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Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

Plunkett, Patrick F. "The impact of perfusionist education programme characteristics on programme directors' responsibilities." Perfusion 11, no. 5 (September 1996): 371–75. http://dx.doi.org/10.1177/026765919601100503.

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The purpose of this study was to measure the effect of four programme characteristics (curriculum design, type of degree offered, length of programme and number of students per class) on perfusionist education programme directors (PDs) in the USA in terms of the number of hours worked per week, number of cases pumped per year and workload mix. Descriptive and statistical analyses were performed on the responses to questionnaires sent to all perfusionist programmes between March 1993 and April 1994. PDs reported working an average of 51.8 h/week and pumping an average of 68.8 cases per year. All but one respondent reported spending more than 50% of his/her time (mean 74.5% ± 19%) on programme-related issues such as administration, classroom teaching and clinical instruction. This level of commitment, as well as the total number of hours worked per week, were not found to be influenced by the programme's length, duration, class size or type of degree awarded. However, PDs of baccalaureate programmes, and programmes with more than nine students spent a significantly greater proportion of their time on administrative issues than their colleagues in other types of programmes. The bureaucratic demands of baccalaureate and large programmes require PDs to devote an average of 39.5% of their time to administration, compared to 27.2% in the other programmes. The results of this study show that the operation of all perfusionist education programmes requires a major commitment of time on the part of the individual designated as PD.

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2

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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3

Joshi, Marjo. "Sustainable development in the design of online degree programmes for national cross-studies." Ammattikasvatuksen aikakauskirja 23, no. 4 (January 3, 2022): 12–33. http://dx.doi.org/10.54329/akakk.113318.

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This study examines the integration of sustainable development in the holistic design of higher education online degree programmes for national cross-studies in Finland. The methodology adopted is design-based research. The literature combines works from the fields of online degree programme design and sustainable development. The empirical data is collected from an Online Degree Working Group representing various online degree expertise in applied higher education. The results of this study highlight the importance of national level collaboration in efforts to reach sustainable development goals in online degree programmes for national cross-studies in higher education. Key sustainability competencies are combined into online degree programme design to reveal new considerations for sustainable development in the online degree education context. The results can be utilised by managers, administrators, and educators of online degree programmes in higher education organisations who are interested in implementing sustainable development in the design phase of the online degree programmes.

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4

Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.

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5

Woźniak, Monika. "ESP in CLIL Degree Programmes." ESP Today 5, no. 2 (2017): 244–65. http://dx.doi.org/10.18485/esptoday.2017.5.2.6.

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6

Brookes, Maureen, and Nina Becket. "Internationalising hospitality management degree programmes." International Journal of Contemporary Hospitality Management 23, no. 2 (March 8, 2011): 241–60. http://dx.doi.org/10.1108/09596111111119356.

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7

Jackson, Kate. "Midwifery degree programmes: who benefits?" British Journal of Midwifery 1, no. 6 (November 2, 1993): 274–75. http://dx.doi.org/10.12968/bjom.1993.1.6.274.

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8

Ahaotu Godwin Ndubuisi and Ogunode Niyi Jacob. "Managing university degree programmes acceditation in the era of economic recession in Nigeria." Middle European Scientific Bulletin 5 (October 7, 2020): 56–62. http://dx.doi.org/10.47494/mesb.2020.5.58.

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The economic recession experienced in Nigeria between 2015/2017 was a great concern to the management of the university system especially with shortfall in the prices of oil and gas in the global market. It would not be an understatement to say that, Nigeria university degree programmes accreditation would suffer because funding of these programmes comes from oil and gas revenue due to Nigeria mono-economy. It is evidently glaring that managing programmes accreditation during this dispensation would be affected in no small measure due to the economic recession. In view of the above, this paper would examine the following: the concept of university management, university programmes, programmes accreditation, objectives of accreditation, accreditation instrument, criteria for programme accreditation, challenges of accreditation, sources of funding university degree programmes, economic recession and its effect on university management, recommendations and conclusion.

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9

Lopukhova, Yulia, Elena Makeeva, and Kseniya Kuzovenkova. "INTERNALIZATION OF TEACHER EDUCATION AS A PART OF A UNIVERSITY INTERNALIZATION STRATEGY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 510. http://dx.doi.org/10.17770/sie2020vol1.4986.

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The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.

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10

Wiegerová, Adriana, and Hana Lukášová. "Teaching degree students´ experience of teaching practice." Journal of Language and Cultural Education 9, no. 1 (March 1, 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.

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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.

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11

Mthethwa, SR, TS Gugushe, and PM Nyalunga. "Throughputs of oral hygiene programmes offered at Sefako Makgatho Health Sciences: a retrospective comparison." South African Dental Journal 76, no. 10 (January 17, 2022): 596–601. http://dx.doi.org/10.17159/2519-0105/2021/v76no10a2.

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The expansion of the scope of practice of the profession of oral hygiene necessitated the discontinuation of a two-year diploma programme. Aims and objectives To describe and compare the progress to qualification of three cohorts of oral hygiene students enrolled in the diploma and degree programmes at Sefako Makgatho Health Science University. Trends in throughputs were investigated. Design A comparative cross-sectional study. Methods Academic records of three cohorts of first year oral hygiene students enrolled in the diploma and degree programmes were followed up. Data related to the demographic characteristics, numbers enrolled, numbers who dropped out, and the numbers who graduated were acquired and then captured in Microsoft Excel software. Results There was gender parity in enrolment for the diploma programme. Female students constituted the majority of enrolees for the degree programme. The average first year pass rate (83.8% vs 75.8%) as well as average throughput (62.5% vs 56.1%) of the degree programme was higher than that for the diploma programme. Linear trends between cohort size and throughput were not observed. The difference in combined output between the programmes was not statistically significant. Conclusion The average throughput of the degree programme was higher than that for the diploma programme

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12

Gould, Dinah, Pam Smith, Susan Payne, and Thomas Aird. "Students’ expectations of postregistration degree programmes." Journal of Advanced Nursing 29, no. 6 (June 1999): 1308–17. http://dx.doi.org/10.1046/j.1365-2648.1999.01016.x.

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13

Berner, Heike, and Roland Richter. "Accreditation of Degree Programmes in Germany." Quality in Higher Education 7, no. 3 (November 2001): 247–57. http://dx.doi.org/10.1080/13538320120098122.

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14

Jordan, Glen, and Graham R. Powell. "One hundred years of forestry education at UNB (1908–2008)." Forestry Chronicle 84, no. 4 (August 1, 2008): 478–80. http://dx.doi.org/10.5558/tfc84478-4.

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Some key events that have shaped forestry instruction at the University of New Brunswick (UNB) following introduction of a BScF degree programme in 1908 are recounted. These include building of the Forestry and Geology Building in 1931, creation of the Faculty of Forestry in 1947, the large influx of students following WWII, extension of the BScF programme to five years in 1952, introduction of options in 1963, addition of a BScFE degree programme in 1968 and subsequently creation of Forest Resources and Forest Engineering Departments within the Faculty, addition of the New Forestry Building in 1976, early adoption and subsequent emphasis on computer technology from 1971 onward, graduation of its first PhD student in 1985, development in 1988 of the Faculty's Tweeddale Centre in the Hugh John Flemming Forestry Complex adjacent the UNB Woodlot, a massive increase in enrolments throughout the late 1980s and 1990s followed by a significant decline, significant curriculum changes in 1993, disbanding of Departments and renaming of the Faculty in 1994 to the Faculty of Forestry and Environmental Management, the move in 2007 back to four-year degree programmes, and in 2008, introduction of a third bachelor's degree programme, Environment and Natural resources (BScENR). Key words: University of New Brunswick, Forestry Faculty, history, degrees, facilities, personnel, departments, programmes, Fredericton

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15

Infante Mora, Eva. "Part 6: Formative and summative evaluation and action research." Learning and Teaching 12, no. 3 (December 1, 2019): 104–19. http://dx.doi.org/10.3167/latiss.2019.120307.

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Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme’s aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme’s performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.

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16

Hou, Yung-Chi (Angela). "Quality assurance of joint degree programmes: what Asia can learn from Erasmus Mundus joint degree programmes in Europe." Globalisation, Societies and Education 18, no. 1 (December 3, 2019): 19–29. http://dx.doi.org/10.1080/14767724.2019.1690083.

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17

Gupta, Amar. "A Three-Faceted Educational Approach to Catalyse Innovation." Industry and Higher Education 20, no. 4 (August 2006): 269–72. http://dx.doi.org/10.5367/000000006778175784.

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Dual degree programmes are becoming increasingly common at universities, especially in the USA. A dual degree programme at the University of Arizona now includes the additional and systematic study of the critical field of entrepreneurship by students studying for dual degree qualifications in business and science or engineering. All participants in the programme undertake formal studies and training in entrepreneurship, leading to the award of a certificate. Thus the programme offers students the opportunity to acquire a regular MBA degree, another Master's degree in a specific domain of science or technology and a certificate in entrepreneurship, all in under two years.

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18

Mwelwa, Kapambwe, and Ailwei S. "Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia." International Journal of Educational Methodology 7, no. 4 (November 15, 2021): 649–68. http://dx.doi.org/10.12973/ijem.7.4.649.

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<p style="text-align: justify;">To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.</p>

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19

Ginevičius, Romualdas, and Vanda Birutė Ginevičienė. "THE COMPLIANCE OF MASTER'S DEGREE STUDIES WITH THE ECONOMIC NEEDS OF THE COUNTRY." Technological and Economic Development of Economy 15, no. 1 (March 31, 2009): 136–53. http://dx.doi.org/10.3846/1392-8619.2009.15.136-153.

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In the system of higher university education, Master's degree programmes of study making its second stage are of major importance. Therefore, determining the effectiveness of these programmes is a significant problem. The main factor determining Master's degree programme effectiveness is based on how well it meets the needs of state economy. As a complex phenomenon, it can be described only by a set of criteria. To determine which Master's degree programme directions satisfy the market needs better is possible only when all the above criteria are integrated into a single quantity. Multicriteria evaluation methods are most suitable for solving such problems. All the criteria significances or weights should be known in this case. In the present research, 6 directions of studies have been established, e.g. biomedicine, physical, social, technological sciences, humanities and art studies. Multicriteria evaluation has shown that the programme of art studies is the best in satisfying the needs of the state economy. It is followed by the programmes of technological, biomedicine and social sciences, as well as humanities and physical sciences. Santrauka Aukštojo universitetinio mokslo sistemoje ypatingas vaidmuo tenka antrajai jo pakopai – magistrantūrai, todėl svarbi problema yra jos efektyvumas. Esminis efektyvumo rodiklis yra magistrantūros atitiktis šalies ūkio poreikiams. Ją apibūdinti galima tik daugeliu rodiklių, nes tai yra sudėtingas kompleksinis reiškinys. Apibendrintai pasakyti, kuri magistrantūros studijų kryptis geriau atitinka rinkos poreikius, o kuri blogiau, galima tik visus minėtus rodiklius sujungus į vieną dydį. Tokiems uždaviniams spręsti gerai tinka daugiakriteriniai metodai. Juos taikant reikia žinoti lyginamąsias visų rodiklių reikšmes ir svorius. Tiriant buvo nustatytos šešios studijų kryptys – biomedicina, fiziniai, socialiniai, technologiniai, humanitariniai mokslai ir meno studijos. Daugiakriterinės analizės rezultatai parodė, kad šalies ūkio poreikius geriausiai atitinka meno studijos. Po jų eina technologiniai, biomedicinos, socialiniai ir humanitariniai bei fiziniai mokslai.

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Wanyama, Bernard Wasilwa, Daniel N. Sifuna, and Maurice I. Makatiani. "Trends of Students’ Participation in Science and Technology Bachelor Degree Programmes in Public Universities, Kenya." International Journal of Education 13, no. 1 (March 20, 2021): 68. http://dx.doi.org/10.5296/ije.v13i1.18480.

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Despite the government commitment to the implementation of admission policies targeting increasing the proportion of all students studying science-related programmes at Bachelors’ level, only 29% of students were studying a course in Science and Technology by the year 2016. Such scenario implies that the country is seriously lagging behind in the realization of Kenya Education Sector Support Programme (KESSP I) participation target of 50%. The purpose of this study was to explore the gaps which existed in the stated government policies designed to guide admission to science and technology bachelor’s degree programmes and their actual practice during implementation. The study employed descriptive survey design and purposive sampling technique to select three Public Universities, 12 HoDs, 24 lecturers, and three Academic Registrars. Documentary analysis and interview schedules were utilized to collect data. Qualitative data was analyzed thematically and reported in form of tables, quotations and narrations while quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs. It was established that enrolment stood at 41%, graduation at 23% and Universities had prioritized 55.2% of their programmes in the same area. The study concludes that Universities should balance enrolment in science and technology and non-sciences and programmes have to be clearly aligned to the developmental needs of the country.

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21

Inamete, Ufot B. "Executive MBA Degree Programmes (and Related Programmes): Frameworks and Dynamics in Caribbean Universities." Global Business Review 14, no. 1 (February 2013): 99–119. http://dx.doi.org/10.1177/0972150912466449.

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22

Kumar, Sonia, Rachel Browne, Jeffrey Wu, and Simon Tso. "Student’s motivation to pursue a graduate-entry medicine degree programme." Asia Pacific Scholar 6, no. 1 (January 5, 2021): 128–31. http://dx.doi.org/10.29060/taps.2021-6-1/pv2240.

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The decision to pursue medicine is a significant step for individuals, particularly those for whom this involves a career change. While medicine in the UK has traditionally been an undergraduate course, graduate-entry medicine (GEM) programmes were introduced in 2000 and offer an accelerated course for suitably qualified candidates with a Bachelor’s degree. Students have a variety of motivations for undertaking a GEM programme (Carter & Peile, 2007), and we herein explore the factors that influence this range of motivations.

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23

Korycińska-Rządca, Paulina. "Europeanisation of the Polish Leniency Programme." Yearbook of Antitrust and Regulatory Studies 11, no. 18 (2018): 61–83. http://dx.doi.org/10.7172/1689-9024.yars.2018.11.18.3.

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Leniency programmes in competition law make it possible to grant immunity from fines, or a reduction of any fine that would otherwise have been imposed on an undertaking who was a party to an unlawful agreement restricting competition. This immunity or fine reduction is granted as a reward for the cooperation with the competition authority and the provision of evidence of an unlawful agreement restricting competition. Legal rules regarding the application of leniency programmes have been introduced at the EU level as well as in the national legislations of numerous countries, including Polish law. The author makes an attempt to establish the degree to which the Polish leniency programme is an effect of the impact of EU law or the application of law within the EU (for instance, by its institutions). The analysis has been made on three levels. Examined first was the degree to which the Polish leniency programme is a result of spontaneous harmonisation. Second, the impact of legislative harmonisation in the area of leniency programmes was taken into consideration. Finally, it was verified whether those Polish authorities that apply Polish competition law are inspired by judgements issued by EU courts in cases regarding leniency programmes.

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Chastnyk, O. S. "Сultural studies in degree programmes at Irish universities". Культура України, Вип. 66 (2019): 52–60.

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25

Kettunen, Juha. "Cross‐evaluation of degree programmes in higher education." Quality Assurance in Education 18, no. 1 (February 2, 2010): 34–46. http://dx.doi.org/10.1108/09684881011015981.

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26

Britcher, E. "An Analysis of UK-Based Radiography Degree Programmes." Journal of Medical Imaging and Radiation Sciences 43, no. 2 (June 2012): 140. http://dx.doi.org/10.1016/j.jmir.2012.03.020.

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27

Bednyi, B. I., and O. A. Kuzenkov. "Integrated Programmes for Master’s Degree and PhD Students." Integration of Education 21, no. 4 (December 29, 2017): 637–50. http://dx.doi.org/10.15507/1991-9468.089.021.201704.637-650.

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28

Murray, Paul E., and Sheran A. Murray. "Promoting sustainability values within career‐oriented degree programmes." International Journal of Sustainability in Higher Education 8, no. 3 (July 17, 2007): 285–300. http://dx.doi.org/10.1108/14676370710817156.

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29

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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Nizam Zainuddin, Muhammad, and Mohd Rozaini Mohd Rejab. "Assessing “ME generation's” entrepreneurship degree programmes in Malaysia." Education + Training 52, no. 6/7 (August 17, 2010): 508–27. http://dx.doi.org/10.1108/00400911011068469.

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31

Milkevich, Elena S. "Teaching Cognitive Linguistics Methods at Master Degree Programmes." Proceedings of Southern Federal University. Philology 2021, no. 2 (June 30, 2021): 182–91. http://dx.doi.org/10.18522/1995-0640-2021-2-182-191.

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Cognitive linguistics combines knowledge of different sciences, such as philosophy, linguistics, psychology, neuroscience, anthropology, mathematical statistics and others. Therefore, cognitive linguistics uses specific methods and types of analyses. Among them is the method of corpus analysis, which is widely used in cognitive research. The Master Degree Programme “Digital technologies in philology. Computer linguistics” at Southern Federal University, Russia, Rostov-on-Don, aims at enabling students to master modern methods and other tools applicable in cognitive research. The teaching process covers several stages. They are: critical analysis of published corpus analysis research, working out the algorithm of conducting the corpus research, practical application of the corpus method, reading widely papers on cognitive linguistics when coming across some tricky points, arguing basic propositions of cognitive linguistics used in the research.

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32

Rogers, Colin, and James Gravelle. "Implementing a Police Foundation Degree—Insights from South Wales." Policing: A Journal of Policy and Practice 14, no. 2 (May 21, 2019): 349–61. http://dx.doi.org/10.1093/police/paz028.

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AbstractThe recent announcement by the College of Policing in England and Wales that policing is soon to become a degree entry profession should come as no surprise. For the past decade or so, a professionalization agenda has slowly pushed police forces in England and Wales to recognize that policing is irrevocably changing. Police officers now need to be equipped with higher educational skills, abilities, and knowledge to allow them to function in a complex landscape. However, attempts have been made in the past to establish degree or similar-type programmes involving partnerships between police forces and different universities, with varying levels of success. This article explores a foundation degree programme in a partnership between a local police organization and the University of Glamorgan. It explores the rationale behind the implementation of the programme, its content, and its aims and objectives. It also critically examines the positive and negative aspects of such a programme, and will have resonance for the future.

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Zimny, Artur, and Karina Zawieja-Zurowska. "Providing degree programmes of a practical profile in Poland. Legal, organizational and financial aspects." Perspectives of Innovations, Economics and Business 15, no. 3 (October 16, 2015): 104–12. http://dx.doi.org/10.15208/pieb.2015.10.

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Tyson, J. L., R. A. Fullerton, R. W. Chynoweth, P. A. Rheinlander, and G. N. Hill. "Optimum timing of fungicides for control of onion white rot (Sclerotium cepivorum)." New Zealand Plant Protection 61 (August 1, 2008): 393. http://dx.doi.org/10.30843/nzpp.2008.61.6869.

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Onion white rot caused by Sclerotium cepivorum continues to be a major fungal disease of onions in New Zealand The onset of the disease in the Pukekohe area can be predicted by the use of cumulative average daily soil temperatures above a base temperature (white rot degree days) This prediction model was used to determine the optimal timing for fungicide application Analysis of data from trials on timing of fungicide applications conducted between 19892007 showed a correlation between the efficacy of fungicide programme and accumulated degree days with later start times in relation to disease onset equating to a consistent drop in efficacy The disease normally occurs when white rot degree days reach 250 Fungicide programmes commenced above this value achieved relatively poor control Spray programmes should start before the disease is observed in the field with start times between 100 and 200 white rot degree days achieving the best control

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Wyness, Lynne, and Stephen Sterling. "Reviewing the incidence and status of sustainability in degree programmes at Plymouth University." International Journal of Sustainability in Higher Education 16, no. 2 (March 2, 2015): 237–50. http://dx.doi.org/10.1108/ijshe-09-2013-0112.

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Purpose – This paper aims to present an overview of the design and implementation of a curriculum review undertaken at Plymouth University, UK, to gauge the incidence and status of sustainability in degree programmes across the curriculum. The paper outlines the methodological approach taken, reviews findings and summarises the effects and limitations of the exercise. Design/methodology/approach – Rather than creating a criteria-based auditing tool, which might have been interpreted by academics as top-down evaluation of practice, emphasis was placed on self-evaluation of how the degree programmes were implementing sustainability in a number of broad areas, such as curriculum content, pedagogical approaches and student engagement. A review tool was created and distributed to all undergraduate and postgraduate degree programmes in the four campus-based faculties in the university. In particular, the review was designed to contribute the institutional annual submissions to the Learning in Future Environments index. Findings – The paper discusses findings in some key areas relating to curriculum content, pedagogical approaches, partnerships and student engagement. Some of the obstacles and limitations identified by programme leaders in implementing education for sustainable development are discussed and areas of future consideration are included. Originality/value – The review contributes to the limited national and international examples available of institution-wide curriculum reviews in the arena of education for sustainable development. The discussion of the problems, benefits and implications will be of value to other higher education institutions considering undertaking their own curriculum review.

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Bayerlein, Leopold. "Curriculum innovation in undergraduate accounting degree programmes through “virtual internships”." Education + Training 57, no. 6 (August 10, 2015): 673–84. http://dx.doi.org/10.1108/et-09-2014-0110.

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Purpose – The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms. Design/methodology/approach – The main aim of the paper is to inspire curriculum innovation in accounting programmes though the introduction and discussion of virtual internships as a contemporary teaching model. Findings – The paper provides a detailed outline of the virtual internship model, its advantages and disadvantages, and its development in practice. Originality/value – The paper is likely to be most relevant for academics in undergraduate accounting programmes because it provides a practical guide to the development of this curriculum innovation.

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Krasilnikova, Olga Aleksandrovna, Anna Sergeevna Lukina, Olga Aleksandrovna Chizh, and Ekaterina Evgenievna Kireenkova. "Possibilities of using interactive resources in special education degree programmes." Science for Education Today 11, no. 2 (May 1, 2021): 155–71. http://dx.doi.org/10.15293/2658-6762.2102.07.

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Introduction. The article studies the development of special education degree courses based on modern multimedia technologies. The purpose of the research is to reveal the possibilities of using interactive resources in the context of special education degree programmes. Materials and Methods. The study utilized a systematic approach to understanding the concept of special education and employed retrospective and comparative analyses. An online questionnaire was used to collect empirical data in order to clarify the possibilities of using interactive technologies in special education degree courses. The study involved 156 university students pursuing their undergraduate degrees in the field of Special education (Deaf education), as well as 60 teachers from special education settings for deaf, hearing-impaired and late-deaf children. The study was conducted at Herzen University (Herzen Russian State Pedagogical University), special boarding schools №1 and №31 for deaf children, and special boarding schools №33 and №20 for hearing impaired and late-deaf children in St. Petersburg. Results. The study has revealed the possibilities and areas of using interactive resources and clarified the role of multimedia technologies in special education degree programmes. The authors have identified the most convenient and informative types of hyperlinks for special education. The research findings suggest that special education teachers working with deaf and hard-to-hearing students need interactive resources for the purpose of self-education and professional development. Conclusions. In conclusion, the main possibilities of using interactive resources in the context of special education degrees are summarized. The results obtained indicate the need for increasing the number of multimedia resources in the field of special education, which can be used in a blended learning environment.

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Kendall-Raynor, Petra. "New degree-level programmes will be backed by preceptorship." Nursing Standard 24, no. 11 (November 18, 2009): 7. http://dx.doi.org/10.7748/ns.24.11.7.s6.

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Clarke, Barry, and Jon Prichard. "Briefing: The value of professional accreditation for degree programmes." Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 166, no. 2 (April 2013): 58–60. http://dx.doi.org/10.1680/mpal.11.00042.

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Dwivedi, Mridula. "Studying and teaching at UK degree programmes in India." Asian Education and Development Studies 2, no. 1 (January 4, 2013): 70–86. http://dx.doi.org/10.1108/20463161311297653.

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Witt, Ann‐Katrin. "Gender division in sociology degree programmes – causes and effects?" Journal of Further and Higher Education 33, no. 4 (November 2009): 449–61. http://dx.doi.org/10.1080/03098770903272529.

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Tulloch, Lexy, and Bernice J. M. West. "External examining: the challenge for clinically-based degree programmes." Nurse Education Today 20, no. 3 (April 2000): 175–77. http://dx.doi.org/10.1054/nedt.2000.0462.

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Lam, Y. W., and F. F. Li. "Comparing two acoustics degree programmes in China and UK." Journal of the Acoustical Society of America 131, no. 4 (April 2012): 3213. http://dx.doi.org/10.1121/1.4707983.

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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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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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NEWING, HELEN. "Interdisciplinary training in environmental conservation: definitions, progress and future directions." Environmental Conservation 37, no. 4 (November 2, 2010): 410–18. http://dx.doi.org/10.1017/s0376892910000743.

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SUMMARYThe development of interdisciplinary approaches to environmental conservation is obviously related to interdisciplinary training in undergraduate and postgraduate conservation-oriented degree programmes. This paper therefore examines interdisciplinary training in environmental conservation, with a focus on conservation biology. The specific objectives are: (1) to analyse debates about the nature of ‘interdisciplinarity’ in conservation biology; (2) to examine the status of interdisciplinary training in current academic programmes in conservation biology; and (3) to make recommendations in terms of interdisciplinary or other non-natural science content that should be prioritized for inclusion in the curriculum. The term ‘interdisciplinarity’ has been used in relation to conservation training to refer to (1) any social science content; (2) vocational skills training; (3) integrative or practice-based exercises, sometimes with no indication of disciplinary content; (4) the (variously defined) ‘human dimensions’ of conservation, and (5) interaction between different academic disciplines (usually crossing the natural science–social science divide). In terms of training, the natural sciences have remained predominant in almost all reported academic programmes, but there now appears to be more coverage of non-natural science issues than previously. However the lack of consistency in the use of terms makes it difficult to assess progress. Further debate about curriculum development in conservation would be aided greatly by recognizing the distinction between the different aspects of non-natural science training, and treating each of them in its own right. Most degree programmes in environment-related disciplines specialize to varying degrees either in the natural sciences or the social sciences, and a comprehensive programme covering both of these in depth is likely to be problematic. However, some understanding of different disciplinary perspectives is increasingly important in a career in environmental conservation, and it is argued that, as a minimum, a primarily natural science-based undergraduate programme in environmental conservation should include: (1) an introduction to social science perspectives on the environment; (2) basic training in social science methods, research design and science theory; (3) vocational skills training, to the extent that it can be built into existing curricular components; and (4) integrative problem-solving tasks that can be used in relation to any or all of the above. A similar list could be constructed for social science-based environmental degree programmes, incorporating some basic training in natural science perspectives. Postgraduate training programmes are more varied in what they aim to achieve in terms of disciplinary breadth; they can develop students’ existing specialist expertise, offer supplementary training to allow students to increase the disciplinary breadth of their expertise, or focus on the issue of interdisciplinarity itself.

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Anonymous, Anonymous. "The Regional Research And Development Centre of the Asean Institute of Technology, Bangkok." ASEAN Journal on Science and Technology for Development 3, no. 1 (November 17, 2017): 16–35. http://dx.doi.org/10.29037/ajstd.219.

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The Asian Institure of Technology (AJT) is an autonomouse, International postgraduate Institute. It provides advanced education in engenering, science and allied fields through academic programme loading to Master's and Doctoral degree and Diplomat, and through research programmes are related closely to the needs of Asia.

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Aluwihare, Shriyangi, and Shammi De Silva. "Prolonged time taken to complete the degree programmes at the Faculty of Engineering Technology of the Open University of Sri Lanka." Asian Association of Open Universities Journal 11, no. 2 (September 5, 2016): 136–48. http://dx.doi.org/10.1108/aaouj-09-2016-0027.

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Purpose It has been observed that the students attending the bachelor’s degree programmes offered by the Faculty of Engineering Technology (FET) at the Open University of Sri Lanka (OUSL) take extraordinarily longer period to complete their degrees. The purpose of this paper is to identify the institutional barrier, student-related personal barrier and psychological barrier behind the prolonged duration of completion of the said degrees. Design/methodology/approach A well-developed questionnaire was administered among a selected sample of graduates who were awarded the Bachelor of Technology (Engineering) and Bachelor of Industrial Studies degrees within the past ten years. Findings Results indicate that institutional barriers such as poor academic counselling and guidance; laboratory sessions being inappropriate/not sufficient to understand the course material; inadequate facilities, such as library resources, and lack of laboratory facilities at the regional centres have contributed immensely to the lengthy duration taken to complete the degrees. Personal factors such as work-related challenges, travelling time and cost of commuting to the main centre located in Colombo and inability to spend the required time expected of the programme have played major roles in the prolonged completion. Results indicate that the cost of tuition is not a major barrier for on-time completion. Psychological barriers such as possessing a limited repertoire of study strategies, lack of understanding of open and distance learning (ODL) methods and deficiency of continuous motivation had a tremendous impact on the delayed graduation. A high satisfaction rate was observed regarding the ODL tools that were used within the programmes and the formative and summative evaluation criteria. Approximately 75 per cent of the sample approved of the five remedies suggested. Originality/value Findings of this study provide insight for shortening the duration of the bachelor’s degree programmes offered by the FET at the OUSL.

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Gavin, James P., and Ian Coleman. "Placement experience and learning motivations in higher education." Journal of Applied Research in Higher Education 8, no. 3 (July 4, 2016): 302–15. http://dx.doi.org/10.1108/jarhe-11-2014-0105.

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Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.

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Thomson, Gareth. "Which aspects of engineering degrees do graduates most value in their working lives?" Információs Társadalom 20, no. 2 (October 20, 2020): 132. http://dx.doi.org/10.22503/inftars.xx.2020.2.9.

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The creation and revision of degree programmes aims to build degrees with the correct blend of technical skills and competencies to ensure graduates are equipped to enter industry. While there may be data on first destinations of graduates there is often little follow up on how useful they felt their degree was in equipping them with the skills needed in industry. This study looks at the views of 32 graduates who graduated from a mechanical engineering programme over the last decade. Using both qualitative and quantitative methods it asks them to explore the impact of common degree features including project based learning, engineering science, dissertations and internships on their subsequent working lives. The study shows that while core knowledge and skills are still valued, authentic learning enabled by project based learning and internships are often at the heart of working graduates’ daily lives.

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