Relevant bibliographies by topics / Academic programme

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Academic programme"

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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.

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This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.

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Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Lyons, Zaza. "Establishment and implementation of a psychiatry enrichment programme for medical students." Australasian Psychiatry 25, no. 1 (September 27, 2016): 69–72. http://dx.doi.org/10.1177/1039856216671663.

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Objective: There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students’ interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation. Conclusion: Establishing an enrichment programme can provide academic departments of psychiatry with the opportunity to demonstrate excellence and innovation in teaching and positively promote psychiatry to students and other non-medical academics involved in medical education. For students interested in psychiatry, enrichment programmes have the potential to extend interest and knowledge beyond the curriculum and encourage serious consideration of psychiatry as a career.
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Bedford, Denise A. D. "Knowledge Management Education and Training in Academic Institutions in 2012." Journal of Information & Knowledge Management 12, no. 04 (December 2013): 1350029. http://dx.doi.org/10.1142/s0219649213500299.

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The academic discipline of Knowledge Management is maturing. The maturity of knowledge management scholarship has been considered as well as its curricular coverage and alignment with the needs of business. This research suggests that a mature academic discipline is grounded on a mature academic programme. The research defines five dimensions of a mature academic discipline, including: (1) curriculum design; (2) nature and coverage of research programmes; (3) faculty credentials and status; (4) academic programme administration; and (5) programme goals. Maturity factors are identified for each of the five dimensions. In 2012, an open public survey was conducted to determine the level of maturity of academic programmes in knowledge management. The survey results suggest that while there is notable maturity in curriculum design, the remaining four dimensions — research, faculty credentials, programme administration and programme goals — are immature. The research suggests that additional focus be given to these maturity factors in terms of standards. The research further suggests that an annual survey is needed to track progress towards a mature academic discipline.
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Whittaker, Andrew. "Changing identities, changing realities: Social work research in a cold climate." Social Work and Social Sciences Review 15, no. 3 (November 18, 2015): 128–34. http://dx.doi.org/10.1921/swssr.v15i3.837.

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The potential of a researcher development initiative (RDI) programme to develop capacity within the social work discipline will be explored from my personal perspective as a former participant in one of the earlier RDI programmes. Having undertaken the programme after entering an academic post from practice, I hope to illustrate some of the challenges that new academics face and how such programmes can provide support in the transition from practitioner to academic, both as a lecturer/teacher and a researcher. The strengths and limitations of such programmes will be explored, including measures to address systemic weakness in social science research in the UK. I will argue that, although such programmes cannot change the everyday realities of insufficient time and dwindling research funding, they can provide a genuinely welcoming and supportive introduction to the world of social work research that helps new academics and early career researchers to negotiate these realities with increased knowledge, skills and confidence.
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Smit, Sybil, and Gretha Steenkamp. "The competencies developed in an undergraduate accounting course before SAICA's competency framework was effective: a student's perspective." Journal of Economic and Financial Sciences 8, no. 2 (July 30, 2015): 666–88. http://dx.doi.org/10.4102/jef.v8i2.115.

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SAICA developed a competency framework prescribing competencies a chartered accountant should master before qualifying. These competencies include compulsory, elective and residual skills (this study focused on compulsory skills: accounting and external reporting as well as pervasive skills). SAICA also issued guidance for academic programmes, detailing how competencies should be developed during academic training. Therefore South African universities should evaluate their academic programmes to ensure compliance with the guidance. The objectives of this study were (1) to determine the extent that an academic programme at a university (before the effective date of the guidance) had developed the compulsory skills and (2) to propose changes to the academic programme in underdeveloped areas. It was found that most skills were addressed in the academic programme but certain pervasive skills (leadership, innovation, understanding the environment, teamwork and communication) had not been well developed. Solutions include additional subjects, case studies, group work, and practical examples.
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Tani, Kawtar, and Andrew Gilbey. "Predicting Academic Success for Business and Computing Students." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 15–24. http://dx.doi.org/10.4018/ijicte.2016100102.

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Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.
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Stephens, Simon, Oran Doherty, Billy Bennett, and Michael Margey. "The challenge of work based learning: a role for academic mentors?" International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 158–70. http://dx.doi.org/10.1108/ijmce-03-2013-0020.

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Purpose – The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes. Design/methodology/approach – The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme. Findings – The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes. Practical implications – The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored. Originality/value – The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.
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Humeniuk, Iryna. "THE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 97–103. http://dx.doi.org/10.24144/2524-0609.2021.48.97-103.

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The article considers the problem of effective construction of the working programme as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.
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Hawkins, Tim, Alison Lee, Helen Stephens, Gisa Matthies, and Alison Bailey. "Higher specialist training in child and adolescent psychiatry: a survey of academic programmes." Psychiatric Bulletin 30, no. 1 (January 2006): 19–23. http://dx.doi.org/10.1192/pb.30.1.19.

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Aims and MethodAcademic programmes are mandatory in child psychiatry specialist registrar training. A postal questionnaire survey was undertaken to explore the views of specialist registrars and academic programme coordinators identified nationally with regard to their local academic programme.ResultsSixty per cent of specialist registrars (152 out of 253) and 90% of coordinators (17 out of 19) responded. All schemes offered an academic programme with protected time. Teaching methods were diverse, and satisfaction varied within and between schemes, with trainees reporting greater satisfaction associated with active involvement of coordinators.Clinical ImplicationsThe authors provide recommendations for local planning of academic programmes. The authors request the assistance of CAPSAC in standardising the appointment and training of coordinators and facilitating their release from clinical commitments.
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Dissertations / Theses on the topic "Academic programme"

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Pachagadu, S., and Beer K. J. De. "Academic literacy programme model design." Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/371.

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Published Article
The pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.
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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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Wong, M. "Academic literacies and the Academic Pathway to Undergraduate Studies (APUS) programme at Urban University Malaysia." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3007228/.

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Millions of young people transition from K-12 education to higher education each year. Many meet university entry requirements effortlessly, and yet there are also many who must further demonstrate sufficient readiness for higher learning despite having gained entry into university. For these “transition” students, higher education institutions have increasingly created pathway programmes in order justify letting lesser prepared students through their gates, but with intention to assist them up to speed academically. This thesis documents a research case study conducted on the Academic Pathway to Undergraduate Studies (APUS) (pseudonym) programme at Urban University Malaysia (pseudonym). The study aimed to determine the effectiveness of academic literacies, as a teaching and learning approach within the APUS programme in better preparing students for further study at the university. The articulations of APUS students on their ability to employ academic literacies post APUS were gathered as a means of gaining one perspective on the programme’s effectiveness. A third aspect of the study is the practitioner reflection done in order to locate possible curricular (or other) improvements to the programme based on the study’s findings. Academic literacies was used as the theoretical foundation for the study as it is also the current pedagogical framework for developing essential academic competencies within the programme. This study utilised a documentary analysis approach and student interviews as the two primary research methods, triangulated against a literature review. The study has produced five main findings revolving around misalignments in the learning outcomes of certain modules and between disciplinary assessments. A second finding shows that APUS students perform less well academically than their non-pathway disciplinary peers across all disciplines. It has also found that Computer Science-stream of the module find that the academic literacies component of the programme lacks relevance to their disciplinary learning. Despite the unearthing of these gaps within the programme, APUS students still find that the programme is helpful overall in their personal projections of what future academic competencies post-transition will be needed in order to be successful in completing a full undergraduate degree programme. The study concludes with several strategic recommendations for change to the programme.
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Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.
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Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic component of the BYP. The Bridging Year Programme Description This programme recruits learners from poor socio-economic backgrounds who have gained a National Senior Certificate (NSC) at bachelors pass level but have not gained access to their tertiary level programmes of choice. Its aim is two-fold, (1) to assist learners to improve their NSC standard in order to gain access to their tertiary education programme of choice and (2) to provide them with personal development skills to cope with the academic and social demands of tertiary education. The assumption is that if the learners' personal development skills are enhanced their prospects of success in tertiary education and the employment market will be improved. Thus, the programme comprises an academic component and a non-academic (personal development) component. The scope of this evaluation focused specifically on the non-academic component of the BYP. Background A review of local and international bridging courses found that most students from poor socio-economic backgrounds are underprepared to cope with the social and academic workload of tertiary education, leading to high tertiary-dropout rates. A number of programme evaluations found that if students are provided with a set of non-academic (personal development) skills including planning and organising, prioritising their workload and English literacy skills, they will be better prepared to cope with the academic demands, thus improving their prospects of success at tertiary institutions.
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Becciolini-Lebas, Elisabeth. "Le suivi somatique dans un programme expérimental de prescription d'héroïne /." Genève : [s.n.], 2002. http://www.unige.ch/cyberdocuments/theses2002/Becciolini-LebasE/these.pdf.

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Yahya, Sawsan. "Improving students' behaviour and academic achievement through a counselling intervention programme." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622776.

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In the cultural context of low achievement in Arab Israeli schools, this work-based study describes and evaluates a successful counselling intervention in one Israeli Arab elementary school. The intervention took place over six months and involved twenty activities. A mixed methods approach was adopted to evaluate the intervention. The use of both qualitative and quantitative methods provided an informative evaluation of the perceptions of students, teachers and parents about the effectiveness of the intervention. Students, parents and teachers reported that from their point of view, student behaviour, student/teacher/parent relationships and learning improved during the intervention. This positive analysis of perceptions was qualified by the possibility that other factors that were not analysed might be influential. The lessons learned from the intervention, such as the need for creating a teacher – parent strategic alliance, renouncing the use of aversive control and the adaptation of teaching styles to student learning styles, may prove to be a transformative approach to the education of Arab Israeli students.
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Grandjean-Perrenoud-Contesse, Yves. "Enseignement des compétences cliniques aux étudiants en médecine : apport d'un programme d'entraînements optionnels /." Genève : Médecine et hygiène, 2004. http://www.unige.ch/cyberdocuments/theses2004/GrandjeanY/these.pdf.

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Damore, Deborah Rose. "H.H.S.C. Spiritual Health Care Centre, integrated spiritual health care graduate academic programme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0015/MQ55440.pdf.

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Books on the topic "Academic programme"

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Teesside, University of. Academic awards programme. Middlesbrough: University of Teesside, 1998.

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Haider, Naqvi Syed Nawab. PIDE's research programme: An essay in academic management. Islamabad: Pakistan Institute of Development Economics, 1990.

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Council, Science and Engineering Research. After the Alvey Programme: Academic research in information technology. Swindon: Science and Engineering Research Council, 1986.

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Sessions, Ruhuṇa Viśvavidyālaya Academic. 09th Academic Sessions & vice chancellor's awards: Programme and abstracts. Edited by Yapa, Kashyapa A. S., 1959-, editor and Ruhuṇa Viśvavidyālaya. Matara: Ruhuna University, 2012.

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editor, Hettiarachchi Manjula, and Ruhuṇa Viśvavidyālaya, eds. 10th Academic Sessions & 9th vice chancellor's awards: Programme and abstracts : 20th March 2013. Matara: University of Ruhuna, 2013.

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Braisby, P. S. Development of management information system for academic libraries: Concepts, principles and outline research programme. London: British Library Research and Development Department, 1987.

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Braisby, P. S. Development of management information systems for academic libraries: Concepts, principles and outline research programme. [London]: British Library, Research and Development Dept., 1987.

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Roos, Lena. Religion on the borders: New challenges in the academic study of religion : programme and abstracts. Edited by International Association for the History of Religions and Södertörns högskola. [Sweden: s.n., 2007.

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Great Britain. Advisory Panel on Brent's Development Programme for Educational Attainment and Racial Equality. Opportunities for achievement: Report of the advisory panel on Brent's Development Programme for Educational Attainment and Racial Equality. (London): Home Office, 1991.

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Authority, Inner London Education. Planning of non-advanced further education: Programme of work-related provision for academic year 1986-87. London: ILEA, 1986.

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Book chapters on the topic "Academic programme"

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Zajadacz, Alina, Renata Krukowska, and Małgorzata Durydiwka. "Staff Teaching Mobility of Selected Polish Universities on the Example of Erasmus Plus Programme." In Academic Tourism, 67–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_5.

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Ganobcsik-Williams, Aled. "Building an Academic Writing Programme from within a Discipline." In Teaching Academic Writing in UK Higher Education, 98–109. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_7.

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Furnell, Steven, Michael K, Fred Piper, Chris E, Catherine H, and Chris Ensor. "A National Certification Programme for Academic Degrees in Cyber Security." In IFIP Advances in Information and Communication Technology, 133–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99734-6_11.

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Holicza, Peter. "Regional Mobility in Europe: The Importance of CEEPUS Based on Hungarian Evidence." In European Higher Education Area: Challenges for a New Decade, 81–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_6.

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Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.
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Jordan, Lothar. "Building Bridges Between Memory of the World, the Academic World and Memory Institutions." In The UNESCO Memory of the World Programme, 317–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18441-4_22.

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Tomic, Alice. "A Critical Narrative of the Evolution of a UK/US University Writing Programme." In Teaching Academic Writing in UK Higher Education, 54–67. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_4.

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Del Giudice, Manlio. "Academic Training Programme in Entrepreneurship, Reference Models and Family Business Background." In Innovation, Technology, and Knowledge Management, 89–108. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05567-1_7.

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Ahmed, Kamran, Hutan Ashrafian, and Paraskevas Paraskeva. "How to Organise an Educational Research Programme Within an Academic Surgical Unit." In Key Topics in Surgical Research and Methodology, 597–604. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-71915-1_45.

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Gariepy, Kenneth D. "The Social Programme of Academic Freedom and the Possibilities for Action within it." In Power, Discourse, Ethics, 125–39. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-370-4_7.

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Salvi, Ana Inés. "A Practitioner-Research Study of Criticality Development in an Academic English Language Programme." In The Meaning of Criticality in Education Research, 181–213. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56009-6_8.

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Conference papers on the topic "Academic programme"

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Revzina, Jelena, and Alexander Grakovski. "Cisco Networking Academy Learning Technologies Integration into the National Academic Standardised Study Programme." In 2009 Fifth International Conference on Networking and Services. IEEE, 2009. http://dx.doi.org/10.1109/icns.2009.70.

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González-Baixauli, Cristóbal, Elvira Montañes-Brunet, and Pedro J. Pérez-Vázquez. "Effects of Mobility Programmes on University Students' Academic Performance." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8034.

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The number of students participating in mobility programmes has increased enormously over the years. The reasons are diverse and may range from personal growth to better employability prospects, together with improvement in foreign language skills and intercultural awareness. Mobility programmes receive generous funding from the European Commission, therefore their outcomes should be measured and evaluated. This paper focuses on a specific one: the academic effects of mobility programmes. We analyse whether there is an improvement in the academic performance of the students who participate in mobility programmes and, if this is the case, whether it is sustained over time. We use a broad dataset of students from the Faculty of Economics of the University of Valencia over a period of thirteen academic years. The results indicate that students participating in a mobility programme experiment a marked improvement in their scores at the host university, but this upgrading: a) is not homogeneous across the mobility programs or geographical areas considered; and b) partially vanishes off when the students come back to their home university.
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Saunders, M. J., and P. Watters. "Academic Accredited Development Programme for the Nursing Staff: A Cost Benefit Analysis." In SPE International Conference on Health, Safety, and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 1998. http://dx.doi.org/10.2118/46683-ms.

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Zeid, Amir. "Lessons Learned from Establishing a Software Engineering Academic Programme in Developing Countries." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.34.

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Lai, Yuk Ching. "THE BENEFITS AND CHALLENGES OF THE INTEGRATED PROGRAMME FOR CHILDREN WITH DISABILITIES IN MAINSTREAM CHILD CARE CENTRES IN HONG KONG: IMPLICATIONS FOR SOCIAL CHANGE." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.035.

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McKay, Alison, Alan de Pennington, and Jacques Giard. "Integrating Design Knowledge in Educational Curricula: Reflections From the Development of a Multi-Disciplinary Programme in Product Design." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13183.

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A challenge for design educators lies in balancing demands from employers for graduates who are “ready for work” on graduation and universities’ academic goals for excellence by creating graduates with knowledge and skills that reflect the cognate basis of the discipline they are studying. In 2001, in response to this challenge, a multi-disciplinary undergraduate programme in Product Design was proposed that combined applied technology and design. Graduates would have knowledge, technical literacy and personal skills, such as creativity and team-working, essential to their future working success. The curriculum would focus on the skills and knowledge needed by design professionals and would be delivered in a learning environment that bridged the academic milieu and professional world. Twelve years on the programme has produced 273 graduates: 97 Masters of Design and 176 Bachelors. In this paper we reflect on experiences in creating a multi-disciplinary programme in Product Design that addresses these different needs. Conclusions are drawn for educators creating multi-disciplinary programmes of study and academic administrators whose engagement is essential in the delivery of programmes that span the disciplinary silos and infrastructures.
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MTC and IMarEST. "Final Programme - International Conference on Marine Engineering and Technology Oman (ICMET Oman)." In International Conference on Marine Engineering and Technology Oman. London: IMarEST, 2019. http://dx.doi.org/10.24868/icmet.oman.2019.000.

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INNOVATIVE SOLUTIONS FOR FUTURE NEEDS - 5 – 7 November 2019, Military Technological College Muscat, Oman - KEY THEMES: Marine Resources and Security, Shipbuilding Technology, Sustainability and Green Shipping, Safe Automation and Remote Manning, Support and Infrastructure, Ship Design and Propulsion, Naval Engineering. ICMET provides a unique opportunity for academic staff and marine engineers across all sectors and domains to meet in a professional, scientific forum and explore the latest innovative thoughts in the field. The theme for ICMET Oman 2019 is Innovative Solutions for Future Needs and reflects the challenge for marine academia and the industry worldwide to come up with efficient, cost-effective and environmentally friendly answers and products that will arm the marine community against these forthcoming challenges. Different areas such as marine security and resources; sustainability and green shipping; ship-design and propulsion; safe automation; support and infrastructure; professional development; safety and regulations and naval engineering (underwater technology and weapon systems) will be explored.
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Rai, Amrita, Sumandeep Bains, David Cassidy, Amara Nwosu, John E. Ellershaw, and Stephen Mason. "29 The university of liverpool scholar programme: developing academic clinicians in palliative medicine." In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.56.

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Fernandez, S. "English Language Proficiencies are Instrumental to Academic Performance in Tertiary Programmes A Case for the DMS Programme in UniSIM." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel80.

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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.
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Reports on the topic "Academic programme"

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Wroblewski, Angela, and Victoria Englmaier. Absolventinnenbefragung muv. IHS - Institute for Advanced Studies, February 2017. http://dx.doi.org/10.22163/fteval.2017.499.

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Despite some successes, however, there are still barriers for women at universities, which are reflected in the so-called "leaky pipeline", i.e. a decreasing proportion of women the higher their position in the science system. The University of Vienna is also characterised by a pronounced leaky pipeline. The mentoring programme of the University of Vienna - muv - was launched to counteract this development and to support women in entering an academic career. The programme has been continuously evaluated and further developed. This report continues this tradition and provides input for a discussion on the further development of the programme.
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Nagayama, Taisuke. 2021 Stewardship Science Academic Programs Annual. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1718973.

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Toole, Andrew, and Dirk Czarnitzki. Biomedical Academic Entrepreneurship Through the SBIR Program. Cambridge, MA: National Bureau of Economic Research, July 2005. http://dx.doi.org/10.3386/w11450.

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Ricks, Mary Frances. lntercultural Adjustment in an Academic Enrichment Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2541.

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Calhoun, Jr, J. A research agenda for academic petroleum engineering programs. Office of Scientific and Technical Information (OSTI), March 1990. http://dx.doi.org/10.2172/7169330.

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Schilling, O., M. Steinkamp, and M. Baer. Predictive Academic Alliances Program (PSAAP) Technical White Paper. Office of Scientific and Technical Information (OSTI), March 2006. http://dx.doi.org/10.2172/877763.

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Peebles, Diane, Rebecca Horton, Andre Claudet, Nadine Miner, Kamlesh Patel, Matthew Windsor, Mallory Stites, and Amy Treece. Sandia Academic Alliance Program Collaboration Report 2020-2021 . Office of Scientific and Technical Information (OSTI), August 2021. http://dx.doi.org/10.2172/1817834.

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Ruppert, Raymond C., Henry E. Fitzgerald, Barbara L. Morrison, Gary C. Tucker, and Edward A. Fitzsimmons. Restructuring the Oral History Program in Academic Year 1990. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada209762.

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Luqi. Master of Science in Software Engineering. Academic Program Manual. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada390112.

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