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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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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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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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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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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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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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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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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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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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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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Bodrov, A. V. "Diploma of Postgraduate Education Est Dissertation?" Higher Education in Russia 27, no. 7 (July 31, 2018): 79–85. http://dx.doi.org/10.31992/0869-3617-2018-27-7-79-85.
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This article focuses on the problem of the relationship between the procedure for state final attestation in postgraduate study and the readiness of a thesis. The presence of contradictions in the normative legal acts of the Ministry of Education and Science of Russia, which regulate the issues of training scientific and pedagogical personnel in postgraduate study, was noted. The author suggests possible ways of solving the problem related to the preparation of scientific and qualification work and the completion of postgraduate study in the part of normative language in the educational standard. The offered formulation “scientific qualification work being prepared (Thesis)” orients the federal state educational standards towards “qualification”, which enables a greater number of postgraduates to get access to state final attestation.
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Hanley, Anne. "Venereology at the Polyclinic: Postgraduate Medical Education Among General Practitioners in England, 1899–1914." Medical History 59, no. 2 (March 13, 2015): 199–221. http://dx.doi.org/10.1017/mdh.2015.3.
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AbstractIn 1899 theBritish Medical Journalenthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates’ College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to refresh knowledge and to introduce general practitioners to new knowledge claims and clinical practices. The establishment of postgraduate institutions such as the MGC marked an important stage in the development of medical education in England. Yet these institutions, and the emergence of postgraduate medical education more broadly, have been largely overlooked by historians. Moreover the history of venereological training among medical undergraduates and postgraduates alike has been overlooked. The study of such special subjects characterised postgraduate study. This article examines the dissemination of venereological knowledge among subscribers to MGC as an important case study for the development of institutionalised postgraduate medical education in England at the turn of the twentieth century.
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Muda, Habsah, Zaharah Salwati Baba, Zainudin Awang, Natasha Shazleen Badrul, Nanthakumar Loganathan, and Mass Hareeza Ali. "Expert review and pretesting of behavioral supervision in higher education." Journal of Applied Research in Higher Education 12, no. 4 (June 19, 2020): 767–85. http://dx.doi.org/10.1108/jarhe-02-2019-0029.
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PurposeThe rationale for the postgraduate supervision measures for higher education by the call for universities to adopt a systematic practice in postgraduate supervision through new supervisors' exposure to creative ways of monitoring. This paper aims at understanding, improving and validating the content of behavioral supervision measures using the expert review and pretesting analysis.Design/methodology/approachThe authors developed, modified and operationalized the items based on the developmental supervision theoretical concept by Glickman (1980) to measure the behavioral supervision of postgraduate in higher education. The authors obtain comments and verification from experts for content validity and criterion validity. Later, the authors do pretesting of face validity.FindingsThe result of the expert review and pretesting, analysis, provides measures (items) for the following seven stages (components) of postgraduate behavioral supervision: listening/clarifying; encouraging; presenting/demonstrating; negotiating/problem-solving; directing; standardizing and reinforcing.Practical implicationsThe findings contribute to the rational development of supervision measures and functional transformation in the postgraduate supervision process in higher education at national and international contexts.Social implicationsThese supervision measures, if practiced by the supervisors and postgraduates' students, will accelerate and achieve the aspiration initiative of the Ministry of Higher Education. In general, based on the needs identified, the positive impact of this study can improve national and international postgraduate program educational outcomes.Originality/valueThere is limited number of empirical research which resulted in postgraduate behavioral supervision measures in the context of higher education.
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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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Dogan, Huseyin, Helmi Norman, Amen Alrobai, Nan Jiang, Norazah Nordin, and Anita Adnan. "A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study." Journal of Medical Internet Research 21, no. 10 (October 2, 2019): e14834. http://dx.doi.org/10.2196/14834.
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Background Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. Objective In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. Methods This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates’ Facebook addiction level, whereas online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. Results The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. Conclusions The study’s findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.
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Dolan, Erin L., and Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities." CBE—Life Sciences Education 9, no. 4 (December 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.
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We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.
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Rafidah Sahar, Sari Nurdamayanti, and Mazni Saad. "Academic Cultures of Postgraduate Supervision." Environment-Behaviour Proceedings Journal 7, no. 21 (September 30, 2022): 113–19. http://dx.doi.org/10.21834/ebpj.v7i21.3719.
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In this paper, we explore the academic cultures in postgraduate supervision to identify types of supervisory approaches utilized by supervisors and to determine the cultural contexts that influence their practice. Our study is significant considering how much more nuanced and complex supervisors' responsibilities have become to accommodate postgraduates with varying backgrounds. We employed a qualitative-narrative inquiry to interview three senior supervisors at a Malaysian university. The interviews were then transcribed and analyzed using the holistic content model. Our findings contribute to the literature on supervisory practices that would benefit postgraduates' learning experiences in Malaysia and similar contexts. Keywords: Postgraduate supervision; Academic cultures; Supervisory practices. eISSN: 2398-4287 © 2022. 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 the responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians), and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:
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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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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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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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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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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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Morozova, Nonna Antonovna. "Improving the organization of modern postgraduate studies: system approach." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 49–61. http://dx.doi.org/10.51314/2073-2635-2020-2-49-61.
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The article deals with the problems of training scientific and pedagogical personnel in Russia at the present stage of postgraduate education, which caused the need to discuss them, both at the level of the country’s leadership, and at the level of the scientific and University community. The directions of improving the organization of modern postgraduate studies in the context of a systematic approach are proposed. The directions of improving the training of postgraduates and the organization of the modern Russian postgraduate school in the context of its two types - scientific and University with the organization of different types of practice: research and teaching. The most significant among the directions proposed in the article are the following: improving the quality of recruitment of applicants to graduate school on the example of a pre-admission system of two-stage training of applicants in the system of professional development of the Research center for problems of quality of training of specialists; the implementation of master’s training programme “graduate student researcher” and “student-expert” on the basis of the principle of continuity of training programs for “masters-postgraduate” and implementation of the program and the model of problem-designresearch teaching academician I.A. Zimnyaya; formation of academic literacy in the process of formation of communicative competence of graduate students by means of educational disciplines «Academic writing» / «Scientific text», «Academic speech»; improving the organization of classroom and extracurricular independent work of postgraduates and its material and technical support; financing of postgraduate education; and a number of others. Along with the actualization of a systematic approach to improving the organization of modern graduate school activities, personal-activity, convergent and scenario approaches to improving the training of graduate students are identified. The proposed ways to solve the existing problems of the organizational plan of the postgraduate school in some of the indicated areas can have a positive impact on its improvement.
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Norris, Emma. "The PsyPAG Quarterly: A retrospective." PsyPag Quarterly 1, no. 95 (June 2015): 12–14. http://dx.doi.org/10.53841/bpspag.2015.1.95.12.
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The PsyPAG Quarterly has been the voice of the psychological postgraduate community since PsyPAG’s conception. We publish a range of articles from ‘Research in Brief’ giving an overview of postgraduate research, ‘Discussion’ pieces giving summaries or debates in a research field to ‘Conference Reviews’ and more (see Quarterly Submission Guidelines in this issue). This enables postgraduates to go through a peerreview process and publish their work in a national publication. As part of this commemorative 30th anniversary issue, we take a look back at our publication’s past.
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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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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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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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Urazhok, T. V. "Postgraduates’ attitude towards postgraduate education and scientific and lecturing activity." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 57–64. http://dx.doi.org/10.20339/am.01-21.057.
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Analyzed is the problem, connected with the fact, that scientific community has long been concerned about effectiveness of the system of postgraduate education. It has changed a lot in recent years. Today’s PhD graduates do not have enough classical training; they need to acquire a broader set of skills required for their future research activity beyond the academy. In this regard, PhD graduates have not considered their employment in the scientific field as a whole since the 2000s. Thus some areas of training programs have been massed, which has led to the depreciation of the academic degree. Since 2014, the Russian postgraduate training system has been functioning as the third level of higher education being the integration of educational and research components. Changes have led to the fact that doctoral programs have become more pedagogically oriented, preparing the future candidate of Sciences to work in higher and secondary education. At the moment, the graduation level is approximately 12% of the total number of graduate doctorate students. The percentage of doctoral graduates’ completion has continued to decline steadily since 2014. The article deals with the postgraduates` attitudes towards postgraduate education and scientific and teaching activity.
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McKendrick, John. "Postgraduate training (and postgraduates on training) before the ESRC initiative." Journal of Geography in Higher Education 18, no. 3 (January 1994): 337–40. http://dx.doi.org/10.1080/03098269408709273.
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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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Mohd Azhar, Liyana, Munirah Mohd Adnan, and Normastura Abd. Rahman. "Knowledge and Attitude towards Dental Unit Waterline System Decontamination among Undergraduate and Postgraduate Dental Students in Universiti Sains Malaysia." JULY ISSUE 18, no. 4 (July 1, 2022): 50–61. http://dx.doi.org/10.47836//mjmhs18.4.8.
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Introduction: Dental unit waterline system (DUWLS) decontamination is an important infection control in dental practice. This study aimed to determine knowledge and attitude towards DUWLS decontamination and its associated factors among undergraduate and postgraduate dental students in Universiti Sains Malaysia. Methods: A cross-sectional study was conducted using a validated questionnaire administered online using Google Forms to assess the knowledge and attitude of dental students towards DUWLS decontamination. Descriptive and inferential statistics using independent t-test, Pearson, and Spearman correlation were carried out using SPSS version 24.0. Results: A total of 169 dental students participated in the study, and the majority were female (71.6%) and Malay (59.2%). The mean (SD) age was 23.2 (0.93) and 34.4 (2.65), for the undergraduates and postgraduates, respectively. The mean (SD) knowledge scores for the undergraduates and postgraduates were 11.6 (4.23) and 18.0 (2.82), respectively, whereas the mean attitude scores were 51.3 (7.86) and 54.6 (4.74), respectively. The postgraduates had significantly higher mean knowledge and attitude scores than the undergraduates (p<0.001). The significant factors associated with the undergraduates’ knowledge were received information and guidance and their personal experience in managing DUWLS (p<0.05). However, only received information on DUWLS was significantly associated with the postgraduate’s knowledge score (p=0.011). Age factor had a significant association with the attitude score among the postgraduates (p=0.014). Conclusion: The knowledge regarding DUWLS decontamination was relatively moderate in both groups. However, both groups showed a favourable attitude towards DUWLS decontamination. Significantly higher knowledge and attitude scores were presented among the postgraduates than the undergraduates.
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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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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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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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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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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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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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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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Yang, Lu, Li Yan, Xiaogang Zhong, Huiqing Long, Fangchun Chen, and Xin Jin. "Relationship between Job Burnout, Depressive Symptoms, and Career Choice Regret among Chinese Postgraduates of Stomatology." International Journal of Environmental Research and Public Health 19, no. 23 (November 30, 2022): 16042. http://dx.doi.org/10.3390/ijerph192316042.
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A qualified Chinese dental postgraduate requires at least eight years of training. The huge academic burden, strict clinical requirements, and high workload increases the risk of job burnout, depression symptoms, and career choice regret of dental postgraduates, which may cause one to waver in their choice of a career as a doctor. Therefore, we aimed at assessing the relationship between job burnout, depressive symptoms, and career choice regret among Chinese dental postgraduates. The Chongqing Stomatological Association conducted an online cross-sectional study among 558 dental postgraduates in China, with an average age of 22.54 ± 2.44. Demographic information, the Maslach Burnout Inventory, the 2-item Primary Care Evaluation of Mental Disorders scale, and career choice regret scale were included in the questionnaire. About 41.0% of dental postgraduates experienced job burnout, 44.1% had depressive symptoms, and 41.6% reported career choice regret. Logistic regression analysis indicated the risk factors for job burnout were time worked/studied per week, depressive symptoms, and career choice regret. Job burnout and career choice regret was significantly related to depressive symptoms (p < 0.001). Risk factors for career choice regret were gender, postgraduate entrance examination score, daily hours of sleep, job burnout, and depressive symptoms. Such results suggest that job burnout, depressive symptoms, and career choice regrets are prevalent among dental postgraduates. Accurate measures should be taken to change this situation.
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Hamid, Muhammad Haroon, Bilal Mazher, Saamia Aslam, Aiman Shirin, and Tayyab Javed. "Impact of COVID-19 Pandemic on Postgraduate Training in Pediatrics." Journal of the Pakistan Medical Association 72, no. 5 (May 10, 2022): 912–15. http://dx.doi.org/10.47391/jpma.4257.
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Objective: To assess the impact of the coronavirus disease-2019 pandemic on paediatric postgraduate training as perceived by the trainees. Method: The cross-sectional exploratory study was conducted at the Department of Paediatrics, King Edward Medical University, Lahore, Pakistan, from May to June 2020, and comprised paediatric postgraduate trainees associated with various hospitals across the country who were approached online with a pre-designed 24-item questionnaire during the peak months of the pandemic. Data was analysed using SPSS 25. Results: Of the 226 postgraduates, 134(59.2%) were females. The overall mean age was 28.85±3.06 years. Of the total, 200(88.5%) and 195(86.2%) reported that pandemic had adversely impacted their training and research. The number of trainees managing >30 patients and doing >5 procedures per week before the pandemic decreased from 126(55.8%) and 150(66.4%) to 38(16.8%) and 41(18.1%), respectively, during the pandemic (p=0.01). Regarding e-learning, 168(74.3%) trainees thought it might partly compensate for training, 135(59.7%) showed readiness for it, and 179(79.2%) believed this could not replace actual patient interaction. Conclusion: The coronavirus disease-2019 pandemic was found to have adversely impacted paediatric postgraduate training. Key Words: COVID-19, Paediatrics, Impact, Postgraduate, Training.
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Clarke, David. "Postgraduate CPD." BSAVA Companion 2014, no. 11 (November 1, 2014): 12–13. http://dx.doi.org/10.22233/20412495.1114.12.
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