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PORTELLA, VANESSA CRISTINA MAXIMO. "TEACHERS WITH A MASTER`S DEGREE: THE CONTRIBUTION OF A MASTER`S DEGREE IN THE CONTINUING EDUCATION OF GRADESCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12032@1.
Повний текст джерелаАнотація:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>A presente pesquisa focaliza a formação continuada de
professores da Educação Básica a partir do curso de
mestrado, no âmbito do desenvolvimento pessoal,
profissional e institucional. Procura, assim, investigar a
relação entre a Universidade e a Educação Básica pelo
mestrado, ou seja, verificar se este nível de formação
constitui-se num momento de aproximação entre universidade
e escola e em que medida ele responde às expectativas dos
professores que o buscam, auxiliando-os no seu
desenvolvimento pessoal e profissional e ainda contribuindo
para o aperfeiçoamento do estabelecimento de ensino em que
atuam. A investigação foi realizada numa instituição
pública de Educação Básica, num contexto em que a maioria
dos professores-mestres retorna integral ou parcialmente
para essa instituição após o mestrado. Nesta pesquisa, de
natureza qualitativa, utilizei como instrumento principal
entrevistas semi-estruturadas, do tipo depoimento, com
professores-mestres e representantes institucionais. Ao
analisar os depoimentos, busquei elucidar o que representa
esta modalidade de formação para a pessoa do professor,
para sua profissão, bem como sua importância para o
desenvolvimento institucional, já que quase um terço dos
professores da unidade escolar estudada são mestres e há
vários outros investindo nessa formação, realidade que não
é diferente no contexto institucional mais amplo. Ao tratar
da formação continuada, da pesquisa na formação de
professores, do seu desenvolvimento e socialização
profissionais, da profissão e da profissionalização
docentes, tenho como aliados Nóvoa, Lüdke, Dubar,
Beillerot, André, Candau e Contreras, entre outros. À luz
desses autores, as análises indicam que o mestrado, no
contexto estudado, tem representado um investimento
importante para a pessoa do professor e para o exercício da
profissão docente, pela via da formação para a pesquisa, e
de modo especial pela própria pesquisa realizada no
mestrado. Além disso, vem se mostrando como um caminho
possível e promissor para a reflexão e aperfeiçoamento do
trabalho docente e da instituição em que esses professores-
mestres exercem o seu ofício.<br>This research focuses on the continuing education of
primary and secondary school teachers by way of a Master`s
degree for the sake of personal, professional, and
institutional advancement. It seeks, therefore, to
investigate the relationship between university and school;
to verify whether this level of study indeed brings
university and school closer together by meeting the school
teacher`s expectations and helping them in their personal
and professional development-besides improving the quality
of the institution where they serve. The investigation took
place at a public school where most teachers return to the
same institution-whether working part-time or full-time-
after finishing their Master`s degree. In this qualitative
research, I used semi-structured, testimonial-type
interviews as a main tool. Both primary and secondary
school teachers and administrators were interviewed. In
analyzing the answers to my guided open-ended questions, I
sought to clarify what this kind of degree means to the
primary and secondary school teacher and his/her
profession, also defining its importance to the school`s
improvement. Almost one-third of the primary and secondary
school teachers who work at the school branch under study
have a Master`s degree, and there are many others pursuing
the same kind of post-baccalaureat education-the very same
picture we encounter when considering all the branches
together. There are many authors who, likewise, seek to
investigate the continuing education of primary and
secondary school teachers and their social and professional
development, such as Nóvoa, Lüdke, Dubar, Beillerot, André,
Candau and Contreras, among others. The analysis of this
research, incorporating the line of thinking of the
aforementioned authors, indicates that a Master`s degree in
this kind of context represents an important investment for
the primary and secondary school teacher both personally
and professionally in his/her teaching experience. It is an
important degree because of its focus on research and the
depth of the very thesis a teacher must develop in a
graduate level. At last, the Master`s degree is a possible
and favorable path for reflection, besides enhancing both
the faculty endeavors and the institution where they serve.
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Lange, Sheila Edwards. "The master degree : a critical transition in STEM doctoral education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7655.
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Ma, Yun. "The role of consumer knowledge in consumer evaluations of brand extension a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Business, 2005." Full thesis. Abstract, 2005.
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Liu, Yang. "The relationships among extrinsic cues, perceived quality, perceived sacrifice and perceived value a cross national study : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Business, September 2005 /." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/LiuYang.pdf.
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Risi, Kristin M. Vaidya Sheila R. "The MBA in transition : factors driving curricular change /." [Philadelphia, Pa.] : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/555.
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Raeis, Zadeh Saba. "A marketing strategy for Simon Fraser University's general Master of Business Administration program /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/3440.
Повний текст джерелаАнотація:
Research Project (M.B.A.) - Simon Fraser University, 2006.<br>Theses (Faculty of Business Administration) / Simon Fraser University. Senior supervisor : Dr. Jennifer C. Chang. MBA-MKTG Specialist Program.
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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.
Повний текст джерелаАнотація:
The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.
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Slantcheva, Snejana Ivanova. "The introduction of the bachelor -master -doctor degree system in Bulgarian universities: A case study." 2000. https://scholarworks.umass.edu/dissertations/AAI9978555.
Повний текст джерелаАнотація:
The on-going higher education reform movements in Central and Eastern Europe have been seriously challenged by the numerous difficulties in the period of political, economic, and social transition in these countries. The reform of higher education in Bulgaria involved a radical restructuring of the degree system. The 1995 Law on Higher Education mandated the implementation of a policy for the introduction of the bachelor-master-doctor structure. The new degrees were to replace the traditional mono-phased system of higher education. The policy's main objective was to facilitate the effective adaptation of the Bulgarian institutions of higher education to the changing demands of the post-communist society. This project analyzed the introduction of the bachelor-master-doctor structure in Bulgarian universities. The study focused on the relationship between the narrow legislative framework directing the implementation of the new policy and the outcomes of this policy at the institutional level. The institution chosen for the case study was “St. Kliment Ohridski” University of Sofia. The findings of the study revealed a direct connection between the prescriptive and regulatory normative base for higher education and the consequences of the implementation of the policy for the introduction of the new degrees. Through the 1995 Law on Higher Education, the State established restrictive control over the university functioning and governance. At the institutional level, the findings revealed little university initiative and creativity in preparing the new bachelor study plans and providing different arrangements to students and faculty. As a result, the introduction of the three-tier system of education brought little change in a number of important aspects of the university functioning. The way in which bachelor programs were created did not affect the qualitative nature of the process and the contents of study but merely the quantitative aspects of the degrees such as the number of years, the course hours, and the institutions which could offer them. In practice, old study plans and programs were reshuffled and then re-ordered within the new tiers. A mode of thinking and organization inherited from the past was framed in a new hierarchically ordered structure that led to little qualitative change of higher education.
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蘇育吟. "The working experience of a graduate with a master degree of early childhood education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37580204620990160864.
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Yu, Chun-Ju, and 游君如. "A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/51349324770656657369.
Повний текст джерелаАнотація:
碩士<br>國立彰化師範大學<br>藝術教育研究所<br>89<br>Abstract
The speedy development of technology shorten the distances between countries and nations. The continuous influences happen when two different cultures contact with each other. Though language is the main medium for communication, but through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication.
Owing to the particular geographic location and political- economic environment, Taiwan receives notices highly from other countries and areas all the time. For the reason, many different cultures influence the cultures in Taiwan every period. But owing to the political and other interferences, the culture here in Taiwan presents a pseudo single-culture phenomenon.
Till the twenty-first century nowadays, the development of education can’t detach from its own culture and society, more than that, we can’t ignore the developing tendency of nowadays globalized education either. Only through practicing multi- cultural education, then we can face the changes from the diversities of our society.
From the educational reform processions happened in England, America, and Japan, we understand that some essential points about multiculturalism in art education. They are “the need to have different and suitable curricula for the student from different nations and culture backgrounds”, ”the need to learn visual literacy”, “the need to appreciate every kind of art presentation without certain prejudices”.
In Taiwan, we own many good art works with the confect of cultural diversity. But the public themselves can’t possess the knowing of multicultural concept, the inner meaning of these artworks are ignored. Though my thesis, I take the works with multicultural impacts for examples. These works are from the impressionism period to the contemporary. From analyzing the form, contents, and meanings of these works, I found that the right position between globalization and localization in multicultural art education.
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"Image promotion and program improvement of the full-time M.B.A. program at the Chinese University of Hong Kong." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888670.
Повний текст джерелаАнотація:
by Cheung Po-Yu, Tang Poon-Tung, Denny.<br>Thesis (M.B.A.)--Chinese University of Hong Kong, 1996.<br>Includes bibliographical references (leaves 102-103).<br>ABSTRACT --- p.ii<br>TABLE OF CONTENTS --- p.vi<br>LIST OF ILLUSTRATIONS --- p.ix<br>LIST OF TABLES --- p.xi<br>ACKNOWLEDGMENTS --- p.xiii<br>CHAPTER<br>Chapter I. --- INTRODUCTION --- p.1<br>What is M.B.A. ？ --- p.1<br>Criticisms of Worldwide MBA Programs --- p.2<br>Changes of MBA Program --- p.3<br>MBA Programs in Hong Kong --- p.3<br>Programs Offered by The Chinese University of Hong Kong --- p.4<br>Programs Offered by Hong Kong University of Science and Technology --- p.6<br>Corporate Communication Practices in CUHK MBA Program --- p.7<br>Purpose of Study --- p.9<br>Chapter II. --- LITERATURE REVIEW --- p.10<br>Corporate Image --- p.10<br>Key to Public Trust --- p.11<br>Retain Quality Students --- p.11<br>Let the Image Do the Recruiting --- p.12<br>Corporate Communication --- p.13<br>Introduction - What is It ？ --- p.13<br>Means of Corporate Communication --- p.13<br>Corporate Advertising --- p.13<br>Product Advertising --- p.14<br>Public Relations --- p.15<br>Existing communication channels of the MBA Programs in CUHK --- p.16<br>Public --- p.16<br>Chapter III. --- RESEARCH METHOD --- p.19<br>Objectives --- p.19<br>Research Design --- p.20<br>Literature Review --- p.20<br>Research Method --- p.21<br>Questionnaire Design --- p.21<br>Sampling --- p.21<br>Test of Questionnaires --- p.24<br>Limitations --- p.24<br>Chapter IV. --- RESEARCH FINDINGS AMD ANALYSIS --- p.26<br>Overall Sample Characteristics --- p.26<br>Questionnaire 1 --- p.26<br>Nature of Business --- p.26<br>Departments Respondents Belong To --- p.28<br>Overall Findings --- p.29<br>Questionnaire 2 --- p.41<br>Nature of Respondents --- p.41<br>Overall Findings --- p.41<br>Chapter V. --- RECOMMENDATIONS --- p.53<br>Product Strategies --- p.54<br>Global Perspective with Focus on Asia - Pacific --- p.55<br>Inclusion Mandarin as a Non-credit Core Course --- p.56<br>Set up Another Concentration in China Studies --- p.58<br>Enrich International Exchange Program by Increasing the Number of Overseas Universities --- p.59<br>Include Study Tours to Different Countries --- p.61<br>Enrich and Revise Current Curriculum --- p.62<br>Introduction of Enrichment Programs --- p.63<br>Design of Career Strategies of MBA Graduates --- p.65<br>Set up Independent MBA Placement Office --- p.66<br>Reorganize Networking with Existing Alumni --- p.72<br>Communication Strategies --- p.74<br>Public Relations --- p.74<br>Set up Center for Corporate Partnership --- p.75<br>Exhibitions --- p.76<br>Publications and Promotional Items --- p.77<br>Government Lobbying --- p.78<br>Redefine the Organization and Build Up Distinctive Symbol for the Graduate School --- p.79<br>Chapter VI. --- CONCLUSIONS --- p.81<br>TABLES --- p.83<br>APPENDIXES --- p.91<br>REFERENCES --- p.102
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Hung, Ling-Wei, and 洪凌威. "The Relationship between Education and Employment of Non-Industrial Design-Originated Students with Master Degree of Industrial Design." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25444399855381597235.
Повний текст джерелаАнотація:
碩士<br>大同大學<br>工業設計學系(所)<br>96<br>With the gradual evolution of domestic industries, the benefits of design have been more emphasized than before. The number of students majoring in industrial design or related subjects has constantly increased, and many non-industrial design-originated undergraduates have also shifted their majors to industrial design when pursuing a master’s degree. However, can these non-industrial design-originated students really become an industrial designer as expected or have they really made a correct choice for their career development?
This study focuses on currently employed non-industrial design-originated graduates with a master’s degree in industrial design. Through a questionnaire survey, the occupation choice and education of the subjects are explored and analyzed with chi-square test, one-way ANOVA, two-way multivariate analysis of variance (MANOVA), and t-test. The results indicate that only 46.7% of non-industrial design-originated students chose to become an industrial designer after taking a master’s degree, and male students outnumbered female ones. Most of those who are currently involved in other occupations still expect to become an industrial designer, but to a significantly lower degree than incumbent industrial designers. The difference in areas majored in university and pre-study work experience does not have any significant influence on their occupation choice. In terms of the factors affecting their occupation choice, pre-study employment factors are significantly more influential to the occupation choice of non-industrial designers than to that of industrial designers. On the other hand, design areas majored and industrial design education in graduate school are also more influential to the occupation choice of industrial designers than that of non-industrial designers.
The survey respondents, no matter working as industrial designers or not, all conceived that in terms of learning outcomes, they gain more from the theoretic knowledge than from design tools and practical learning. However, those who chose to become industrial designers tended to be more proactive in on-campus design activities and design competitions than non-industrial designers. The respondents suggested that practical design education, industry-academy cooperation cases, design competitions, and design reports are most beneficial to the preparation for seeking employment as an industrial designer. In the aspect of supplementary measures, optional and mandatory supplementary courses have no significant influence. Finally, the respondents suggested that the school authority should hold more industry-academy cooperation cases, design competitions, and design workshops and non-industrial design-originated students should also take part in these activities to enhance their familiarity with computer-aided design (CAD) tools. This finding reveals that the ability to operate CAD tools and the ability to perform design practice are goals that non-industrial design-originated students need to urgently achieve in the present.
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Bushey, Nicole Lynn. "Healthy habits for healthy living a report submitted in partial fulfillment ... for the degree of Master of Science, Parent-Child Nursing) ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799580.html.
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Chien-hui, Chen, and 陳千惠. "A Study of the Career Development and Plan for Elementary School Teachers In-Service Education to Get Master Degree." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/30672369221228385660.
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Zhang, Xin Sheng. "How effectively do master's students in computer-based education learn?" Thesis, 2009. http://hdl.handle.net/10210/2209.
Повний текст джерелаАнотація:
M.Ed.<br>Die doel van hierdie studie is om te bepaal hoe effektief ’n interaktiewe leersisteem gedurende die Meesterskursus in Rekenaar gebaseerde onderrig te RAU, is. Ten einde hierdie navorsingsdoel te bereik, is die volgende doelwitte as riglyn vir die navorsing geformuleer: • om ’n literêre oorsig te verkry ten einde vas te stel hoe die effektiwiteit van leer bepaal kan word; • om ’n evalueringsinstrument op te stel wat die effektiwiteit van leer bepaal deur die gebruik van die Kirckpatrick-model vir leerevaluering; en • om te bepaal, deur middel van ’n evaluerings- gevallestudie, hoe effektief studente in hierdie ondersoek geleer het om ’n onderrigplan te ontwerp deur middel van ’n interaktiewe leersisteem. Die rasionaal van die studie het tot die volgende navorsingsvraag, gelei: “Hoe effektief het Meestergraad-studente in rekenaargebaseerde die ontwerp van ’n onderrigplan onder die knie gekry deur gebruik te maak van ’n interaktiewe leersisteem?” ’n Kwalitatiewe navorsingsbenadering is gevolg. Die navorsingsmetode wat vir hierdie studie gebruik is, is ’n gevallestudie wat ’n in-diepte begrip van die leerderondervinding en effektiwiteit van leer, geskep het deur gebruik te maak van WebCT. Metodes om data te versamel, om hierdie spesifieke navorsing uit te voer, bestaan uit ’n literatuurstudie (vir die daarstelling van die begrips- en teoretiese raamwerk) asook; en ’n gemengde data-versamelingsmetode wat insluit: waarnemings, vraelyste, onderhoude en die dokument-analise. ’n Kort inleiding van die data-analise, die strategieё wat gevolg is om die betroubaarheid van die studie te waarborg, en ’n beknopte beskrywing van die etiese aspekte wat in ag geneem is vir hierdie studie, is ingesluit. ’n Wye oorsig van die toepaslike literatuur vir hierdie navorsingsondersoek word voorsien. Om die navorsingsvraag te beantwoord, is die begrip leer, eerstens verken en verduidelik deur gebruik te maak van drie leerteorieё, naamlik, Gedragsteorie, Kognitiewe Teorie en Konstruksie-teorie. Tweedens, deur te fokus op die ondersoek van “hoe om die effektiwiteit van leer te meet”, is vier paradigmas en verskeie evalueringsmodelle bestudeer en bespreek. Laastens is Kirckpatrick se viervlak-evalueringsmodel ook bestudeer en bespreek. Hierdie model is gekies as ’n gepaste evalueringsmodel vir die betrokke studie. ’n Oorsig van die Meesterskursus en die onderrigprogram WebCT is gegee. Die werking en samestellende dele van WebCT, wat gebruik is vir hierdie kursus, word kortliks beskryf. Die gekose tema (Tema 5 - Die teorie oor die ontwerp van ’n onderrigprogram) wat gebruik is vir hierdie studie, is ook beskryf en bespreek. Die bevindinge van Vlak Een - Reaksie-evaluering wys dat die kursus se doelwitte bereik is en dat studente die verlangde leeruitkomste ten opsigte van Tema 5 bereik het. Die studente se oorsigtelike evaluering van die onderrigprogram, WebCT was oor die algemeen goed. Volgens die evaluering van die toepaslikheid van die inhoud van Tema 5, wys die bevindinge egter dat die ontwerp van ’n onderrigplan nie heeltemal van toepassing was op elke student se werk nie. Die bevindinge van Vlak Twee - Leerevaluering wys dat na die onderrig van Tema 5, die kennis en vaardighede van die studente oor die ontwerp van ’n onderrigplan aansienlik vermeerder het. Die meerderheid van die studente het ’n positiewe uitkyk gehad oor wat hulle geleer het uit Tema 5. Die bevindinge van Vlak Drie - Gedragsveranderings-/Oordrag van leer-evaluering wys dat die meerderheid studente hulle gedrag op ’n positiewe manier, ten opsigte van Tema 5, verander het. Die bevindinge van hierdie Vlakevaluering wys egter uit dat dit nodig is om die kennis en vaardighede wat gedurende die onderrig verkry is, deur gebruik in die werksplek te versterk. Die bevindinge van Vlak Vier - Resultate-/Organisatoriese invloed- evaluering wys dat die onderrig van Tema 5 nie ’n sterk invloed op die organisasie van studente gehad het nie.
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Collecutt, Richard Eric Vaughan. "Scaffolding asynchronous communication : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Computing, Unitec New Zealand /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1010&context=unitec_scit_di.
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Uppal, Baljinder Kaur. "A comparison of self-acceptance among counselor education Master's Degree students at the beginning, practicum level, and graduation from their program of studies." 2007. http://etd1.library.duq.edu/theses/available/etd-07102007-135903/.
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Ching-Sheng, Chi, and 嵇慶生. "The Research on Learning Satisfaction for Cultural and Educational Administrative Personnel Participating in In-Service Recurrent Education for Master Degree." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50299201545233441432.
Повний текст джерелаАнотація:
碩士<br>國立高雄師範大學<br>成人教育研究所在職專班<br>92<br>The main purpose of the research is to understand the situations of the learning satisfaction of cultural and educational administrative personnel participating in-service recurrent education for Master degree.
To achieve the purposes, the program is to adopt the literature analysis and study to build the theoretical structure of this research. This research uses the method of questionnaire investigate with cultural and educational administrative personnel participating in-service recurrent education for Master degree. The research tool is “The questionnaire on the learning satisfaction for cultural and educational administrative personnel participating in-service recurrent education for Master degree” which was designed by the researcher.
The previous questionnaire was edited by item analysis and factor analysis, and was established to this formal questionnaire. Our research object is students of cultural and educational administrative personnel participating in-service recurrent education for Master degree of National Taiwan Normal University, National Kaohsiung Normal University, National Taipei Teachers'' College, National Pingtung Teachers'' College. 230 questionnaires were sent out and 187 of them were returned, There were 183 effective questionnaires. The return rate was 81.30%.The data obtained from the completed questionnaires were statistically analyzed through the packaged software of SPSS 10.0 in computer. The statistical processing methods were based on frequency
distribution, percentage distribution, mean, S.D.（standard deviation）,T-test, one-way MANOVA and two-way ANOVA.
Through statistical analysis we have five conclusions:
1. The aspect with highest satisfaction is “personnel’s auxiliary.”
2. The aspect with lowest satisfaction is “administrative services.”
3. On the whole the students are satisfied with the learning at in-service recurrent education for Master degree.
4. It is obvious differences in the learning satisfaction much by background variances. Such as gender, current position classification, service institution classification and participate college period of time.
5. There are remarkable interaction in service institution classification and participate college location for learning satisfaction of cultural and educational administrative personnel participating in-service recurrent education for Master degree.
According to the conclusions above, we could offer some suggestions to student, teacher, training organizations and government departments related on cultural and educational administrative personnel participating in-service recurrent education for Master degree as detailed references of education activities.
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Hsu, Ya Li, and 徐雅力. "A comparative study of library and information science education for the master degree programs between Taiwan and the Mainland China." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29420880367783379629.
Повний текст джерелаАнотація:
碩士<br>國立政治大學<br>圖書資訊與檔案學研究所<br>97<br>For nearly three decades, Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China shape their own features. This study investigates the following issues about Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China: (1) What is the general condition? (2) How the education goals are different from each other? (3) How the admissions and graduation requirements are distinct from each other? (4) What are the dissimilarities in curriculum design between each other? (5) What education evaluation systems do they possess?
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Shu-Ju, Liou, and 劉素珠. "A Study of the Behavioral Intention of Elmentary School Teachers In-Service Education to Get Master Degree in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50498105933641100941.
Повний текст джерелаАнотація:
碩士<br>高苑科技大學<br>經營管理研究所<br>103<br>Abstract
The research aimed at investigating the behavior intentions of Kaohsiung elementary school teachers who pursue master’s degree in service. Based on the theory of planned behavior (TPB), the investigation was conducted through surveying the participants and verification by the methods of factors analysis, cronbach’s α, independent-sample t-test, analysis of variance (ANOVA), and structural equation modeling (SEM).
The result indicates that “attitude,” “subjective norm,” “perceived behavioral control” have a positive and significant influence on the participants’ behavior intentions. Ranked by theextent, attitude is the most influential factors, followed by perceived behavioral control and then subjective norm. From the aspect of attitude,“personal relative benefit” is more influential than “social relative benefit”; from the aspect of subjective norm, “secondary group” is more influential than “primary group”; from the aspect of perceived behavioral control, “self-efficacy” is more influential than “facilitation conditions.”
Based on the research, there were a total of five suggestions released from the aspectas follows:
1. Behavior intention —Colleges shall undertake from the angle of attitude and put an emphasis on the raise of personal and social benefit, triggering elementary schoolteachers’ interest in degree pursuing, when promoting master’s degree courses.
2. Attitude — Colleges shall put an emphasis on the possibility of a promotion and raises due to the cultivation of a second expertise when promoting master’s degree courses. By providing a variety of trends fulfilling courses, colleges can trigger elementary school teachers’ interests in degree pursuing.
3. Subjective norm—Colleges shall provide courses’ information through various channels (bulletins on colleges’ or departments’websites and campus, etc.) and invites specialty professionals to host seminars when promoting master’s degree courses.Hence, colleges can trigger elementary school teachers’ interest in degree pursuing.
4. Perceived behavioral control —Related information of master’s degree courses hall be visible and accessible on colleges’ websites; further, providing learning tutorships can reduce the pressure from elementary school teachers, increase whose interests in degree pursuing.
5. External variables —To be competitive, colleges shall differentiate elementary school teachers by different external variables, and comply differentiated marketing respectively on each market segments of the participants.
Keywords: Elementary school teachers, In-service Education, Behavior intentions,
Theory of Planned Behavior
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Nzimande, Mildred Nomkhosi. "Exploring students' experiences of producing a masters dissertation." Thesis, 2011. http://hdl.handle.net/10413/5789.
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A substantial number of research articles have been published on postgraduate (doctoral and masters) studies, locally and internationally. Whilst most of these articles address issues of research supervision, some are seen to be concerned with issues of postgraduate retention and throughput as aspects of focus and debate on Higher Education Institutions. This research study was conducted with the aim of analysing students' experiences of researching for a masters dissertation. Seven masters students from the University of KwaZulu-Natal in South Africa participated in this study. Using a qualitative case study approach within the interpretive paradigm, the researcher sought to answer the two critical questions: 1) what are students‟ experiences of producing a masters dissertation? 2) How are masters students supported through the process of research? The theory of experiential learning was used as a framework for this study. This theoretical framework assumes that people learn new knowledge by consciously reflecting upon their existing and newly constructed knowledge. The literature reviewed as the point of departure for this study was based on two major issues, namely: students‟ issues as well as supervision issues since these are the areas that have been widely researched concerning postgraduates. Issues of trustworthiness and credibility were taken care of and are explained in chapter 3, as well as ethical considerations for the participants.
Based on the collected data, eight themes were created and data analysed accordingly. From the analysed data four major insights emerged relating to individuality of research; self-direction in learning; students‟ previous experience; and challenges of research. The findings suggest that research supervision is the major contributory factor to the students' progress with their research. Therefore, greater efforts on the supervisors part in terms of creating an enabling environment for students to successfully conduct or complete their research studies seems to be a necessity. Hence, one of this study's recommendations is that the institution or the specialization should consider introducing group supervision to minimize the privatized nature of supervision. A proper working
plan needs to be in place to ensure that postgraduates are adequately supervised in the manner that will encourage them into becoming successful researchers.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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Ciarelli, Cheryl Jean. "Content evaluation of the "Healthy Sexuality" curriculum a report submitted in partial fulfillment ... for the degree of Master of Science, Parent/Child Nursing ... /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/68798768.html.
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"A study on MBA programmes in Hong Kong." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887541.
Повний текст джерелаАнотація:
by Chan Lai-ying, Rita.<br>Thesis (M.B.A.)--Chinese University of Hong Kong, 1993.<br>Includes bibliographical references (leaves 92-94).<br>ABSTRACT --- p.iii<br>TABLE OF CONTENTS --- p.vi<br>LIST OF TABLES --- p.x<br>ACKNOWLEDGEMENT --- p.xiii<br>Chapter<br>Chapter I. --- INTRODUCTION --- p.1<br>MBA Education in Hong Kong --- p.1<br>Proliferation of MBA Education --- p.1<br>Customer Needs --- p.2<br>Value of a Local MBA Degree --- p.3<br>Chapter II. --- LITERATURE REVIEW --- p.6<br>MBA Education --- p.6<br>The World MBA Market --- p.7<br>Decrease in Demand --- p.7<br>Increase in Supply --- p.7<br>The Impact of Recession --- p.8<br>Inadequacy of Traditional MBA Curricula --- p.8<br>Competition from Corporate Management Development Training --- p.9<br>The Future --- p.9<br>The MBA still Lures --- p.9<br>MBA Consurmers --- p.10<br>Training Sponsorship --- p.10<br>Future Development of MBA Programmes --- p.11<br>The Trend toward In-house MBA Programmes --- p.11<br>The Local MBA Market --- p.12<br>Programme Evaluation Indicators --- p.13<br>Quality of Curriculum --- p.13<br>Quality of Applicants --- p.13<br>Admission Requirements --- p.14<br>Quality of Faculty --- p.15<br>Quality of Graduates --- p.15<br>Chapter III. --- METHODOLOGY --- p.17<br>Objectives --- p.17<br>Method of Study --- p.18<br>Design of Questionnaire --- p.18<br>Test of Questionnaire --- p.19<br>Scope and Coverage --- p.19<br>Method of Approaching the Companies --- p.20<br>Anonymity --- p.20<br>Follow-up Actions --- p.20<br>Data Analysis --- p.21<br>Limitations --- p.21<br>Chapter IV. --- RESEARCH FINDINGS AND ANALYSIS --- p.24<br>Response Rate --- p.24<br>Overall Sample Characteristics --- p.24<br>Respondent Companies --- p.24<br>Nature of Business --- p.24<br>Company Size --- p.25<br>Individual Respondents --- p.26<br>Department They Belong To --- p.26<br>Positions Held --- p.27<br>Education Level --- p.28<br>Institutions Where They Graduated From --- p.29<br>Institutions Where They Got / Are Studying For Their MBA Degrees --- p.30<br>Experience In Working With Local MBA Graduates --- p.31<br>"Company Practices on Recruitment, Training Sponsorship and Promotion of Local MBA Employees" --- p.32<br>Recruitment of Local MBA Employees --- p.32<br>Companies Currently Hiring Local MBA Graduates --- p.32<br>Company Size and Hiring Local MBA Graduates --- p.33<br>Reasons For Not Hiring Local MBA Graduates --- p.34<br>Positions Requiring MBA As Requisite --- p.34<br>Training Sponsorship Practices --- p.35<br>Training Sponsorship For Local MBA Programmes --- p.35<br>Reasons For Sponsorship --- p.35<br>Institutions Qualified For Training Sponsorship Schemes --- p.37<br>Company Offer to Graduates of Different Institutions --- p.38<br>Recruitment Preference --- p.38<br>Difference in Renumeration Packages --- p.41<br>Difference in Positions / Grades --- p.42<br>Promotion Preference --- p.43<br>Preference For Graduates From Different Institutions --- p.44<br>Future Company Needs For Local MBA Graduates --- p.44<br>Evaluation on Local MBA Programmes --- p.46<br>What do They rely on when Evaluating --- p.46<br>Knowledge about Individual MBA Programmes --- p.47<br>Admission Requirements --- p.49<br>Correlation between Admission Requirements and Reputation --- p.49<br>Programme Evaluation --- p.50<br>Quality of Applicants --- p.51<br>Quality of Curriculum --- p.52<br>Quality of Teaching Staff --- p.52<br>Quality of Graduates --- p.54<br>Effectiveness in Preparing Graduates for Current Job --- p.56<br>Effectiveness in Preparing Graduates for Position of Significant Management Leadership --- p.57<br>Overall Reputation of Individual Programmes --- p.58<br>The Correlation between Knowledge about the MBA Programmes and the Evaluation of the Programmes --- p.59<br>Future Development of Local MBA Programmes --- p.60<br>Topics / Areas Needed --- p.60<br>Importance of MBA Education --- p.61<br>Demand for MBA Graduates --- p.63<br>Kinds / Levels of Staff needing an MBA Degree Most --- p.65<br>Comparing Part-time MBA Programmes with In-house Management Development Training --- p.65<br>Overall Findings --- p.67<br>Chapter V. --- RECOMMENDATIONS --- p.69<br>Targeting at Satisfying Customer Needs --- p.69<br>Partnering with the Business Community to meet Demands --- p.70<br>Determining Customer Needs --- p.70<br>In-House MBA Programmes --- p.71<br>Promotion Efforts --- p.72<br>Programme Prospectus --- p.72<br>Programme Consultancy Service --- p.73<br>Image Building --- p.73<br>Alumni Networking --- p.74<br>Product Differentiation among MBA Programmes --- p.75<br>Product Differentiation between BBA and MBA Programmes --- p.76<br>Curriculum Reform --- p.77<br>Total Quality Management --- p.79<br>China Trade --- p.80<br>Enhancement in Quality of Faculty --- p.80<br>APPENDIX --- p.82<br>BIBLIOGRAPHY --- p.92
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Boynton, James R. "Design and evaluation of a computer-simulated child patient submitted in partial fulfillment ... for the degree of Master of Science ... /." 2004. http://catalog.hathitrust.org/api/volumes/oclc/68962639.html.
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