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Journal articles on the topic 'University degree'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Yadav, Devinder K. "University Aviation Degree Courses." Industry and Higher Education 26, no. 5 (October 2012): 393–401. http://dx.doi.org/10.5367/ihe.2012.0118.

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Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasibility; and features of the courses. The paper highlights risks and opportunities for universities while considering how far they can proceed with the integration and what benefits it brings for students and universities respectively in employment and course sustainability. The findings may provide guidance for the future sustainable development of aviation courses and support the case that HEIs need to restructure aviation education by responding to rapidly shifting aviation industry requirements and international standards. The study suggests that flying training should be run independent of university degrees, and that the academic curriculum should be restructured to address aviation skills and the knowledge requirements of non-flying jobs in the aviation industry.

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Marshall, Dave. "Degree Accreditation in Canada." Canadian Journal of Higher Education 34, no. 2 (August 31, 2004): 69–96. http://dx.doi.org/10.47678/cjhe.v34i2.183457.

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Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university-level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial-level degree accreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined. The author suggests a number of implications of the current degree accreditation process in Canada, including the emergence of a new kind of tiering of Canadian undergraduate degrees where different degree accreditation processes have led to different degrees with different meaning and value to the student. In order to protect both the student consumer and the currency of the Canadian undergraduate degree, the author recommends the development of national standards to define both a university-level institution and the quality of the degree it delivers.

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Sachdeva, Sunny. "Factors Affecting the Degree of Aggression among Students of Indian University." Indian Journal of Youth and Adolescent Health 05, no. 03 (September 29, 2018): 17–22. http://dx.doi.org/10.24321/2349.2880.201815.

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Gilbert, Theo, Martina Doolan, NTF, Sylvia Beka, Neil Spencer, Matteo Crotta, and Soheil Davari. "Compassion on university degree programmes at a UK university." Journal of Research in Innovative Teaching & Learning 11, no. 1 (June 4, 2018): 4–21. http://dx.doi.org/10.1108/jrit-09-2017-0020.

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Purpose The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university. Design/methodology/approach The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP). Findings These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience. Research limitations/implications The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use. Practical implications The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE). Social implications The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good. Originality/value A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.

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Majilla, Tanmoy, and Matthias Rieger. "Gray University Degrees: Experimental Evidence from India." Education Finance and Policy 15, no. 2 (March 2020): 292–309. http://dx.doi.org/10.1162/edfp_a_00268.

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Scams involving university degrees are flourishing in many emerging markets. Using a resume experiment in India, this paper studies the impact of gray degrees, or potentially bought academic credentials from questionable universities, on callback rates to job applications. The experiment varied the type of degree (no, gray, and authentic) in online applications to entry-level jobs that require no university qualification. We find that gray degrees increase callback rates by 42 percent or 8 percentage points relative to having no degree. However, we also document that gray degrees fare on average worse than authentic degrees. These empirical patterns are consistent with a model where employers have beliefs about the authenticity of degrees and are discounting gray-degree universities probabilistically. We discuss our findings with respect to the Indian context.

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Abdelaal, Reham R. "Environmental Citizenship from the Perspective of University Staff at Ain Shams University." Journal of Educational and Psychological Studies [JEPS] 11, no. 1 (January 1, 2017): 139. http://dx.doi.org/10.24200/jeps.vol11iss1pp139-160.

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The study aimed at identifying the dimensions of environmental citizenship from the perspective of university staff members in Ain Shams University, and its relation with some variables including gender, college (theoretical and practical) and scientific degree. The study was done using the descriptive method, and a questionnaire consisting of 63 items distributed on four dimensions (Environmental Justice -Environmental Rights Environmental Responsibility and participation in environmental decision-making). The researcher checked its validity and reliability and the questionnaire was distributed to a sample consists of 268 University staff Member's. The results of the study showed that there were differences in the average of the degrees of perception of Ain Shams university staff members of dimensions of the environmental citizenship. The dimension of environmental rights came in the first degree, as it reflected a very large degree of perception, followed by both dimensions of environmental responsibility and participation in environmental decision-making, which reflected a large degree of perception, and finally the dimension of environmental justice which reflecteda a medium degree of perception. The study also showed that there no were statistically significant differences related to gender, while there were statistically significant differences at the level of 0.05 related to the variables of college and scientific degree.

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7

Bonil, Silvana. "The current trends of young people choosing a university degree: Interests and expectations." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 522–30. http://dx.doi.org/10.18844/prosoc.v4i1.2295.

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Foucar-Szocki, Reginald, and Robert Colley. "Independent Study Degree Programs At Syracuse University." Hospitality Education and Research Journal 13, no. 3 (August 1989): 550. http://dx.doi.org/10.1177/109634808901300362.

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9

Kidd, Gerald D., L. Clarke Cox, and Melanie L. Matthies. "Boston University Doctor of Science Degree Program." American Journal of Audiology 12, no. 1 (June 2003): 3–6. http://dx.doi.org/10.1044/1059-0889(2003/002).

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This article describes the development of the Boston University Clinical Doctoral Program in Audiology dating from its inception in 1985 to the present. The issues surrounding the establishment of the clinical doctorate, entering the program, and the curriculum are discussed. The unique features of this program and associated resources available within the clinical and scientific community of the greater Boston area are highlighted.

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Chadwick, Roy. "Medical physics undergraduate degree courses at university." Physics Education 24, no. 4 (July 1, 1989): 227–31. http://dx.doi.org/10.1088/0031-9120/24/4/312.

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Gray, Cameron C., Dave Perkins, and Panagiotis D. Ritsos. "Degree pictures: Visualizing the university student journey." Assessment & Evaluation in Higher Education 45, no. 4 (November 24, 2019): 568–78. http://dx.doi.org/10.1080/02602938.2019.1676397.

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Choi, Seonghoe, and Heesang Yoon. "Sharing Education and Degree of University Satisfaction." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 8 (August 31, 2017): 509–22. http://dx.doi.org/10.14257/ajmahs.2017.08.32.

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13

Macfarlane, Bruce. "The ‘Thatcherite’ Generation and University Degree Results." Journal of Further and Higher Education 16, no. 2 (June 1992): 60–70. http://dx.doi.org/10.1080/0309877920160207.

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14

Hemeyer, Thomas F., David J. Coffin, and Claudia D. Updike. "Ball State University’s AuD Degree." American Journal of Audiology 12, no. 2 (December 2003): 71–75. http://dx.doi.org/10.1044/1059-0889(2003/013).

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This article provides an overview of the AuD degree at Ball State University. In 1996, Ball State became the third university to offer the AuD. An accompanying undergraduate major in preaudiology preparation was established at the same time as the AuD, and the nature of the undergraduate program is also summarized.

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Chen, Ying Ling, Xiao Ping Feng, and Yu Kun Liu. "Research on Evaluation Index System and University's Green Degree Evaluation Model." Applied Mechanics and Materials 357-360 (August 2013): 2763–67. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.2763.

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With the ideality of sustainable development, this paper summarizes the meaning, principles and characteristics of the evaluation green university index system by probing into the research about the present construction of green university and related field. The system is based on a tree-like structure that consists respectively of the overall goal and multilevel indices. The thesis put forward an index system for assessment of green university, which contains five aspects (the green concept, the green culture, the green research, the green education, the green campus). Afterwards, the weightiness of index is determined by the way of AHP, and the method of the multi-hierarchy comprehensive evaluation system is applied to evaluate the universitys green degree.

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Pena-Cerezo, Artaraz-Minon, and Tejedor-Nunez. "Analysis of the Consciousness of University Undergraduates for Sustainable Consumption." Sustainability 11, no. 17 (August 23, 2019): 4597. http://dx.doi.org/10.3390/su11174597.

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This research seeks to measure the degree of consciousness for sustainable consumption in a wide sample of university students. The interest of this study is to analyze if students’ choice of degree, as well as their progress in university education, influences the development of the dimensions that construct the consciousness for sustainable consumption. The study is completed by means of a questionnaire survey aimed at first and final year students of seven university degrees across four different faculties. A factorial analysis of principal components is performed to analyze the dimensions of sustainability and robust contrasts of mean differences are conducted to observe the differences by degrees and years. The results indicate that the measurement scale of the variable consciousness for sustainable consumption maintains its original structure when applied to a sample of Spanish university students. Although there are significant differences by degree in the development of awareness about sustainable consumption, the authors cannot conclude that the training received at the degree level helps to improve the level of awareness of students in their decisions for responsible behavior in consumption.

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Kok, Jin Kuan, and Siew Mun Ang. "Liquid modernity and choice of university degree programmes: Malaysian university students’ perception." Journal of Sociology 51, no. 4 (July 17, 2013): 984–1002. http://dx.doi.org/10.1177/1440783313492236.

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Gwynne, Peter. "US university offers first year of degree online." Physics World 28, no. 6 (June 2015): 12. http://dx.doi.org/10.1088/2058-7058/28/6/24.

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Al-Mazkour, Maryam Ahmad Abdullah. "Degree of Organizational Loyalty among Kuwait University Faculty." Journal of Educational and Psychological Studies [JEPS] 5, no. 1 (June 1, 2011): 70. http://dx.doi.org/10.24200/jeps.vol5iss1pp70-97.

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The study aimed to measure the degree of organizational loyalty among faculty members at Kuwait University. The study used analytical descriptive survey method, and developed a questionnaire comprising (20) items which was administered to a sample comprising (183) faculty members. The study revealed that the degree of organizational loyalty is medium with a mean (3.01). Also, the study revealed no statistically significant differences among the respondents due to the study variables: gender, nationality, age, years of experience, type of college, and academic rank. In the light of these results, the study provided a number of practical recommendations and suggestions for further studies, i.e. instilling the spirit of teamwork and responsibility towards the university and nation, evaluating the performance of faculty members, promoting organizational loyalty by holding training courses, deepening religious awareness, paying more attention to factors that regulate work environment, conducting similar studies in other institutions, and other studies to reveal the relationship of organizational loyalty with personal characteristics, job satisfaction, and organizational justice.

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20

Frank-Gemmill, Gerda. "The IB Diploma and UK university degree qualifications." Journal of Research in International Education 12, no. 1 (April 2013): 49–65. http://dx.doi.org/10.1177/1475240913479517.

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21

Sherman, Ann, and Leo MacDonald. "Service Learning Experiences in University Science Degree Courses." Innovative Higher Education 34, no. 4 (April 14, 2009): 235–44. http://dx.doi.org/10.1007/s10755-009-9110-7.

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22

Church, Gerald T. "The AuD Degree Program at Central Michigan University." American Journal of Audiology 12, no. 1 (June 2003): 7–10. http://dx.doi.org/10.1044/1059-0889(2003/003).

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Central Michigan University’s on-campus AuD program admitted its first class of students in 1994. The article discusses its prerequisites, its faculty and staff, and its unique aspects. In addition, CMU’s pioneering Web-based AuD program, specifically designed for clinicians with at least 5 years of professional experience, is described.

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23

Koehnke, Janet, Joan Besing, Kelly Shea-Miller, and Brett Martin. "Seton Hall University Doctor of Science Degree Program." American Journal of Audiology 13, no. 1 (June 2004): 9–15. http://dx.doi.org/10.1044/1059-0889(2004/003).

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This article provides an overview of the clinical doctoral program in audiology at Seton Hall University. It is a full-time, 4-year program that includes academic course work, clinical practica, and research experience. In concert with the university mission, the program is designed to enable students to develop the skills they need to be leaders in the field of audiology, providing assessment and intervention to individuals with hearing problems and enhancing the knowledge base of the profession. As part of the School of Graduate Medical Education, students in the program have access to a wealth of resources in related health professions. The close proximity to New York City provides many opportunities for outstanding clinical education with a diverse population.

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24

Walck, Donna, and Sharon Hensby. "Career and Degree Choice at Transition to University." Australian Journal of Career Development 12, no. 3 (October 2003): 64–71. http://dx.doi.org/10.1177/103841620301200309.

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25

Duchesneau, Thomas D., and David F. Wihry. "The impact of degree programmes on university expenditure." Applied Economics 34, no. 6 (March 2002): 727–39. http://dx.doi.org/10.1080/00036840110052974.

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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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Pigden, Louise, and Andrew Garford Moore. "Employability outcomes for university joint honours graduates." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 195–210. http://dx.doi.org/10.1108/heswbl-11-2017-0088.

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PurposeIn the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.Design/methodology/approachThe authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.FindingsThe authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.Research limitations/implicationsThis study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.Originality/valueThe potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

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28

Echenique, Marcial, Alan Short, and Koen Steemers. "A recurring question answered with a degree of optimism." Architectural Research Quarterly 9, no. 1 (March 2005): 13–15. http://dx.doi.org/10.1017/s1359135505000035.

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What is architectural research? That was the title of a University of Cambridge Department of Architecture symposium held at the Royal Institute of British Architects in London in September 2005. The idea of the symposium emerged during a battle to save Cambridge's Department of Architecture from closure in 2004. The University authorities had recommended closure because the Department's research rating in the UK's Research Assessment Exercise (RAE) of 2001 had dropped from 5 to 4 with a corresponding fall in research funding from the government. For a research-based university like Cambridge (where only three departments out of over 50 in the whole University scored below 5) research funding subsidises teaching so, for the University authorities, closure would have saved money and reduced its financial deficit. An outcry from within and outside the University saved the Cambridge Department, but important questions remain.

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Kim, Young-Bu. "Impact analysis of Industrial-University cooperation adherency degree and cooperation degree configuration variable on satisfaction." Journal of the Korea Academia-Industrial cooperation Society 17, no. 9 (September 30, 2016): 359–68. http://dx.doi.org/10.5762/kais.2016.17.9.359.

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Beriain Banares, Ana, and Joan Francesc Fondevila Gascón. "Double-degree University Graduates: A Case Study in Spain." International Journal of Interdisciplinary Educational Studies 7, no. 1 (2013): 87–96. http://dx.doi.org/10.18848/2327-011x/cgp/v07i01/53231.

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Paguay-Soxo1, Paúl, and Pamela Buñay1. "Evidence Control System for the process University Degree accreditation." KnE Engineering 1, no. 2 (January 30, 2018): 208. http://dx.doi.org/10.18502/keg.v1i2.1496.

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Abstract. The quality standards established by the higher education control agencies in Ecuador require the demonstration of the processes of Higher Education Institutions through the evidence of the activities, each period in accordance with the requirements of the regulatory entities. The present research presents the results of the implementation of a system of control of evidences in the Career of Engineering in Systems and Computing of the National University of Chimborazo as a tool for the generation and validation of the evidences. An analysis of the generic model of evaluation, diagnostic situation, development and implementation of the solution and analysis of the changes generated by the implementation was performed. The results evidenced that the time of search, validation and collection of evidence decreased, also the increase of the quality of the information according to established guidelines, on the other hand, the difficulties found in the execution of the project were unveiled.

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Faeq, Zhenar Shaho, Kayhan Ghafoor, Bawar Abdalla, and Omar Al-rassam. "Exploiting Twitter in Market Research for University Degree Courses." International Journal on Integrating Technology in Education 4, no. 3 (September 30, 2015): 21–29. http://dx.doi.org/10.5121/ijite.2015.4303.

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Berghoef, J. "THE DEGREE PROGRAMME OF HORTICULTURE AT WAGENINGEN AGRICULTURAL UNIVERSITY." Acta Horticulturae, no. 350 (November 1993): 79–82. http://dx.doi.org/10.17660/actahortic.1993.350.13.

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34

Irvine, Betty Jo. "Dual Master’s degree in art librarianship, Indiana University, USA." Art Libraries Journal 19, no. 2 (1994): 9–11. http://dx.doi.org/10.1017/s0307472200008749.

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In 1985 the dual master’s degree program in art librarianship was developed at Indiana University by the head of the Fine Arts Library, working with faculty members in the School of Fine Arts/Art History and the School of Library and Information Science. This program is designed to prepare students in the United States for professional library and information specialist positions in fine arts libraries and information centers. The student is offered a coordinated approach to achieving two masters degrees — one in art history and the other in library and information science — and must be admitted to both schools. For this program the course ‘Seminar in Art Librarianship’ was devised, covering topics such as administration, collection development, reference services, and visual resources management. Further requirements include a research bibliography course in art history and fieldwork experience in the Fine Arts and Slide libraries. This program seeks to meet the need for a marketable combination of subject–specific and library/information science education for art library and visual resources professionals.

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González, Cristina. "Earning My Degree: Memoirs of an American University President." Journal of Higher Education 78, no. 3 (May 2007): 365–68. http://dx.doi.org/10.1080/00221546.2007.11772320.

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MacArthur, Fiona. "EFL writing tasks within a University Degree in English." Revista Alicantina de Estudios Ingleses, no. 6 (1993): 99–107. http://dx.doi.org/10.14198/raei.1993.6.09.

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Roll, Evelyn. "Degree by Mail-Order at Germany's Only Correspondence University." European Education 24, no. 1 (April 1992): 68–74. http://dx.doi.org/10.2753/eue1056-4934240168.

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Victor, David A. "An Interdisciplinary International Business Degree at Eastern Michigan University." Business Communication Quarterly 71, no. 3 (July 17, 2008): 354–61. http://dx.doi.org/10.1177/1080569908321422.

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Midgley, Simon. "Paramedic Science degree programmes at the University of Greenwich." Journal of Paramedic Practice 3, no. 6 (June 3, 2011): 338–41. http://dx.doi.org/10.12968/jpar.2011.3.6.338.

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Sullivan, William M., Jacob DeVolder, Monica Bhutiani, Kristen W. Neal, and Bonnie M. Miller. "The MD–MEd Joint-Degree Program at Vanderbilt University." Academic Medicine 92, no. 8 (August 2017): 1124–27. http://dx.doi.org/10.1097/acm.0000000000001497.

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Siaciwena, Richard M. C. "The external degree programme at the University of Zambia." Prospects 18, no. 2 (June 1988): 199–206. http://dx.doi.org/10.1007/bf02195517.

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42

Di Pietro, Giorgio, and Andrea Cutillo. "Degree flexibility and university drop-out: The Italian experience." Economics of Education Review 27, no. 5 (October 2008): 546–55. http://dx.doi.org/10.1016/j.econedurev.2007.06.002.

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Harvey, Carol. "University of Winnipeg." Florilegium 20, no. 1 (January 2003): 72–74. http://dx.doi.org/10.3138/flor.20.020.

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The University of Winnipeg is a bustling campus situated in Winnipeg’s downtown. Within the space of one city block, some eight thousand students pursue degrees, diplomas and certificate programs in the Humanities, Social Sciences, Sciences, and Education. Most courses lead to the three or four-year B.A. or B.Sc. or the four-year Honours degree; the five-year integrated B.Ed./B.A. or B.Sc. program combining academic and professional courses is increasingly popular. Master’s programs are offered by the Faculty of Theology and a small number of Joint Master’s programs is available in conjunction with the University’s sister institution, the University of Manitoba. Although there is no department of Medieval Studies as such or an interdisciplinary program, several departments do offer courses that introduce undergraduate students to the field.

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Mohd Arshad, Mohd Nahar, and Nur Nadhira Baharuddin. "The Economic Benefits of Malaysian University Degrees." IIUM Journal of Educational Studies 7, no. 1 (February 4, 2020): 15–25. http://dx.doi.org/10.31436/ijes.v7i1.197.

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AbstractThis study analyzes the net returns of educational investment in Malaysia using the net present value approach. The estimations consider the tuition payments of nine different bachelor degree programs of public and private universities in Malaysia and the forgone earnings while undertaking the degree programs as the cost of investments in human capital. The returns to education investment are based on the expected income accrued by the individual over the employment period until retirement. Under the assumptions that an individual would work until the retirement age of 60 years and a discount rate of 4 percent, the estimations show that holding a computer science degree from Universiti Sains Malaysia would give the highest net present value. Holding a medical degree, in general, would give the lowest net returns on educational investment as compared to the other selected programs. The net returns are sensitive to the costs of education, earnings and the duration of undertaking the degree programs.Keywords: Human capital investment, net present value, private rate of return, educational investment, Malaysian degree programmes

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M. Dubas, Khalid. "Effective design and assessment of an MBA degree program through benchmarking." Innovative Marketing 13, no. 4 (December 21, 2017): 25–34. http://dx.doi.org/10.21511/im.13(4).2017.03.

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This study describes how Mount Olive College, a four-year liberal arts college in Eastern North Carolina, designed and successfully implemented an MBA degree program. This led to the establishment of a graduate school, change of status from college to university, and development and offering of additional graduate degree programs. The University of Mount Olive (UMO) started offering this MBA degree program in spring 2014. This online degree program has been offered in an accelerated one-year format and in a traditional two-year format. This program has been very successful and enrollment continued to grow. As of fall 2017, the UMO MBA program was the 9th largest MBA degree program in North Carolina. A two-year assurance of learning and outcomes assessment was recently completed and the results showed that the UMO MBA faculty successfully aligned the course Student Learning Outcomes (SLOs) with the MBA program goals and Program Learning Outcomes (PLOs). This assessment provided valuable insights that are presented in this study. UMO has planned to soon offer a hybrid (face-to-face seated plus online) MBA degree program and a healthcare MBA degree program.

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Daley, Jo, Jill Coyle, and Chloe Dwyer. "Sheffield Hallam University and Nestlé." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 370–77. http://dx.doi.org/10.1108/heswbl-06-2016-0045.

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Purpose Following a competitive bid, Sheffield Hallam University were successful in developing and delivering a Corporate Business and Management Degree, for Nestlé UK and Ireland. The purpose of this paper is to present a case study of how the degree programme has evolved and been developed into an apprenticeship, the challenges faced and the partnership approach taken to overcome them. It will also explore the impact on the apprentices, Nestlé and Sheffield Hallam University. Design/methodology/approach Information presented in the paper is drawn from the organisations own work in developing a degree apprenticeship programme. It builds on information from the original project brief and the bid, as well as on-going evaluation of how the programme is progressing. Findings Responding to talent gaps in the general management population the development of a level 6 Chartered Manager Degree Apprenticeship provides progression for future managers of Nestlé, offering a fast-track route into a career in business and management. The evolution of this higher degree apprenticeship scheme and potential benefits are brought to life in this case study. Originality/value The paper is based on the authors own experience and employer consultation.

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CAGASAN, EDITHA, TONI MARC DARGANTES, NICOLASA FLORENTINO, and HEIDE LASQUITES. "TRACER STUDY OF THE GRADUATE DEGREE PROGRAMS OF VISAYAS STATE UNIVERSITY." Science and Humanities Journal 11, no. 1 (December 1, 2017): 17–39. http://dx.doi.org/10.47773/shj.1998.110.2.

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Tracer study is needed to understand how well a university has performed in terms of developing the competencies of its students and in preparing them for the world of work. This study was conducted to determine the employment characteristics and job experiences of the graduates of VSU's graduate degree programs, and their feedback on their educational experiences in the university. Data were gathered by sending online questionnaires to graduates with active email accounts, handing in questionnaires to alumni working in VSU and nearby agencies and institutions, and conducting interviews and focus group discussions with graduates working in some institutions in Bohol. Of the 73 respondents, 78% finished master's degree only at ViSCA/LSU/VSU, while 16% finished both master's and doctorate degrees from the university. Almost all (99%) are employed, 84% have regular or permanent positions, 78% are working in academic institutions/state universities and colleges either as faculty members, researchers, extension workers or administrative staff, 27% occupy supervisory positions, and 64% got promoted after earning their graduate degrees in VSU. A great majority of the respondents (92%) considered the graduate degrees they earned as highly relevant to their current jobs. The top five skills they learned in VSU which they found useful included teaching (78%), communication (69%), critical thinking (63%), problem-solving (55%), and human relation skills (52%). The graduate programs were rated high by the respondents in terms of seven criteria, including relevance of the program to professional requirements (4.65), teaching/learning environment (4.33), teacher-student relationship (4.31), quality of program delivery (4.29), range of courses offered (4.20), library, laboratory and other facilities (4.10), and work placement (4.07). This suggests that the respondents were generally satisfied with the university's graduate curricular offerings. However, they gave some suggestions to further improve the delivery of graduate degree programs by VSU.

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Expósito-López, Jorge, Asunción Martínez Martínez, Felix Zurita Ortega, and Eva María Olmedo-Moreno. "University tutoring and guidance: how it is currently perceived by degree students at university." CADMO, no. 2 (December 2019): 100–121. http://dx.doi.org/10.3280/cad2019-002012.

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López-Delgado, Pilar, Patricia P. Iglesias-Sánchez, and Carmen Jambrino-Maldonado. "Gender and university degree: a new analysis of entrepreneurial intention." Education + Training 61, no. 7/8 (August 12, 2019): 797–814. http://dx.doi.org/10.1108/et-04-2018-0085.

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Purpose The purpose of this paper is to determine how and why differences in gender affect entrepreneurial intention (EI). Although there are many studies in this area, scholars have yet to reach a consensus. Design/methodology/approach This study uses a survey of students at Malaga University in two stages to introduce a new perspective that links gender and university degree subject with the predisposition towards business creation. Structural equation modelling (SEM) is applied. Findings Comparing the explanatory power of an additive model and a multiplicative model, this paper confirms that socialisation conditions both men and women in their choice of university studies. Consequently, gender and university degree subject choice are shown to be linked and both affect EI. Research limitations/implications These findings provide a starting point for closing the information gap in the literature, but deeper analysis is required to combine other factors, such as international variations and the influence of different education systems on entrepreneurship. Practical implications These results are of special value to universities interested in fomenting entrepreneurship in their graduates, allowing them to better propose educational policies and communication campaigns reducing the effect of gender on degree choice. Originality/value The contribution of this research is the development of introducing university degree subjects as tied to gender. The study forms one construct together, and not a descriptive variable of the sample selected or as two independent exogenous variables, as is the case in most of the literature in this area.

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Corliss, Michael Craig, Anne Daly, and Phil Lewis. "Is a university degree still a worthwhile financial investment in Australia?" Australian Journal of Education 64, no. 1 (February 19, 2020): 73–90. http://dx.doi.org/10.1177/0004944120901883.

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Since 2006 there have been significant changes in the labour market for university graduates, most notably the Global Financial Crisis of 2007 and the subsequent downturn in gross domestic product growth, and a huge expansion in university places. This article presents estimates of the monetary returns in Australia associated with the completion of bachelor degrees in 2016 for a range of fields of study and compares them to the estimates for 2006. The results show that for the median person, there are still good monetary incentives to complete these degrees and the private rate of return compares favourably with the long-term real bond rate. However, the article also concludes that the return to an individual investing in bachelor education had mostly declined in the period 2006–2016. There is, again, considerable variation between disciplines and for some, completion of a bachelor degree does not yield positive returns. The key factors determining the monetary rate of return are the discipline of the degree and the graduates’ subsequent labour force status. Graduates in full-time employment in most disciplines avoided being among those with low (or negative) rates of return. In addition, there is some evidence of skills mismatch and over skilling among the lowest paid university graduates.

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