student groups.
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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.
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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.
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Sobkin, Vladimir S., Maria M. Smyslova, and Dmitriy V. Adamchuk. "Socio-psychological features of value orientations in postgraduate students." National Psychological Journal 41, no. 1 (2021): 39–52. http://dx.doi.org/10.11621/npj.2021.0104.
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Background. In the present situation, which certain studies describe as a crisis in the system of research staff training and which is characterized by low number of postgraduate students filling up the staff of scientific institutions, it is extremely important to study the specifics of motivation and value sphere of postgraduate students’ personality. Objective. Analysis of the socio-psychological characteristics that postgraduate students’ values have. Design. The study is based on a monitoring questionnaire survey of graduate students conducted in 2019 by employees of the RAO Information and the analytical center. The empirical data were processed using methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). The study involved students of postgraduate research bodies that train postgraduate students in the field of education sciences, as well as postgraduates of pedagogical universities situated in Moscow, St. Petersburg and in other regions of the Russian Federation. A total of 803 respondents were interviewed. The study was aimed at assessing the hierarchy of life values in graduate students and the influence of socio-demographic factors, social stratification, and socio-psychological factors on the relevance of postgraduate students’ life values. Results. The results of the study indicate that the leading positions in the structure of postgraduate students’ life values are occupied by basic values (“family”, “good health” and “material well-being”) and by the most relevant values associated with self-actualization. It is shown that the value orientations of postgraduate students are determined by the influence of a number of socio-demographic factors (gender, age, presence and composition of the family), social stratification (financial status, educational status of parents) and socio-psychological factors (having or not clear-cut future plans, emotional assessment of one’s prospects, having or not emigration plans) factors. The comparison of the opinions of postgraduates and research staff showed that postgraduates are more focused on values related to self-actualization, as well as on traditionalist values. Conclusions. The core of postgraduate students’ life values structure if formed by the basic values and, in addition, the values related to self-actualization of individual. The value orientations of postgraduate students are determined by a number of socio-demographic factors, social stratification and socio-psychological factors. It was found out that at a certain age the structure of life values in postgraduate students changes significantly, in accordance with the aims of age development. It is shown that changes in graduate students’ family status make them reconsider the structure of life values. It is also noted that the restructuring of life values in graduate students, when if it proceeds in accordance with the values of natives in “Western” countries, contributes to the formation of emigration attitudes.
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Shehata, Ahmed Maher Khafaga. "Understanding academic reading behavior of Arab postgraduate students." Journal of Librarianship and Information Science 51, no. 3 (November 26, 2017): 814–22. http://dx.doi.org/10.1177/0961000617742468.
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The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.
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Pasupuleti, Mohan Kumar, Gautami S. Penmetsa, Sruthima NVS Gottumukkala, Jaswitha Vintha, E. Santosh Vamsi, and G. Meghana. "Emotional Health Status of Postgraduate Students of Periodontics in India During COVID Health Crisis—A Questionnaire-Based Study." Journal of Patient Experience 8 (January 2021): 237437352110564. http://dx.doi.org/10.1177/23743735211056436.
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Dental students, especially postgraduate students present a higher risk of getting infected because of their close contact with the patients during this pandemic. The objectives of the study include (a) the reasons for postgraduate students’ altered emotional status during coronavirus (COVID-19) infection. (b) To assess the kind of infection protocols adopted. (c) To assess the impacts of postgraduate students’ emotional status on treating patients with periodontal problems during the COVID-19 lockdown period from March 2020 to December 2020. The emotional status of postgraduate students was assessed in 2 phases that are at the initial phase of COVID infection and lockdown and the second phase when the lockdown was prolonged. Questionnaires were distributed to the Postgraduate students of periodontics all over India to assess their level of awareness of COVID infection, type of infection control measures followed during the pandemic period, as well as the outpatient turnout during the lockdown period. Results of this study stated that more than 80% of students addressed the decline in the number of patients to surgical clinics, 76.3% of postgraduates were worried about themselves and their families due to the pandemic situation. Surprisingly, 74.3% of them even worried about losing their expertize or skills due to a long lockdown period. Dental postgraduates all over India are willing to treat their patients during the period of a pandemic but in strict compliance with infection control guidelines. This study assessed the emotional responses of the postgraduates during the pandemic through the questionnaire and concluded that all the professionals are ready to resume their clinical activities with adequate guidelines provided.
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Konyana, Samkele. "Information needs of prospective postgraduate students." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 2 (March 22, 2022): 423–32. http://dx.doi.org/10.20525/ijrbs.v11i2.1548.
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The complex application process at the postgraduate level became a major blamer for poor doctorate enrolments. The complexity in the communication messages made it difficult for prospective postgraduate students to absorb information effectively. The proposal by the government to increase masters' and doctorate enrolments at universities requires universities to cater to the needs of customers whose preferences and expectations change continuously. The research upon which this paper was based was aimed at identifying the information needs of prospective postgraduates at public universities. The study design is quantitative, employing a descriptive technique and cross-sectional method. For the empirical study, a non-probability sampling method was utilized to obtain data from a sample of 116 masters’ and doctorate students. Descriptive statistics described the main features of the collected data through frequencies, tables, and bar charts. Inferential statistics were used to determine relationships between variables and test the significance, and reliability of the findings. Emphasis on university processes and specific aspects of the expected and augmented product were found. Interestingly, the importance attached to getting information about economic incentives significantly outweighs the importance attached to receiving information about the actual product. The results of this study affirm the assertion that the postgraduate market is unique and has unique information needs. The results provide universities with a guideline to identify the information needs of prospective postgraduate students applying for master's and doctorate studies at public universities. The study limitation is that it encompasses only a small number of registered master’s and doctoral students in KwaZulu-Natal, limiting the possibility of generalizing the results to all prospective postgraduate students in South Africa.
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Bichi, Ado Abdu, Rahimah Embong, and Radzuwan Ab. Rashid. "NIGERIAN POSTGRADUATE STUDENTS’ ATTITUDE AND PERCEIVED COMPETENCE IN USING ICT RESOURCES FOR RESEARCH PURPOSE." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 224. http://dx.doi.org/10.24200/jonus.vol2iss2pp224-230.
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The study aims to investigate the attitudes of Nigerian postgraduate students towards information and communication technology (ICT) and their perceived competence in using ICT resources for research purpose. The influence of field of studies on their competence and attitude were also examined. A total of 77 Nigerian postgraduate students at a university in Malaysia were randomly selected for the study. Data collected through questionnaires were analysed using descriptive and inferential statistic approaches. The analysis reveals that majority of the postgraduate students have positive attitude towards ICT and they perceive that they are competent in using several basic ICT tools. There is no significant difference between science and non-science based postgraduate students’ attitudes, however, there is significant difference in their perceived competence. This paper concludes that the postgraduate students require more hands-on experiences and special training programs so that they can maximize the use of ICT for research purpose. It is hoped that the findings revealed in this study will help the policy makers in designing necessary courses to improve the quality of postgraduates in the country.Keywords: Information and communication technology, Malaysia, Nigerian student, postgraduate, students’ attitudeCite as: Bichi, A.A., Embong, R., & Rashid, R.A. (2017). Nigerian postgraduate students’ attitude and perceived competence in using ICT resources for research purpose. Journal of Nusantara Studies, 2(2), 224-230.
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Chaguluka, Chancy, Andrisha Beharry-Ramraj, and John Amolo. "International postgraduate students’ perceptions of service quality." Problems and Perspectives in Management 16, no. 2 (June 25, 2018): 438–48. http://dx.doi.org/10.21511/ppm.16(2).2018.39.
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South African universities have embraced a drive to internationalize in view of globalization. One of the widely adopted measures towards internationalization has been the recruitment of international postgraduate scholars. The rationale is to draw diverse knowledge and expertise from the international students. However, the University of KwaZulu Natal’s Westville campus has not managed to attract a significant number of international scholars. The trend suggests that the university is unable to meet the expectations of international postgraduate students with regards to service delivery. The suggestion is premised on the argument that the previous and current international postgraduate students have not been satisfied with the service quality to stimulate other foreign postgraduate student enrolments through positive word of mouth. The main objective of the study was to confirm the assertions while exposing the gaps between their expectations and perceptions of service delivery at the university. The SERVQUAL model was used to guide the assessment of service quality among the research participants. The study adopted quantitative methodologies and data was drawn from international postgraduate students who were enrolled at the institution during the academic year 2016. The findings revealed that the international postgraduate students were dissatisfied with the levels of service at the university. Specifically, the study exposed gaps across all the five dimensions of service quality, namely reliability, responsiveness, assurance, empathy and tangibles. It was concluded that the management at the university should institute deliberate measures to improve service quality, especially towards international postgraduate students.
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Falade, Ayotunde A., Gboyega Ayodeji Aladesusi, and Oyeronke Olufunmilola Ogunlade. "Perceptions on the Utilization of Mobile Technologies for Learning among Postgraduate Students." Indonesian Research Journal in Education |IRJE| 5, no. 1 (April 4, 2021): 159–74. http://dx.doi.org/10.22437/irje.v5i1.9036.
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This study determined the perceptions of the utilization of mobile technologies for learning among Postgraduate Students in Kwara State. The study adopted survey approach. The population for this study was made up of all the postgraduate students in Kwara State. Proportional sampling techniques were used to allocate a number of respondents in each school based on their estimated population using Israel Model. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that postgraduate students had positive perception of the utilization and ease of use of mobile technologies for learning. No significant difference exists in the postgraduate students’ perception of the utilization of mobile technologies for learning based on gender and the field of study. The study concluded that learning can be enhanced among postgraduates’ students if appropriate mobile technologies are deployed for learning. Therefore, postgraduate students are encouraged to deploy mobile technology for learning irrespective of their gender.
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Sidhu, Gurnam Kaur, Peck Choo Lim, Sian Hoon Teoh, and Priyadarshini Muthukrishnan. "Students’ Perspectives of Postgraduate Supervision: Desirable and undesirable practices." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 205–10. http://dx.doi.org/10.21834/ebpj.v5isi3.2555.
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The current global completion rate for postgraduates stands at 60 per cent, and one of the main problems cited is poor supervisory practices among postgraduate supervisors. Therefore, this qualitative study presents the views of nine PhD scholars on postgraduate supervisory practices from four universities in Malaysia. The thematic qualitative analysis categorized the supervisory practices into three main aspects, namely desirable, undesirable, and appalling practices. The findings of this study though not conclusive do shed some light on current supervisory practices. The findings imply that training and perhaps the call for accreditation of postgraduate supervisors is in order. Keywords: postgraduate study; supervisory practices; feedback; learning community; Supervisor-student interaction. 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.v5iSI3.2555
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Costello, Robert. "Supporting the Needs of Higher Educational Learners, through the ‘Postgraduate Pathways'." International Journal of Organizational and Collective Intelligence 5, no. 3 (July 2015): 16–31. http://dx.doi.org/10.4018/ijoci.2015070102.
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This paper offers a case study in Adaptive Personalised Learning for Postgraduates within Higher Education: What is already known about this topic: Current State of Higher Education within supporting postgraduate careers and transferable skills Raised standards and improvements within universities expectations required by the QAA Research students and their academic and employability needs. What this paper adds: A postgraduate Recommender Systems for educational pathway to aid with on-line support towards selecting suitable transferable skills depending on departments. Engagement of postgraduate research students and their perception on transferable skills through additional training in Higher Education. Implications for practice: Development of an online postgraduate recommender system, that can guide students on individual modules, courses or programmes to take to benefit them while carrying out there PhD research. Capture a current snap shot of the current trends that the University is facing.
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Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.
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Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students.
Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates.
Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore.
Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively.
Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R).
Keywords: Learning styles, VARK, Postgraduate residents
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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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King, Thomas William. "Postgraduate students as OER capacitators." Open Praxis 9, no. 2 (June 29, 2017): 223. http://dx.doi.org/10.5944/openpraxis.9.2.566.
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A comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic community in a sustainable fashion. This paper draws on the experiences of the Vice Chancellor’s Open Educational Resources Adaptation project in the University of Cape Town, which explored whether postgraduate students, with their blend of developing subject knowledge, greater time resources, and experience of teaching artefacts from both a learner’s and educator’s perspective, may be a valuable resource for lecturers or institutions eager to engage in OER but lacking the requisite support structures. It was found that postgraduates were best employed as capacitating agents, focusing on the non-pedagogical elements of OER adaptation.
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Puan, Othman Che, M. Al–Muz–Zammil Yasin, Ahmad Kamal Idris, and Mohd Sofian Mohd Amran. "Attracting International Postgraduate Students." International Journal of Asian Business and Information Management 4, no. 3 (July 2013): 61–67. http://dx.doi.org/10.4018/jabim.2013070106.
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A university has to carry out various marketing strategies and efforts to recruit international students as many as possible in order to fulfil one of the criteria for a world–class university status. However, to attract quality candidates with the desirable profile is becoming increasingly difficult especially when the university has to compete internationally and nationally with the existing and new emerging universities. This paper discusses the findings of a study carried out to establish the factors considered by international students before they decided to come to Universiti Teknologi Malaysia for their postgraduate studies. A total sample of 896 international students from various fields of studies for three different intakes was used in the study. The result shows that the main factors considered by them are the availability of the programme, reputation, the conduciveness of the campus environment for teaching and learning, and the location of the university. Most of them agreed that internet and education fairs or expositions are effective marketing medium for the recruitment of international students. This study provides an evidence–based framework to be considered by the University in formulating strategies and efforts to become a global player in higher education.
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O'KENNEDY, RICHARD. "Motivation of postgraduate students." Biochemical Society Transactions 18, no. 2 (April 1, 1990): 161–62. http://dx.doi.org/10.1042/bst0180161.
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A/P Gurdial Singh, Gurnam Kaur, Sarjit Kaur, PECK CHOO LIM, Yuen Fook Chan, Lai Fong Lee, and Leele Susana Jamian. "Institutional Support for Postgraduate Study In Malaysia." Social and Management Research Journal 12, no. 2 (December 31, 2015): 31. http://dx.doi.org/10.24191/smrj.v12i2.5026.
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The twin forces of globalisation and internationalisation witnessed the global democratisation of higher education leading to the mushrooming of institutions of higher learning alongside with the rapid increase in student enrolments at all levels including postgraduate study. Despite the rapid developments in higher education, postgraduate study has been plagued with high attrition and low completion rates. Consequently, there is a need to look into delivery systems to ensure students are not short-changed and quality education and delivery systems are maintained at all times. This paper aims to investigate institutional support provided for postgraduate study in Malaysia. This descriptive study involved a total of 121 supervisors and 209 postgraduate students from two public universities in Malaysia. Data for the study were collected using questionnaires and semi-structured interviews. The findings revealed that students and supervisors were moderately satisfied with the information support provided by their respective institutions with regards to postgraduate study and courses. Nevertheless, students felt that institutional support was lacking in terms of facilities, professional development and opportunities for setting up learning communities. Supervisors too expressed the need for better postgraduate facilities, professional development and sought for more transparency in terms of grant and fellowship applications. Both groups also voiced concern regarding the knowledge, skills and attitude of administrators and clerical staff. These findings have implications for the need of quality delivery systems, especially institutional support for postgraduate study.
Keywords: Institutional Support, Postgraduates, Postgraduate Study
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Berezhnova, Elena V., and Anastasia I. Magina. "Problem vision as an element of methodological culture of a researching teacher." Stroitel stvo nauka i obrazovanie [Construction Science and Education], no. 3 (September 30, 2020): 68–78. http://dx.doi.org/10.22227/2305-5502.2020.3.5.
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Introduction. Training highly qualified personnel has long been in the focus of attention of research and teaching communities. Building methodological culture among postgraduate students, or future researching teachers, is one of their important tasks. The purpose of this study is to identify the presence of methodological culture among first-year postgraduates. Methodological culture is the ability to identify problems of higher education science. Materials and methods. Didactic testing and observation were used to perform the research. Problem ranking in higher education science made it possible to identify the priority areas for postgraduate students to solve professional and educational problems. Results. A range of problems, which are, in the opinion of postgraduate students, relevant to higher education science, was identified. Problem ranking was performed, and preferences of postgraduate students (choices that underlie solutions) were revealed: teacher’s professional skills, quality of education, career guidance, choosing a career, and personal development of students. The analysis of problems can serve as the basis for enhancing the system of training highly qualified personnel. Conclusions. Some of the problems represented organizational difficulties which were subjective by nature. The problems were relevant for postgraduate students only, they had nothing to do with research. However, the emphasis on the above-mentioned difficulties revealed insufficient psychological and pedagogical training of future researching teachers, and it can be explained by their professional focus on civil engineering. Their training can be improved by updating the content of academic disciplines, included into principal professional education programs, and launching special courses compiled at the request of postgraduate students to satisfy their educational needs. It is noteworthy that individualization of training and tutoring, which are relevant both for postgraduate students and the education science, needs the efforts of the faculty, the university management team, and researchers in charge of new education practices.
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Gou, Qinglong, Xinyu Wang, and Juzhi Zhang. "Equilibrium and incentives for supervisor–postgraduate collaborations: A game-theoretic approach." RAIRO - Operations Research 53, no. 5 (October 9, 2019): 1729–47. http://dx.doi.org/10.1051/ro/2018067.
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In most universities, supervisors collaborate with their postgraduate students in writing papers. As a consequence, the relationship between supervisors and postgraduates in the collaborative work becomes the most important one among various relationships between them. In this paper, using a game model, we show that in the current educational system of China, there is a dilemma between supervisors and their postgraduates for their collaborative work – in most cases, either the supervisor or the students will not spend any effort in their joint work. After that, we also investigate whether the two common incentive strategies, i.e., (i) incentives to students, and (ii) incentives to faculties, can solve this dilemma. Our results show that a university can solve the problem by either (i) just using strong incentives to postgraduate students, or (ii) by using a combination of a normal incentive to students and a strong incentive to faculties. Also, we find that when the incentives to the students and to the faculties are below a certain level, all incentives will be just in vain – neither can they improve the serious relationship between supervisors and their postgraduates, nor can they improve the paper quality.
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DeSouza, Og, Eraldo Lima, Ronaldo Reis Jr., and Ângelo Pallini. "Teaching entomology: moving from paternalism to active learning." Anais da Sociedade Entomológica do Brasil 28, no. 3 (September 1999): 365–73. http://dx.doi.org/10.1590/s0301-80591999000300001.
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We propose a shift in the traditional way to teach Entomology for undergraduate and postgraduate courses. We envisage a system in which undergraduate and postgraduate students interact, discussing Entomology outside the classroom. This would get them to actively seek for knowledge, rather than being paternalistically told how they should learn. Such a system does not preclude lectures as a didactic strategy, nor it rules out lecturers as responsible for instructorship. On the contrary, we believe lectures and discussion outside classroom are complementary for effective teaching. Our results show that undergraduate and postgraduate students who interact outside classroom are able to get better grades even when submitted to traditional written tests. Moreover, it seems that postgraduate students who get involved in such a system get permanent jobs faster than those postgraduates not taking part in it. Apparently, the key here was that when discussing outside classroom, students are allowed to think freely, rather than simply accumulating information taught in classroom. In doing so, they transform information into knowledge, and therefore, are able to solve even unforeseen problems.
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Bednyi, B. I., G. L. Voronin, A. A. Mironos, and N. V. Rybakov. "Barriers to Doctoral Degree Attainment: Problems of the Period after Postgraduate Studies." University Management: Practice and Analysis 25, no. 1 (May 1, 2021): 35–48. http://dx.doi.org/10.15826/umpa.2021.01.003.
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Increasing the effectiveness of postgraduate programs is now becoming one of the most important issues in ensuring the economic development of the state. As a rule, Russian postgraduate students, who are aimed at getting an academic degree, fail to defend their theses during their postgraduate studies, and they need additional time to complete their work. The purpose of this research article is to identify and analyze the key problems faced by Russian postgraduates seeking to submit their dissertations for defense. Our investigation comes to be original in two aspects. First, in contrast to other empirical studies of postgraduate school, the authors’ attention is focused on the barriers to attaining a degree, which arise not in the course of study, but after graduation. Second, the analysis is based on interviewing those graduates who have successfully overcome these barriers and defended their PhD theses. The empirical base of the study is online questionnaire surveys of Russian PhDs (Candidates of Science) who have recently completed their postgraduate studies, as well as administrative and managerial workers responsible for postgraduate students’ training and certification. The quantitative data obtained indicate that the presence or absence of a dissertation council in an organization wherein postgraduate students are trained is one of the key factors determining the pace and effectiveness of the postgraduates’ proceeding to an academic degree. In general, the results of the study make it possible to conclude that the difficulties at the final stage of preparing a dissertation are largely due to the imperfection of the mechanism for pairing the systems of state scientific certification and scientific and pedagogical personnel postgraduate training. Thus, we discuss possible organizational and managerial decisions of how to bring these systems closer and improve the performance of postgraduate studies. This paper might be of interest for higher education researchers, as well as for scientific, pedagogical and administrative workers involved in the management of personnel training and higher scientific qualifications certification.
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Wang, Qinglin, Zhaoyang Xin, Hang Zhang, Jing Du, and Minghui Wang. "The Effect of the Supervisor–Student Relationship on Academic Procrastination: The Chain-Mediating Role of Academic Self-Efficacy and Learning Adaptation." International Journal of Environmental Research and Public Health 19, no. 5 (February 24, 2022): 2621. http://dx.doi.org/10.3390/ijerph19052621.
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This study used a sample of 818 postgraduate students across several universities in China, to explore the effect of the supervisor–student relationship on procrastination in postgraduates, and the mediating roles played by the postgraduates’ academic self-efficacy and learning adaptation. The study employs multiple scales and finds that: (1) the relationship between postgraduates and their supervisors is significantly and negatively correlated with academic procrastination; (2) the academic self-efficacy of postgraduates plays an independent intermediary role in the connection between the supervisor–student relationship and academic procrastination; (3) the learning adaptation of postgraduates also plays an independent intermediary role in the connection between the supervisor–student relationship and academic procrastination; (4) the academic self-efficacy and learning adaptation of postgraduates shows a chain-mediating effect in the connection between the supervisor–student relationship and academic procrastination. Ultimately, the supervisor–student relationship is an important factor that can directly affect academic procrastination, even if postgraduate students display academic self-efficacy and learning adaptation.
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Ng Lee Yen Abdullah, Melissa, Ahmad Fairuz Omar, Teoh Ai Ping, and Tiew Chia Chun. "Validity and Reliability of the Postgraduate Self-Determined Learning Questionnaire (PSLQ)." Asian Journal of University Education 18, no. 1 (February 14, 2022): 91. http://dx.doi.org/10.24191/ajue.v18i1.17175.
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Abstract: Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach’s alpha value of a=.959. The findings suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.
Keywords: Heutagogy, Postgraduates, Reliability, Self-determined learning, Validity
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Abd Majid, Faizah, Rafidah Kamarudin, and Ainul Azmin Mohd Zamin. "Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 101. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.101.
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MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.
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Wapples, Emily. "Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London." International Journal of Public Legal Education 4, no. 2 (December 11, 2020): 107–34. http://dx.doi.org/10.19164/ijple.v4i2.1134.
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Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online.
This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand.
This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.
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Wapples, Emily. "Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London." International Journal of Clinical Legal Education 27, no. 4 (December 11, 2020): 107–34. http://dx.doi.org/10.19164/ijcle.v27i4.1133.
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Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online.
This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand.
This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.
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Guatelli, Susanna, Catherine Layton, Dean Cutajar, and Anatoly B. Rosenfeld. "The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 60–80. http://dx.doi.org/10.53761/1.7.2.5.
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This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.
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Wapples, Emily. "Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London." International Journal of Clinical Legal Education 27, no. 4 (December 11, 2020): 107–34. http://dx.doi.org/10.19164/ijcle.v27i4.1056.
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Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online.This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand.This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.
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Bell, Linda, and Carmel Clancy. "Postgraduate students learning about research." Social Work and Social Sciences Review 16, no. 2 (May 29, 2013): 37–50. http://dx.doi.org/10.1921/swssr.v16i2.533.
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Initial findings from a pedagogic initiative and research project show how two cohorts comprising 105 postgraduates undertaking social work or mental health educational programmes responded to learning about research methods in one UK university. Few studies have looked specifically at postgraduate students’ attitudes towards research / research methods. Previous research suggests students may express anxiety when learning about research, particularly quantitative methods. Using an existing validated rating scale with 5 subscales (Papanastasiou, 2005), we explored students’ attitudes before and after taking a research module and possible significance of gender, professional group and being college or employment based. Project data was used by students to complete a quantitative module assignment. Results showed these students had a ‘positive’ attitude towards research pre-module; this was generally maintained but did not increase post-module. Students were rated as having overall research ‘anxiety’ pre-module; this lessened post-module although the change was not statistically significant. A significant change (decrease) in ‘usefulness to career’ subscale was recorded post-module. We consider factors that could have impacted on these research findings such as reduced follow up sample sizes, but report how combining a pedagogic initiative with a research project offers opportunities to explore this complex area, with positive outcomes for student learning.
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Yang, Ting, Yungui Wang, Jun Deng, and Chunji Huang. "Attitude, social norms, and perceived behavioral control influence the academic integrity-related behavioral intentions of graduate students." Social Behavior and Personality: an international journal 49, no. 4 (April 7, 2021): 1–12. http://dx.doi.org/10.2224/sbp.9996.
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Graduate students have become the driving force of scientific research at Chinese universities. Therefore, further work is needed to understand what influences postgraduate students' academic integrity. Using the theory of planned behavior, this study investigated the relationships between postgraduates' attitude toward academic integrity, social norms (subjective, descriptive, and moral), perceived behavioral control, and intentions, and examined the moderating role of social identity in the relationship between social norms and intentions. We conducted a survey with 1,256 Chinese biomedical postgraduate students, and analyzed the data with structural equation modeling. The results show that attitude, subjective norms, descriptive norms, and perceived behavioral control influenced students' academic integrity-related behavioral intentions. The model explained over half of the variance in intentions, indicating that attitude, subjective norms, descriptive norms, and perceived behavioral control were the main variables influencing academic integrity-related behaviors. The theory of planned behavior can be applied in research on postgraduates' academic integrity.
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Fu, Han, and Zuo Tiansheng. "Research on the Construction of Postgraduate Academic Morality." Journal of Education and Culture Studies 7, no. 1 (January 20, 2023): p24. http://dx.doi.org/10.22158/jecs.v7n1p24.
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The construction of postgraduate academic morality is a problem that all postgraduates must face. There are some problems in the construction of postgraduate academic morality, such as insufficient academic integrity, insufficient academic norms and insufficient academic spirit. After analyzing the reasons of academic morality, academic evaluation, academic supervision and academic self-discipline, the academic morality of postgraduates is promoted to develop deeper, broader and more comprehensive. We must strengthen moral education, improve the evaluation system, strengthen moral supervision, cultivate moral self-discipline, and strictly punish the system to improve the academic moral level of graduate students.
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Lee, Tim S. O., and Linda H. F. Lin. "Motivational Strategies Adopted in Postgraduate English Academic Writing Courses: Perspectives of Doctoral Students." SAGE Open 12, no. 4 (October 2022): 215824402211382. http://dx.doi.org/10.1177/21582440221138259.
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Despite postgraduates’ struggles to master English academic writing, the fulfilment of postgraduates’ motivational needs in classes of English academic writing has been scarcely researched. This study examines the motivational practices of teachers of postgraduate English academic writing, the perceived effectiveness of the adopted strategies, and possible ways to further enhance their effectiveness. Reflective writing was collected from 59 doctoral students who spoke English as a foreign language (EFL) and were enrolled in a thesis writing course. The major findings are: (1) The reported motivational strategies correspond fairly closely to those endorsed in Dörnyei’s influential framework, yet some appear to be common teaching techniques; (2) the majority of the reported positive effects pertain to enhanced knowledge, performance, and confidence; and (3) the participants called for increased use of motivational strategies, more student engagement, and diverse facilitative input from the English teacher. The findings confirm the need to extend studies on the use and perceptions of motivational strategies to postgraduate language teaching contexts.
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Charan, Jaykaran. "Basic statistics for postgraduate students." Indian Journal of Pharmacology 45, no. 2 (2013): 205. http://dx.doi.org/10.4103/0253-7613.108331.
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Bell, Linda, and Carmel Clancy. "Postgraduate students learning about research." Social Work and Social Sciences Review 16, no. 2 (January 1, 2013): 37–50. http://dx.doi.org/10.1921/2803160204.
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Gupta, Anjali. "Environmental Awareness among Postgraduate Students." Journal of Teacher Education and Research 10, no. 1 (2015): 77. http://dx.doi.org/10.5958/2454-1664.2015.00010.5.
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Mihajlovna-Stručaeva, Tamara. "Methodical support for postgraduate students." Зборник радова Филозофског факултета у Приштини 48, no. 1 (2018): 251–78. http://dx.doi.org/10.5937/zrffp48-16317.
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Wang, Yiduo, Zhizhuo Su, and Di Wang. "Enhancing Postgraduate Taught Students’ Engagement." Journal of PGR Pedagogic Practice 2 (October 17, 2022): 54–60. http://dx.doi.org/10.31273/jppp.vol2.2022.1230.
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Postgraduate Taught Students are a significant part of our student community. To enhance their learning experience and facilitate their learning more efficiently, a storytelling pedagogical approach conducted by postgraduate teaching assistants (GTAs) could be a way to accelerate this process. Postgraduate researchers (PGRs) are important members of the Higher Education teaching community as they provide a unique perspective, from both students and teaching staff. Some of them have a fresh memory of their learning experiences and thus could better understand the students’ concerns. This paper reports the experience of PGRs and GTAs regarding sharing personal stories to help students understand and overcome their challenges in academic writing. The storytelling pedagogy in practice indicates a significant effect in supporting not only academic study but also students’ engagement and reflection. The usage of storytelling pedagogy also aids in the concept explanation of technical elements in texts by offering succinct and tangible instances, which assist students in developing their critical thinking skills and individualised understanding of factual material.
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SIDDALL, R. M. "Career opportunity for postgraduate students." Biochemical Society Transactions 16, no. 2 (April 1, 1988): 128. http://dx.doi.org/10.1042/bst0160128a.
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Zuber-Skerritt, Ortrun. "Helping postgraduate research students learn." Higher Education 16, no. 1 (1987): 75–94. http://dx.doi.org/10.1007/bf00139249.
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Kh. Rashid, Mohammed, and Safi Ammal Saleh. "Attention Control for Postgraduate Students." Al-Anbar University Journal For Humanities 2021, no. 1 (March 1, 2021): 882–913. http://dx.doi.org/10.37653/juah.2021.171565.
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Becker, Sue, Darren Johnson, and Paul Britton. "Mapping the challenges in making the transition to taught postgraduate study in psychology." Psychology Teaching Review 25, no. 1 (2019): 12–21. http://dx.doi.org/10.53841/bpsptr.2019.25.1.12.
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This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recent taught postgraduates in influencing the decision making practices of prospective students. The process of transition to taught postgraduate studies is characterised by early decision making, as for many students graduation is no longer seen as the natural end point of their educational careers. Analysis also reveals that in spite of expectations of heavier workloads and increased intensity, the reality exceeds expectations. Key areas for support identified by participants include tailored study skills support and more clarity around what constitutes ‘masters’ level work.
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Sinha, Deoraj, and Suyog V. Jaiswal. "Use of social networking sites (SNS), social integration and social support in Indian medical students: a cross sectional investigation." International Journal of Research in Medical Sciences 6, no. 6 (May 25, 2018): 2027. http://dx.doi.org/10.18203/2320-6012.ijrms20182282.
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Background: Internet mainstreamed virtual socialization on social networking sites (SNS). Social relationship variables are linked to health. We investigated the social relationship variables and SNS use among medical students.Methods: After institutional ethics committee approval, we invited 150 random undergraduate medical students and 150 postgraduate resident doctors from a medical college. Regular SNS users were included and those suffering from any psychiatric or chronic medical condition were excluded from the study. Of all the invited individuals, 104 undergraduates (56 females and 48 males) and 103 postgraduates (50 females and 53 males) consented for study.Results: Facebook was the most commonly and regularly used SNS in our study sample. Daily average time spent by participants on SNS was 40 minutes. Mean number of SNS friends of undergraduates was 150 and of postgraduates was 143. Undergraduate medical students reported an average of 49 friends living locally and 74 friends living at a distance; postgraduate resident doctors reported average 80 friends living locally and 325 friends living at a distance. Undergraduates sought attention more frequently than postgraduates by posting photos to SNS. Postgraduates had their recreation and academics were more affected due to SNS than undergraduates. Number of SNS friends had no association with social integration, social support or social stress.Conclusions: SNS may hamper the curricular as well as recreational activities of medicos, especially postgraduate resident doctors. The number of SNS friends is independent of a medico’s social integration and may not be associated with social support and social stress.
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Verso, Maria Gabriella, Nicola Serra, Antonina Ciccarello, Benedetta Romanin, and Paola Di Carlo. "Latent Tuberculosis Infection among Healthcare Students and Postgraduates in a Mediterranean Italian Area: What Correlation with Work Exposure?" International Journal of Environmental Research and Public Health 17, no. 1 (December 24, 2019): 137. http://dx.doi.org/10.3390/ijerph17010137.
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Background: Tuberculosis screening is part of the standard protocol for evaluating the risk of infection in healthcare workers. The aim of this study was to evaluate the prevalence of latent tuberculosis infection (LTBI) among students attending various healthcare profession degree courses and postgraduate medical courses at the School of Medicine of the University of Palermo, Italy, and assess the possible professional origin of infection. Methods: In total, 2946 students (2082 undergraduates and 864 postgraduates) took part in a screening program for LTBI between January 2014 to April 2019 using the tuberculin skin test (TST). Students with a positive TST result underwent a Quantiferon-TB test (QFT). Results: Among the 2082 undergraduates, 23 (1.1%) had a positive TST; the result was confirmed with QFT for 13 (0.62%) of them. Among the 864 postgraduate students, 24 (2.78%) had a positive TST and only 18 (2.08%) showed a positive QTF. Latent tuberculosis infections were significantly more frequent among postgraduates than undergraduates (2.08% > 0.62%, p < 0.0001). There was a higher number of subjects previously vaccinated for TB (18.87% > 0.24%, p < 0.0001), and of vaccinated subjects found positive for TST and QTF (66.67% > 7.69%, p = 0.001) in the postgraduate group. Conclusion: Latent TB is relatively low among medical school students in our geographic area. Nevertheless, this infectious disease must be regarded as a re-emerging biohazard for which preventive strategies are required to limit the risk of infection, especially among exposed workers.
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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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Abd Rahman, Rosfazila, Nor ‘Adha Abdul Hamid, Norfaezah Mohd Hamidin, and Djhoanna S. Mama. "The Development of TT-s model (Techniques and Tactics) towards a Successful Postgraduate Studies." Ittishal Educational Research Journal 2, no. 2 (July 31, 2021): 42–52. http://dx.doi.org/10.51425/ierj.v2i2.25.
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Postgraduates learning experiences namely knowledge, values and contacts acquired, professional and personal values acquired and specific learning problems encountered has shown a multiple dimension. The task of evaluating the student learning experience in postgraduate education can point out to researchers and university educators’ various mismatches that would not be immediately known otherwise. With this, universities can take proactive steps to celebrate learner diversity when addressing students’ difficulties in their continuous effort to further enhance support and facilities for their postgraduate students. This study aims to identify the elements and proposed a model of Techniques and Tactics (TT-s) that need to be implemented by educators and learners in helping to create students who are able, to succeed with further establishing best practice and effective model. Therefore, two guidelines for Models of Techniques and Tactics (TT-s) relationships for effective learning is discussed. The study is quantitative in nature and employed narrative approach. The findings are synthesized and summarized by presenting a matrix discussion of specific guidelines to increase effectiveness in the best practice and process of students learning. This study aims to propose a model to address the successful postgraduates’ studies. The model will robust postgraduates’ students to succeed in their learning journey.
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Limeri, Lisa B., Muhammad Zaka Asif, and Erin L. Dolan. "Volunteered or Voluntold? The Motivations and Perceived Outcomes of Graduate and Postdoctoral Mentors of Undergraduate Researchers." CBE—Life Sciences Education 18, no. 2 (June 2019): ar13. http://dx.doi.org/10.1187/cbe.18-10-0219.
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Graduate students and postdoctoral researchers (postgraduates) in the life sciences frequently mentor undergraduate researchers, especially at research universities. Yet there has been only modest investigation of this relationship from the postgraduate perspective. We conducted an exploratory study of the experiences of 32 postgraduate mentors from diverse institutions, life sciences disciplines, and types of research to examine their motivations for mentoring and their perceived outcomes. Although some postgraduates reported feeling pressured to mentor undergraduate researchers, all expressed personal motivations, including both agentic (self-focused) and communal (community-focused) motivations. These postgraduates reported benefits and costs of mentoring that had both vocational and psychosocial elements. Given that our results indicated that even postgraduates who engaged in mentoring at the request of their faculty advisors had their own motivations, we conducted a second phase of analysis to determine the extent to which our results aligned with different theories of motivation (self-determination theory, social cognitive career theory, expectancy-value theory, social exchange theory). We end by proposing a model of postgraduate mentoring of undergraduate researchers that integrates the theories supported by our findings.
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Miller, Robin Elizabeth. "Graduate Students May Need Information Literacy Instruction as Much as Undergraduates." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 104. http://dx.doi.org/10.18438/b8bg7b.
Full textAbstract:
A Review of:
Conway, Kate. (2011). How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2), 121-135.
Abstract
Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills.
Design – Online, multiple choice questionnaire to test basic information literacy skills.
Setting – Information studies program at a large university in Western Australia.
Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates.
Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL) (Bundy, 2004), an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000). In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables.
Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience in a library achieved average scores of 79%, in contrast to 69% among those who had not worked in a library. Average scores for undergraduates in the 20-30 age group were 81%, while those in the 30-40 age group averaged 65%. Among both undergraduate and postgraduate students, scores may indicate deficiencies in information literacy skills in several areas, including parsing citations, strategies for locating specific content, and defining an information need.
Conclusion – The study concludes that postgraduate students’ information literacy skills may be marginally better than the skills of undergraduates. Age was found to be associated with higher performance among undergraduate students, and a variety of “basic” information literacy skills may elude many respondents. These findings might prompt librarians and instructors to look closely at gaps in information literacy knowledge among students at both the undergraduate and postgraduate level.