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Journal articles on the topic 'Degree course'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

MURDOCH, ANNE. "New honours degree course." Journal of the British Institute of Mental Handicap (APEX) 16, no. 3 (2009): 128. http://dx.doi.org/10.1111/j.1468-3156.1988.tb00478.x.

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2

Holgate, M. J. "The Durham MEng Degree Course — An Innovation in Postgraduate Education." Measurement and Control 20, no. 7 (1987): 116–19. http://dx.doi.org/10.1177/002029408702000704.

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MEng Courses — A clarification for readers of the following article: The Engineering Council defines MEng Degree courses in its Sartor document as follows: ‘It is Council policy that degree courses in engineering accredited in relation to stage 1 of the Chartered Engineer Section of the register should be designated as Bachelor of Engineering (BEng) or if appropriately extended as Master of Engineering (MEng). The Council disapproves of and will strongly discourage, the use of these titles for other courses.’ The Engineering Council further defines MEng as ‘an extended course’ and recommends t

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3

WILLIAMS, D. L., and V. MARKS. "Postgraduate degree course in clinical biochemistry." Medical Education 9, no. 1 (2009): 49–53. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01891.x.

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4

Rocha, G. M., and R. P. Landim. "Inmetro's Metrology Executive Master's Degree Course." Procedia - Social and Behavioral Sciences 46 (2012): 4928–32. http://dx.doi.org/10.1016/j.sbspro.2012.06.361.

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5

Clark, Charlotte. "Degree course students will never catch up." Nursing Standard 14, no. 29 (2000): 29. http://dx.doi.org/10.7748/ns.14.29.29.s52.

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Rael, Martell. "Degree course applications likely to outstrip places." Nursing Standard 15, no. 31 (2001): 4. http://dx.doi.org/10.7748/ns.15.31.4.s5.

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7

Hartviksen, Gjermund. "Developing a master's degree course in telemedicine." Journal of Telemedicine and Telecare 9, no. 3 (2003): 184–85. http://dx.doi.org/10.1258/135763303767150021.

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8

Sharp, Jonathan. "Sum of the parts; my degree course." Electronics Education 1995, no. 1 (1995): 38–40. http://dx.doi.org/10.1049/ee.1995.0022.

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9

Kurlaender, Michal, Jacob Jackson, Jessica S. Howell, and Eric Grodsky. "College course scarcity and time to degree." Economics of Education Review 41 (August 2014): 24–39. http://dx.doi.org/10.1016/j.econedurev.2014.03.008.

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10

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

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Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasi

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11

Carter, Heather, Credence Baker, Kim Rynearson, and Juanita M. Reyes. "Degree Attainment in Online Learning Programs." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 3 (2020): 19–43. http://dx.doi.org/10.4018/ijitlhe.2020070102.

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The purpose of this study is to compare degree attainment rates in online and not wholly online degree programs, using longitudinal data from a national sample. Longitudinal data, collected from the National Center for Education Statistics via Beginning Postsecondary cohort 12/14, were analyzed to determine if relationships between degree attainment, course type, and degree program existed. The largest sample size available for analyzing any combination of relationships was 6,770 students. Chi-square and log-linear analyses indicated a significant interaction between course type, degree progra

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12

Sullivan, Gary, and Ian R. Jones. "Membership course or Masters course?" Psychiatric Bulletin 21, no. 7 (1997): 449–50. http://dx.doi.org/10.1192/pb.21.7.449.

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Doctors who are embarking upon general professional training in psychiatry as Senior House Officers (SHOs) are now faced with making a choice between two types of training schemes. The first type offers training on a membership course aimed primarily at teaching the skills required to pass Part 1 and Part 2 of the MRCPsych. The second type offers training on a university course leading to the award of a Masters degree in psychiatry.

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13

Stoddart, A. "Software engineering in an electronic engineering degree course." Computing & Control Engineering Journal 6, no. 1 (1995): 45–48. http://dx.doi.org/10.1049/cce:19950113.

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14

Neville, Susan LK. "Learning from Practice on a Physiotherapy Degree Course." Physiotherapy 78, no. 6 (1992): 427. http://dx.doi.org/10.1016/s0031-9406(10)61531-3.

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15

Fukai, Sakuko, and Jun Tsutsui. "A doctrine of bachelor degree course for orthoptist." JAPANESE ORTHOPTIC JOURNAL 19 (1991): 160–63. http://dx.doi.org/10.4263/jorthoptic.19.160.

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16

Federbusch, U., K. F. Albrecht, D. Miethe, and W. Babel. "Prognosis of Course and Degree of Microbial Degradation." Chemical Engineering & Technology 24, no. 1 (2001): 31–34. http://dx.doi.org/10.1002/1521-4125(200101)24:1<31::aid-ceat31>3.0.co;2-m.

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17

Roberts, Bill, and Michael Myock. "Work‐Based Learning on an Arts Degree Course." Journal of Further and Higher Education 19, no. 1 (1995): 62–72. http://dx.doi.org/10.1080/0309877950190107.

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18

Elcock, Vicki. "Thinking is not restricted to degree course graduates." Nursing Standard 19, no. 45 (2005): 39. http://dx.doi.org/10.7748/ns.19.45.39.s48.

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19

Moseley, James L. "Workshop way� in a B.S.N. completion degree course." Innovative Higher Education 11, no. 1 (1986): 13–24. http://dx.doi.org/10.1007/bf01100105.

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20

Gambi, D. "Teaching organization in the degree course in medicine." Italian Journal of Neurological Sciences 14, S7 (1993): 553–55. http://dx.doi.org/10.1007/bf02336395.

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21

Jones-Berry, Stephanie. "Fast-track course halves three-year nursing degree." Nursing Standard 31, no. 21 (2017): 10. http://dx.doi.org/10.7748/ns.31.21.10.s9.

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22

BELAL, Yamina, and Ghania Ouahmiche. "Literature in the Algerian EFL Bachelor of Arts degree: Reading Literature." Arab World English Journal 12, no. 2 (2021): 330–47. http://dx.doi.org/10.24093/awej/vol12no2.23.

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Given the acknowledged and undeniable advantages of literature in language education, it has been integrated into EFL curricula for undergraduate students as an essential subject. In the Algerian English departments before the reform introduced in the last two decades (the Licence, Master, doctorate system), literature used to have a privileged status in terms of the number of courses and number of classes or tutorials. However, after the reform, the importance of literature and the lion’s share that it used to have in the EFL Bachelor of Arts course regressed in favor of more specialized subj

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23

Ahlstrom, Laura J., and Carlos J. Asarta. "The Gender Gap in Undergraduate Economics Course Persistence and Degree Selection." AEA Papers and Proceedings 109 (May 1, 2019): 255–60. http://dx.doi.org/10.1257/pandp.20191103.

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This study examines male and female course persistence and choice of economics degree via a combination of student, instructor, and structural characteristics. We find that students of both genders who declare economics as their major are more likely to take additional economics courses than their non-major peers. Additionally, students' economics grades are a significant determinant of course persistence and degree selection, but men and women respond somewhat differently to their absolute and relative grades. Finally, men's economics degree selection is significantly correlated with their ma

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24

Faurer, Judson C. "Grade Validity Of Online Quantitative Courses." Contemporary Issues in Education Research (CIER) 6, no. 1 (2013): 93. http://dx.doi.org/10.19030/cier.v6i1.7607.

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Are prospective employers getting quality educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a stud

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Faurer, Judson C. "Grade Validity Of Online Quantitative Courses." Contemporary Issues in Education Research (CIER) 2, no. 1 (2011): 71. http://dx.doi.org/10.19030/cier.v2i1.1106.

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Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a stu

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26

Hervás, Antonio, Joan Guàrdia Olmos, Maribel Peró Cebollero, Roberto Capilla Lladró, and Pedro Pablo Soriano Jiménez. "A Structural Equation Model for Analysis of Factors Associated with the Choice of Engineering Degrees in a Technical University." Abstract and Applied Analysis 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/368529.

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Many different factors are taken into account by students when choosing a degree and university. Some of these are general considerations, such as the quality of the degree course (ratio of available places/places in first choice, cut-off mark, etc.), while others are subjective factors (e.g., friends doing the same course). This paper presents a partial multivariate model that considers the weight of the different variables linked to this decision, as identified in the bibliography. We analyzed four samples of first-year students (totaln=1790) from different engineering degree courses at the

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27

Powell, Catherine. "Getting there by degree … a personal view of undertaking a part-time degree course." Nurse Education Today 12, no. 3 (1992): 233–34. http://dx.doi.org/10.1016/0260-6917(92)90067-x.

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28

Ardissone, Alexandria N., Jennifer C. Drew, and Eric W. Triplett. "Online and in-Person Delivery of Upper Division Lecture Courses in Undergraduate Life Sciences Degree Programs Leads to Equivalent Post-Graduate Degree Outcomes." Journal for STEM Education Research 3, no. 3 (2020): 403–12. http://dx.doi.org/10.1007/s41979-020-00043-x.

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AbstractAlthough many studies demonstrate that online education is as good as face-to-face education with regard to learning gains, course grades, and other near-term metrics, there is a major gap in exploring the long-term outcomes of online vs. face-to-face education, particularly in STEM programs. In this study, the effect of course delivery method on the long-term academic success of B.S. graduates was tested by comparing two similar life sciences undergraduate programs at the University of Florida. The Microbiology and Cell Science program teaches all upper division lecture courses online

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29

Xinogalos, Stelios. "Programming Serious Games as a Master Course: Feasible or Not?" Simulation & Gaming 49, no. 1 (2017): 8–26. http://dx.doi.org/10.1177/1046878117747014.

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Background. Higher education on simulation & gaming has a long history with several master degrees offered by Universities worldwide. Currently, the popularity of Serious Games (SGs) has resulted in an increased interest on relevant master degrees. Despite the large number of master degrees on games in general, the literature on designing and evaluating relevant courses in higher education is rather limited. Aim. This article aims at contributing on the field of SGs higher education by reporting on the design and evaluation of a graduate course on ‘SGs Programming’. The course aims at prov

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30

Messer, Wayne S. "Undergraduate Psychology Curricula in North Carolina." Teaching of Psychology 24, no. 2 (1997): 127–30. http://dx.doi.org/10.1207/s15328023top2402_11.

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To provide information on psychology curricula in North Carolina, college catalog descriptions of the 42 undergraduate psychology programs in the state were examined. Although most programs (79%) offered only a general psychology baccalaureate degree, 21% offered specially designated degrees and within-degree concentrations, usually in addition to a general degree. When the 63 degree options of these 42 programs were examined, the modal minimum introductory, methodological, and capstone requirements were found to be a 1–term introductory course, a 1–term statistics course, a 1–term experimenta

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31

James, C., and D. R. Hub. "The Effect That Weighting of Different Stages of a Degree Course has on Degree Classification." International Journal of Electrical Engineering & Education 30, no. 4 (1993): 291–95. http://dx.doi.org/10.1177/002072099303000401.

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The effect that weighting of different stages of a degree course has on degree classification An investigation is reported on how the degree classifications given to 280 students over a 10-year period would have been changed if the weighting given to various parts of the course were altered. It is found that the percentage overall changes between degree classifications are small, making a difference to about 2 in 100 classifications when the Final Year weight is changed by 10%.

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32

Havrilova, Liudmyla, and Nadiia Voronova. "ONLINE TRAINING COURSE FOR TEACHING MASTER-DEGREE MUSIC STUDENTS." Science and Education 26, no. 6 (2017): 100–105. http://dx.doi.org/10.24195/2414-4665-2017-6-16.

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33

Burditt, Jan, Karen Buckler, and Anna Sidey. "Experiences of a degree course in community children’s nursing." Paediatric Nursing 11, no. 2 (1999): 30–32. http://dx.doi.org/10.7748/paed.11.2.30.s30.

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34

Giansanti, Daniele, Livia Castrichella, and Maria Rosaria Giovagnoli. "Telepathology training in a master of cytology degree course." Journal of Telemedicine and Telecare 14, no. 7 (2008): 338–41. http://dx.doi.org/10.1258/jtt.2008.007003.

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We have investigated the changes in the workflow of the cytologist due to the introduction of telepathology. These changes occur in two stages. The first is the use of telepathology as a support methodology using external providers (i.e. outside the hospital) to digitize the slides. The second is the use of telepathology in routine laboratory operations using an internal scanner to digitize the slides. To improve courses in the Master of Cytology programme at the University of La Sapienza, new learning modules were designed, which were made available via the wide area computer network to famil

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35

Duggins, R. K., and J. P. Baird. "An Aeronautical Engineering Degree Course Designed For Prospective Pilots." Proceedings of the Institution of Mechanical Engineers, Part G: Journal of Aerospace Engineering 209, no. 2 (1995): 161–63. http://dx.doi.org/10.1243/pime_proc_1995_209_283_02.

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A new aeronautical engineering degree course has been designed and introduced at the Australian Defence Force Academy for prospective pilots. It is a three-year Bachelor of Technology course leading to engineering technologist status.

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36

Bonetto, A., and E. S. Curtoni. "The evaluation system in the degree course in medicine." Italian Journal of Neurological Sciences 14, S7 (1993): 575–78. http://dx.doi.org/10.1007/bf02336399.

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37

Mitcham, Rick. "Reconfiguring Regulation: Towards an Empathic, Person-Centred Highly Compulsory Course of Study." International Journal of Applied Linguistics and English Literature 10, no. 2 (2021): 62. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.62.

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This paper offers a model for a highly compulsory course designed to be empathic and person-centred within the parameters of the regulatory environment. Highly compulsory courses are those which require undergraduate students to study general subjects, in addition to subjects in their chosen academic degrees, and to satisfy the requirements within the duration of a first-degree course programme. Students who fail to comply must either remain at university until all highly compulsory courses have been successfully completed or to leave university without a degree. A relatively recent phenomenon

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38

Betchoo, Nirmal Kumar. "Tailoring an MBA Degree with a Difference in a New University Case: Université des Mascareignes, Mauritius." International Letters of Social and Humanistic Sciences 56 (July 2015): 35–43. http://dx.doi.org/10.18052/www.scipress.com/ilshs.56.35.

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This research paper has been prepared with a view to supporting the need to have a Master in Business Administration (MBA General) programme in a new university namely the Université des Mascareignes, Mauritius. The general perception is that MBAs are common commodity worldwide since they are provided by most tertiary institutions specialised in the business management area. The author, who is also the designer of an MBA programme for his university, undertook research in the related area to see whether there is a demand for such courses and how they could be made useful and relevant to prosp

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39

Darolia, Rajeev, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, and Junpeng Yan. "High School Course Access and Postsecondary STEM Enrollment and Attainment." Educational Evaluation and Policy Analysis 42, no. 1 (2019): 22–45. http://dx.doi.org/10.3102/0162373719876923.

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We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment.

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40

Hime, Alexa. "Master's degrees in science." Biochemist 35, no. 1 (2013): 33–34. http://dx.doi.org/10.1042/bio03501033.

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A Master's degree in science is a postgraduate taught qualification offered by many universities, which allows you to specialize in a certain aspect of your Bachelor's degree course, or a related scientific subject. Usually the course consists of several taught modules and a research project. The organization of a Master's course is similar to that of a Bachelor's academic course, except that it generally lasts 1 year, depending on the course, institution, nature of the research project and whether it is being studied full or part-time.

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41

Bowron, P. "Teaching Communication Skills in Electrical Engineering Degree Courses." International Journal of Electrical Engineering & Education 27, no. 1 (1990): 3–12. http://dx.doi.org/10.1177/002072099002700101.

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A first-year communication skills course is described which involves the engineering faculty as well as specialist lecturers. It is closely linked to the personal tutor system and exercises are carefully scheduled into a busy timetable. The extent to which the course satisfies EA2 requirements is assessed.

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42

Pratt, S., and C. Adams. "How to create a degree course in radiography: a recipe." Radiography 9, no. 4 (2003): 317–22. http://dx.doi.org/10.1016/j.radi.2003.10.003.

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43

Hurst, K. S., R. D. James, and M. Raines. "The Progressive Use of Projects in an Engineering Degree Course." International Journal of Mechanical Engineering Education 21, no. 4 (1993): 373–79. http://dx.doi.org/10.1177/030641909302100408.

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The University of Hull established the Department of Engineering Design and Manufacture in the later 1970s in response to an increasing awareness of the need to change the pattern of engineering education. An important aspect of the degree-course planning was the recognition of the importance of project-based activity in the formation of effective engineers. From the outset industrial collaboration was seen as an important ingredient and much of the project work described here reflects this philosophy. Although the main purpose here is to describe the nature and role of this project work, an o

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44

Christie, Morag, and Adrian Raine. "Lateralized hemisphere activity in relation to personality and degree course." Personality and Individual Differences 9, no. 6 (1988): 957–64. http://dx.doi.org/10.1016/0191-8869(88)90129-8.

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45

Taylor, G. E., A. Fleming, and K. Selke. "The Integration of Cad within an Electronic Engineering Degree Course." International Journal of Electrical Engineering & Education 26, no. 1-2 (1989): 18–22. http://dx.doi.org/10.1177/002072098902600104.

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The Electronic Engineering Department at Hull offers a course which is committed to introducing students to concepts of CAD from early in their undergraduate careers. The paper describes ways in which various CAD tools, particularly those made available via the ECAD initiative, are integrated into different stages of this course.

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46

Simonite, Vanessa. "Academic Achievement of Mature Students on a Modular Degree Course." Journal of Further and Higher Education 21, no. 2 (1997): 241–49. http://dx.doi.org/10.1080/0309877970210209.

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47

Federico, A. "The teaching of neurology in the degree course in dentistry." Italian Journal of Neurological Sciences 14, S7 (1993): 567–73. http://dx.doi.org/10.1007/bf02336398.

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48

Keengwe, Jared, and Joachim Jack Agamba. "Course Management Systems Integration into Course Instruction." International Journal of Information and Communication Technology Education 8, no. 2 (2012): 72–80. http://dx.doi.org/10.4018/jicte.2012040106.

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The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effect

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49

Gibb, Randall W., Barrett S. Caldwell, Daniel J. Garland, et al. "Undergraduate Human Factors Curriculum and Introductory Human Factors Course Content." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 7 (1998): 619–23. http://dx.doi.org/10.1177/154193129804200705.

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This panel provided a discussion format for six academic institutions to share their Human Factors (HF) curriculum and more specifically, to educate others on how they teach their introductory HF course. Each panelist addressed the following topics regarding their HF curriculum: foundation courses of the department's degree and specific HF courses offered. Then the panelists focused their discussions to their specific introductory HF course: philosophy; text book(s) used; course objectives; course syllabus flow; grading practices; and specific lesson exercises/labs.

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50

Gomes, Ana Allen. "A Course on Cognitive and Behavioural Interventions for Sleep Disorders within a Master Degree Programme in Clinical and Health Psychology." Psychologica 63, no. 2 (2020): 159–77. http://dx.doi.org/10.14195/1647-8606_63-2_8.

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Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural/cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students' perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutio

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