Relevant bibliographies by topics / Master's degree student

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

Academic literature on the topic 'Master's degree student'

Author: Grafiati
Published: 4 June 2025
Last updated: 6 July 2025

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Journal articles on the topic "Master's degree student"

1

Doyle, Lucas W., and Barry A. Freeman. "Professionalism and the Audiology Student: Characteristics of Master's versus Doctoral Degree Students." Journal of the American Academy of Audiology 13, no. 03 (2002): 121–31. http://dx.doi.org/10.1055/s-0040-1715954.

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Only scarce documentation is available concerning the professional characteristics of students within audiology training programs. In the current study, audiology students were asked to complete a questionnaire that explored some of the major issues of student professionalism. Equal numbers of questionnaires were sent to both Doctor of Audiology (AuD) and master's degree programs to determine the characteristics of students being attracted to and trained within two different courses of study. Audiology students as a whole ranked low in most aspects of professionalism when compared with other students in health care. Similarities were observed between the two student groups for the majority of questions. Statistically significant differences were calculated with regard to future employment, income, and autonomy. Master's students more commonly wished to become employees rather than employers. Significantly higher numbers of master's than AuD students expect audiology to provide them with a secondary source of income. Finally, more master's than AuD students report doubt concerning the future autonomy of audiology.
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Khairutdinov, R., F. Mukhametzyanova, A. Fakhrutdinova, O. Panchenko, and V. Bogovarova. "Forming Readiness of Master's Degree Students for Scientific and Research Activity." ARPHA Proceedings 1 (November 5, 2019): 345–51. https://doi.org/10.3897/ap.1.e0326.

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The article presents issues of developing readiness for the scientific and research activity among master's degree students. The problem of forming the personal agency of the student is connected with the issues of forming readiness of the student to research activities as the process and result. The problem of forming readiness of the master's student to research activities is connected with a number of scientific approaches: personality oriented, synergetic, cultural, personality oriented, competency-based, person-centered (anthropological), and etc. The work presents a review of Russian and foreign literature on the problem of the research. The model of forming readiness of master's degree students to research activities is presented. In the structure of readiness to research activities, we experimentally distinguished five groups of components: need and motivation-based, axiological, cognitive and perceptual, operational and technological, subject and personality ones. The conclusion is made concerning the necessity to development and appraisal of the model and pedagogical conditions of realization of the concept of forming readiness of master's degree students to research activities.
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Petersen, Kristina H., Neera R. Jain, Ben Case, Sharad Jain, Sarah L. Solomon, and Lisa M. Meeks. "Compassionate Off-Ramps: The Availability of Terminal Master's Degrees in US Medical Schools." Journal of Medical Education and Curricular Development 10 (January 2023): 238212052311640. http://dx.doi.org/10.1177/23821205231164022.

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Medical students who underperform or find they are not a “good fit” for medicine have limited options. A terminal master's degree represents an exit alternative that recognizes students’ completed coursework and acknowledges their commitment to the medical sciences. Although medical educators have called for the creation of such programs, termed “compassionate off-ramps,” the prevalence of degree offerings in US programs is unknown. In the fall of 2020, a survey was sent to Student Affairs Deans at 141 LCME-accredited MD programs; 73 institutions responded (52%). Terminal master's degrees were offered by 19% of respondent institutions (n = 13). While 85% of those without a terminal master's (n = 48) endorsed degree benefits, only 36% (n = 21) had plans to create the degree. This study demonstrates that few US medical schools offer a terminal master's degree, leaving students who exit medicine with high levels of debt without an avenue for a degree to support employment or future academic pursuits. The authors identify implications for students, particularly those who are at a higher risk of failing Step 1, such as students who are underrepresented in medicine, socioeconomically disadvantaged, or who have a disability and are unaccommodated. Potential barriers to terminal master's program creation are identified and mitigating strategies are recommended.
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Viana, Valderi Nascimento, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "Academic and Educational Production Of A Master's Student In EPT Of IFAP Macapá, Amapá, Amazônia, Brazil." Núcleo do Conhecimento 08, no. 06 (2021): 186–200. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/masters-student.

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Scientific production within undergraduate and graduate courses has its importance for the construction of a new way of thinking of the student. The Professional Master's Degree in Professional Education in National Network (ProfEPT) unites disciplinary content, pedagogical knowledge, and the final academic production and links them to real situations of educational practice, and the final work can be presented in various ways (articles, books, educational products). The academic production, both of the advisor and the guiding, in addition to the importance related to scientific dissemination, has weight in the evaluation of the program and also in its maintenance. The objective of this work is to quantitatively show the academic and educational production of a master's student in Professional and Technological Education (EPT) from the Institute of Education, Science and Technology (IFAP) of Macapá, Amapá, Amazônia, Brazil. During the master's degree, scientific production in various forms proved necessary during the training process. Uniting the theory with the practice of writing, facilitated the production of the dissertation that should be presented at the end of the course. Through the organization process, planning of ideas resulted in a new thought structured according to the standards of the academy, but that is not limited to this space and norms. The production during the master's degree seeks to contribute both quantitatively and qualitatively to the scientific production of the northern region, positively impacting it and the master's program. In addition to the importance in the contribution of scientific creation and dissemination, the productions tend to positively impact the evaluation and maintenance of the PROFEPT-IFAP program, carried out by CAPES.
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Bowman, Thomas G., Stephanie M. Mazerolle, William A. Pitney, Thomas M. Dodge, and Jay Hertel. "Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs." Journal of Athletic Training 50, no. 9 (2015): 952–57. http://dx.doi.org/10.4085/1062-6050-50.7.06.

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Context The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design Cross-sectional study. Setting Web-based survey. Patients or Other Participants A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s) The PDs completed a Web-based survey. Main Outcome Measure(s) We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.
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Schoenfeld, Victoria S., Ronald G. Shapiro, Megan L. Brown, et al. "To Ph.D. or Not to Ph.D.? That is the Question!" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 16 (1998): 1152–56. http://dx.doi.org/10.1177/154193129804201612.

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Is a master's degree sufficient for a successful career in human factors, or is a doctoral degree necessary? This question has been a recent cause for discussion, especially among graduate students. In order to address this issue, the Old Dominion student chapter of the HFES developed some questions regarding the relative advantages of both degrees. Panelists were selected based on their experience with differing degrees. Megan Brown and Dieter Jahns are both practitioners who have master's degrees. Dieter is also Executive Director of the Board of Certification in Professional Ergonomics. Anthony Andre and Arnie Lund are practitioners, but both have doctoral degrees. Anthony is also an Adjunct Professor of Human Factors and Ergonomics at San Jose State University. In addition, Nancy Cooke and Tom Eggemeier are faculty members who have doctoral degrees. Tom teaches at a master's level institution while Nancy teaches at an institution that offers both master's and doctoral degrees. At the HFES panel session, panelists will focus on answering questions from the audience.
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Botelho, Lutieli Rodrigues, and João Carlos Pereira de Moraes. "Challenges of a professional master's student in Mathematics Education: what my experience allows me to say." Educação Matemática Debate 7, no. 13 (2023): 1–14. http://dx.doi.org/10.46551/emd.v7n13a01.

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Since its creation, the professional master's degree has allowed master's students to reflect on pedagogical practice in Mathematics. In this context, this article aims to analyze the challenges of a master's student of a professional program in composing her field intervention and the resonances of this for her professionalism. To this end, the methodology is supported by a narrative perspective, in which the significant points of the master's field process are described. As a result, it can be seen that the moment of planning and the moment of application are fundamental and striking in the constitution of professionalism in a context of professional master's, allowing significant spaces for reflection and production of the identity of a researcher in his own practice. With the study, the need for professional master's degrees to trigger discussions on the training of student-teachers who attend their courses is concluded.
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Brouhle, Keith, and Brad Graham. "The Impact of an Undergraduate Research Experience on Graduate Degree Attainment across Academic Divisions." Scholarship and Practice of Undergraduate Research 6, no. 1 (2022): 32–42. http://dx.doi.org/10.18833/spur/6/1/3.

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Initially promoted in the sciences, undergraduate research experiences (UREs) are now common academic offerings for students across all areas of curricula. This study extends previous research by evaluating the impact of a URE along two new dimensions: on different graduate degree attainments of students PhD or master's/professional degrees and by the academic area of the URE (in the sciences, social sciences, or humanities). These issues are investigated using a unique student record database and employing an empirical framework to address the sample selection inherent in URE evaluation. UREs are found to have a positive impact on PhD completion in the sciences and social sciences but no impact in the humanities. No evidence is found that UREs impact attainment of master’s and professional degrees.
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Allahverdiyeva, Lala Zahir. "Requırements for The Traınıng of Master's Level Students-Teachers for Scıentıfıc Actıvıtıes." Social Science and Humanities Journal 9, no. 04 (2025): 7559–66. https://doi.org/10.18535/sshj.v9i04.1800.

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The article examines the requirements for the scientific training of students studying for a master's degree in pedagogy. The article analyzes information covering the experience of research work, scientific and pedagogical activity, as well as the preparation and defense of a master's thesis, which are integral parts of scientific activity at the master's level. Based on the goals and objectives of research work, the competencies that a master's student should know, be able to do, and acquire are determined. As a result of the analysis of the educational program of the master's degree in the field of "Pedagogy" at the level of higher education and the analysis of the existing scientific literature on the research work of master's students, it is possible to identify the competencies that need to be formed in the field of scientific research of future teachers.
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Frecka, Thomas J., and William D. Nichols. "Characteristics of Master's in Accounting Degree Programs." Issues in Accounting Education 19, no. 2 (2004): 165–88. http://dx.doi.org/10.2308/iace.2004.19.2.165.

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Using survey data gathered from 42 universities for the period 1998–2001, we provide data on enrollment trends, the input quality of students, and the relation between student input quality and several other variables for master's in accounting programs. In addition, we analyze program designs and content, and profile the curricula of several programs. This study is motivated by concerns about accounting education cited in the Albrecht and Sack (2000) monograph and by a paucity of evidence pertaining to graduate accounting programs. The enrollment data show that the number of graduate students in accounting has increased in recent years, for both existing programs and for new programs added in response to the 150-hour requirement. However, the average enrollment level of these programs is not large, especially in comparison to M.B.A. programs. The input quality of students is assessed based on GMAT score data. For a sample of 11,255 students over the four-year period 1998–2001, the average GMAT score for students in graduate accounting programs is 586, significantly lower than for students enrolled in highly ranked M.B.A. programs. In addition, average GMAT scores of graduate accounting programs are highly correlated with program rankings and at least one (then) Big 5 firm's hiring ratio. Our analysis of program design and curriculum indicates a great deal of commonality across programs. Most programs, including programs with modest enrollment levels, offer three or four specialty tracks. Most programs require a large number of accounting courses, and there is substantial commonality among the sets of courses. In contrast, the nonaccounting business coursework is not well developed in most programs. Also, while there is an emphasis on course content, we do see evidence of a focus on functional, personal, and broad business competencies as suggested by the AICPA Core Competency Project. As evidence of curriculum innovation, we discuss several examples of specialized or “focused” programs. We conclude by discussing the implications of the results for accounting education and professional practice.
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Dissertations / Theses on the topic "Master's degree student"

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Doyle, Lucas W. "Professionalism and the audiology student : characteristics of Master's versus Doctoral degree students." Diss., NSUWorks, 2000. https://nsuworks.nova.edu/hpd_aud_stuetd/4.

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Professional Research Project Proposal Presented to the Au.D. and SLP.D. Programs in Communication Sciences and Disorders in Partial Fulfillment of the Requirements for the Degree of Doctor of Audiology.
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Kurf, Paul John. "Teaching student leadership as a practicum option in a Student Affairs Administration master's degree program." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Educational Administration, 2008.<br>Title from PDF t.p. (viewed on July 6, 2009) Includes bibliographical references (p. 140-143). Also issued in print.
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Farrell, Cornelia A. "Experiences of First-Year Master's Degree Counseling Students: A Grounded Theory." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1156276730.

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Lenio, James. "Investigating Employer Support as a Predictor of Online Master's Student Retention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7551.

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Enrollment in master level programs has been increasing nationwide, particularly in online programs which tend to enroll older and more ethnically diverse students who are likely to be balancing work, finances, and family responsibilities with their educational pursuits. The challenges related to this balance has resulted in higher attrition rates and lower completion rates. In this quantitative study, the relationship between employer support and first-year retention for master's students enrolled in online programs at a for-profit university was examined. Bean and Metzner's model of nontraditional student attrition was used as the theoretical foundation. Archival data from the online institution were examined to determine the extent that 1st year retention is predicted by employer support when controlling for demographics, student background, external factors, integration/socialization, and intent to graduate. Findings from the logistic regression analysis showed 4 variables that significantly predict 1st year retention, employer support, household income, overall satisfaction, and importance of graduating from the institution. Students who received employer support were almost 2 times more likely to be retained at 1-year. Positive social change can result from having educational institutions encourage students to seek employee educational benefits. Having students seek these employer benefits may lead to higher graduation rates, higher pay, and job satisfaction for employees.
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Maliwesky, Martin J. "Post-baccalaureate Enrollment Patterns: Exploring the Relationship between Undergraduate Student Loan Borrowing Level and Timing of Initial Entry to Master's Degree or First Professional Degree Programs." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335811270.

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Naparstek, Laurie Schwartz. "Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31989.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective. A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor.<br>2031-01-02
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Lopez, Kathryn T. "Promoting and enhancing the graduate student transition experience : an exploratory study of Kansas State University." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15789.

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Master of Science<br>Department of Journalism and Mass Communications<br>William Adams<br>This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering to the different needs of these students during their socialization into their graduate program. The study has three main objectives: (1) determine the level of personal contact and emphasis on relationship-building during a master’s degree student’s transition, (2) identify the general efforts and practices of specific master’s degree programs and the Kansas State University Graduate School, and (3) to document the needs of students as they transition into graduate school at Kansas State University. The research was conducted through use of confidential one-on-one in-depth interviews with nine Kansas State University graduate program directors and two Graduate School administrators. Ten newly admitted to the Kansas State University graduate program in the spring of 2013 were interviewed. The qualitative approach to this study enabled the researcher to get detailed testimonials and experience-based knowledge from all of these key stakeholders. Overall, the study revealed that graduate students value face-to-face and personal interaction and showed that student-to-student contact is a preferred component to a successful socialization of graduate students. The needs of transitioning graduate students included assistance with course scheduling, assistantship responsibilities, advisor selection, and an overall understanding that graduate school is different from undergraduate school. Future graduate program strategies that would assist in the successful socialization of graduate students include: orientations, meeting with graduate program directors, social and networking opportunities, and workshops. Involvement in student organizations and utilization of on-campus resources are also a part of most of the graduate programs, and graduate school transition outreach. Based on the findings of this study, the researcher offers suggestions to the Graduate School, graduate programs, and incoming students in order to help enhance the transition experience of master’s degree students into graduate school at Kansas State University.
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Polito, Giorgia <1996&gt. "Teaching Leadership in Master's Degree Students - Empirical research on the effects of a leadership course to master's students in Management." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19911.

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Mai come nell’era contemporanea, caratterizzata da incertezza e alta competitività, le aziende e organizzazioni di tutto il mondo necessitano di leader capaci di guidare le persone e le sfide in modo efficiente. Studiosi di ogni ambito disciplinare hanno indagato per anni lo sviluppo della leadership, testando principalmente tale competenza e insegnamento su lavoratori che frequentano programmi executive. Al contrario, lo scopo di questa tesi è di favorire e valorizzare l’insegnamento della leadership a studenti di laurea magistrale, in quanto considerati il giusto bilanciamento tra adeguato livello di maturità e necessaria disponibilità di tempo e dedizione. Dopo una prima parte di revisione e analisi, sia delle teorie principali, che delle tecniche e programmi tipiche di insegnamento leadership, abbiamo testato l’efficacia dell’insegnamento di un corso di Leadership a degli studenti di laurea magistrale in Management, presso l’Università Ca’ Foscari di Venezia. Per fare ciò, è stato realizzato uno studio quasi-sperimentale con metodologia pre- e post- test e gruppo di controllo non randomizzato.
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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.

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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.
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Bruce, Victoria. "A degree for a job? : understanding the value of a UK masters degree for the international student." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14962/.

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This thesis examines the educational experiences of international students from Russia and Palestine who studied for Masters degrees in the UK. I investigate how these students value their UK Masters degrees and how this valuing is reflected in their shifting identities. I identify an entrepreneurial discourse of international education in the UK and in the national brand for UK education marketing overseas, Education UK, and I suggest that this discourse constructs students as entrepreneurial beings and frames students' value judgments and identities during their educational trajectories. My theoretical framework draws from theories of discourse and identity to establish this entrepreneurial identity and to analyse how students' value judgments and identities shift and become more multi-faceted during their educational trajectories. The empirical work for this study consisted of interviews with 28 graduates of taught Masters degrees from UK higher education institutions several years after these individuals had returned home to Russia and Palestine. My analysis of students' value judgments and identities is based on their recollections of the three stages of their educational trajectories: their experiences pre-study, in-study and post-study. My research findings suggest that these students embark on their international education with highly entrepreneurial motives that reflect the discourse of international education. However, as their educational trajectories proceed, and students narrated their in-study and post-study experiences, there are subtle shifts in their va1ue judgments and identities as they go beyond this discourse and as personal and trans formative aspects of this international experience become more significant. In conclusion, I argue that the emphasis on the economic benefits of international education on the part of policy makers and marketers of international education risks ignoring the more complex outcomes and value of international education and could potentially impact the UK's long-term success in the international education market.
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Books on the topic "Master's degree student"

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Lazarova, Larisa, and Fatima Kairova. Final qualifying work: Master's degree. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1913592.

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The textbook contains recommendations and requirements for the structure and content of graduate qualification works of undergraduates, the main issues of the organization of their implementation. Special attention is paid to the solution of computational and analytical final qualifying works.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; It is intended to provide methodological assistance in the process of performing the computational and analytical part of the final qualifying work to master's degree students studying in the field of preparation 38.04.08 "Finance and Credit", as well as scientific supervisors of final qualifying works, reviewers, members of state examination commissions.
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Catherine, Sladen, and Foundation for Management Education, eds. Internet learning materials for MBA students. University of Bristol, 1998.

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National Center for Education Statistics., ed. Employment outcomes of recent master's and bachelor's degree recipients. U.S. Dept. of Education, Office of Education Research and Improvement, 1988.

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Gilbert, Nedda. Student access guide to The best business schools. Villard Books, 1994.

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Mishenin, Sergey. Information and analytical work. INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.

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In the textbook the basic concepts concerning the organization and technology of information work of the student-historian are considered. It includes four sections: the first determines the place of the course's problems in the process of historical knowledge; the second tracks the principal features of facts, sources and research, which can potentially be the sphere of historical research; the third introduces the reader to the principles, conceptual apparatus, laws, methods and judgments as means of knowledge.; the fourth introduces the experience of constructing the text of the study, which sums up a certain result of the work done and allows you to " translate the process of learning a new state of relative knowledge."&#x0D; Meets the requirements of the Federal state educational standards of higher education of the last generation.&#x0D; It is intended for undergraduate students studying the discipline "Information and analytical work". It can be useful to persons preparing for admission to the master's degree in the areas of training "History" and "International relations", as well as all those interested in working with documents and other media.
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(Firm), Princeton Review. The student access guide to the best business schools. Villard Books, 1994.

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Carl, Simpson, Clark Linda D, McKinney Gary, and Trimble Joseph E, eds. The Masters Degree Program at Western: A follow-up survey of the Masters Class of 1993. Office of Institutional Assessment and Testing, Western Washington University, 1994.

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Frank-Pedersen, Robyn. Get your M.B.A. part-time. 3rd ed. Simon & Schuster, 2004.

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Frank-Pedersen, Robyn. Get your M.B.A. part-time. 3rd ed. Simon & Schuster, 2004.

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Associates, Career, ed. Career choices for the 90's for students of M.B.A. Walker, 1990.

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Book chapters on the topic "Master's degree student"

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Rapoza, Leah. "From GED® to Master's Degree." In America's Forgotten Student Population. Routledge, 2023. http://dx.doi.org/10.4324/9781003442981-12.

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Strayhorn, Terrell L. "Black Men In Master's Degree Programs." In Advancing Black Male Student Success From Preschool Through Ph.D. Routledge, 2023. http://dx.doi.org/10.4324/9781003442905-7.

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Qvit, Nir, and Samuel J. S. Rubin. "The Master's Degree." In The Ultimate Student’s Guide to Scientific Research. CRC Press, 2024. http://dx.doi.org/10.1201/9781003301400-10.

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
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Kraitzek, A., M. Förster, and Olga Zlatkin-Troitschanskaia. "Influences on Master’s Degree Students’ Economic Knowledge." In Student Learning in German Higher Education. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_20.

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Sigurðsson, Baldur, Amalía Björnsdóttir, and Thurídur Jóna Jóhannsdóttir. "Five-Year Teacher Education for Compulsory School in Iceland: Retreat from Research-Based to Practice-Oriented Teacher Education?" In Evaluating Education: Normative Systems and Institutional Practices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_8.

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AbstractIn 2008 the teacher education in Iceland was extended from a three-year bachelor program to a five-year program, ending with a master’s degree. The intention was to give teacher education more solid research base, manifested in a 30 ECTS master’s thesis while simultaneously strengthening the link between theory, research, and practice.Pursuant to the extension, enrolment in teacher education dropped, students’ progress was slow, and the dropout rate rose. At the same time large cohorts of teachers retired and shortage of teachers became a problem which led schools to recruit student teachers before they had finished their degree. This situation led to even slower progress in student teachers’ studies and fewer new licenced teachers each year.To reverse this development, several measures were introduced in the years 2017–2019, involving teacher education institutions, municipalities, the teachers’ union, and the government. Among them was to make the master’s thesis optional and to offer student teachers paid internship during their final year. The measures have benefitted both the recruitment and study progress. Without the masters’ thesis, however, the balance between research and practice seems to have tilted in favour of practice, which raises questions about the quality and status of teacher education.
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Cartney, Patricia, and Jane Bottomley. "Researching and writing your dissertation: student writing in action." In Studying for your Master’s Degree in Social Work. Routledge, 2025. https://doi.org/10.4324/9781041057048-6.

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Baranova, Tatyana, Anastasia Tabolina, Marina Bolsunovskaya, Inna Yudina, Pavel Kozlovskii, and Veronika Fokina. "Study of Students’ Social Perceptions About Master’s Degree." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_89.

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Maxwell, Tudor, and Stefano Bianchini. "University Governance Case." In Management for Professionals. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48606-8_2.

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AbstractThis case addresses the challenge of leadership succession in a highly respected master’s program at a university in Australia. The director, who was also the program’s lead professor, was due to retire, and the distinctive nature of the program made it particularly difficult to find a suitable replacement. To complicate the challenge, the university’s central administration was not supportive of that master’s degree, whereas it achieved the highest satisfaction ratings in the university from students and enjoyed good support from industry; the director’s insistence on quality of educational experience resulted in tight control of student admission, fewer students, and lower revenue than competing programs.A highly engaged group of students and alumni took on this challenge, working with the outgoing director to sustain impressive results over a 5-year period.
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Vanichkina, Alexandra, Maria Romanova, Irina Smoliannikova, Nadezhda Sukhina, and Anastasiya Khakhaleva. "Embedding Cross-Cutting Technologies in LSP for Master’s Degree Students." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_21.

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Conference papers on the topic "Master's degree student"

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Fernandez-Alacid, Laura, Yessica Adelita Higuera, Garoa Santocildes, Teresa Pagès, and Joan Ramon Torrella. "USING SELF-TRAINING AND SELF-ASSESSMENT TOOLS FOR LEARNING PHYSIOLOGY IN MASTER’S DEGREE STUDENTS WITH MULTIDISCIPLINARY BACKGROUNDS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0500.

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Idrisova, O. I. "Сontent of pedagogical practice programs targeted to formation of professional mobility of the master’s degree student". У VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0037.

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The article deals with the issue of formation of professional mobility of a master's degree student during the pedagogical practice. The issue is regarded with reference to subject area 44.04.01 “Pedagogical Education”. The content of the pedagogical practice programs is represented by four components: motivational, cognitive, activity-centered, and reflexive.
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Perales, Esther, Bàrbara Micó-Vicent, Valentín Viqueira, Khalil Huraibat, and Fco Miguel Martínez-Verdú. "Strategies for continuous improvement in the master's degree in "Colour Technology for the automotive sector" based on feedback from graduates." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8846.

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The first edition of the Master's Degree in "Color Technology for the Automotive Sector" was held during the last academic year. The academic results in terms of qualifications, achievement and learning were good. In spite of the good sensations, there are aspects to be improved, both in methodology and the development of the subjects, timing of the contents, organization or communication channels. Following this line, the Academic, agreed on a plan of continuous improvement based on the feedback provided by the graduate surveys. A specific survey was carried out to gather their specific experience of the course in order to be able to modify the general strategy of the master's degree at the teaching and organisational level. The objectives were to adapt the teaching methodology to facilitate a more reflexive, participative and autonomous learning with a high degree of involvement and motivation of the students, to improve the academic results in terms of learning and satisfaction, to simplify and improve the logistic management of the course, etc. Thus, the survey included questions relating to the usefulness of the master's degree, methodology, organisation and planning of teaching, as well as a final question relating to the overall satisfaction of the course. A short survey was chosen with only 10 questions that the student rated from 1 to 5 on a scale from "strongly disagree" to "strongly agree". From the analysis of the responses, some important weaknesses were detected, such as the lack of content developed in video format, and the slowness of feedback on the results obtained in the proposed tasks. Based on these results, it was proposed an improvement plan that included the incorporation of videos to teaching materials, flexibility in the deadlines for activities, and the periodic monitoring of student learning and concerns through "Adobe Connect".
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Sartor-Harada, Andresa, Oscar Ulloa-Guerra, María Elena Pérez Ochoa, and Ricel Martínez Sierra. "VALIDATION OF A METHODOLOGICAL STRATEGY FOR THE TRANSVERSAL USE OF THE STUDENT DIGITAL PORTFOLIO IN MASTER'S DEGREE PROGRAMS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1190.

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Suchkova, Anastasiya Evgenyevna. "Reasoning the effectiveness of planning theoretical and methodological support of individual learning route of a master's degree student." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80576.

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Doucek, Petr, and Lea Snedomova. "Comparison of the Graduation Rate of the Master's Degree in the FIS PUEB Computer Science and Quantitative Study Programmes." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.21.

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A very serious problem at PUEB is the graduation rate for graduate studies. The failure rate for undergraduate studies is as high as 60% in some years for some degree programs. For the purpose of this paper, we analyze data on the study results between 2015 and 2020 for FIS master's degree programs. Our aim is to compare the "Completion rate" between different groups of degree programs - one of them is computer science degree programs and the other is quantitatively oriented programs (“Econometrics and Statistics”). We will use data for the analysis from the university information system. We will analyze those using MS Excel tools. The paper provides answers to the two research questions. The results obtained so far indicate that the main common feature, regardless of “Informatics” or “Quantitative Methods”, is the method of funding. Graduation rate is higher for almost eight per cent points in Quantitative oriented study programs then in Informatics studies. If the student pays for his/her own tuition, the study period is shorter for both groups of study programs students than if he/she uses public funds to finance it.
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Martínez-Gómez, Mónica, José Jabaloyes, and Andrea Conchado Peiró. "EDUCATIONAL INITIATIVES TO DEVELOP TRANSVERSAL SKILLS IN THE MANAGEMENT SUBJECT OF MASTER'S DEGREE IN INDUSTRIAL ENGINEERING AT UNIVERSITAT POLITÉCNICA DE VALÉNCIA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end099.

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This work presents an improvement of the structure and methodology of a subject entitled Management, belonging to the Master's Degree in Industrial Engineering (ETSII) at the Universitat Politècnica de València (UPV). The presented subject deals with the basic and fundamental aspects that the student will need in order to correctly perform the functions of business management in changing and competitive markets and environments and contributes to the formation of professionals capable of carrying out management, direction and evaluation tasks in productive organizations. From the subject, the students' management skills are strengthened to elaborate and build strategic alternatives of decision, both in relation to the understanding of the problems, as well as in the decision making and in the evaluation of the consequences that the own actions can have for the company and for the people. It is centered on the improvement of professional skills. In this context, UPV transversal competences (TC), aim to synthesize a competence profile acquired by all UPV graduates. This study comes from an Institutional Educational Innovation and Improvement Projects to develop a methodological coordination through webs of support in ETSII CT (PIME/19-20/151). The main goal of this project was to make easier our students to acquire the more complex CTs-UPV with an effective model that does not place an additional burden on instructors, providing students with e-learning resources such as support for their training. This study is focused in CT04.-Innovation, Creativity and Entrepreneurship. Innovation is shown as a key competence for companies to remain competitive in the market. Innovation is based on creativity, knowledge and organization, understood as a way of working to achieve objectives. A new trend in higher education is the current shift towards improving innovation, creativity and entrepreneurship of students. To work on these skills, students of Management have to do different exercises in groups where there are 4 to 6 randomly selected students with different roles. Each working group will start by creating a company, on which the different tools and methodologies will be developed through practical cases to achieve innovative and creative solutions that add value to the main stakeholders. The achievement of the proposed techniques for developing Innovation, Creativity and Entrepreneurship competency has been revealed as a significant aspect for the students, and the web CTs-UPV designed on the project (https://ctetsii.blogs.upv.es) has been considered as a strong support for their achievement.
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Pujadas, Pablo, and Stanislav Aidarov. "Learning and Motivation Impact of Collaborative Questioning Sessions in Construction and Building Engineering Educational Environments." In Tenth International Conference on Higher Education Advances. Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17319.

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This manuscript offers an in-depth examination of an innovative active learning methodology introduced within the Master's Degree program in Advanced Construction Engineering at the Universitat Politècnica de Catalunya. This pedagogical initiative centered around structured competitive engagements among student teams, where each group devised and presented multiple-choice questions to their peers. The primary objectives of this study are to delineate the implementation process comprehensively, appraise the efficacy of this approach, and scrutinize its influence on student learning and motivation. The evaluation encompassed experiences and surveys. The findings yield valuable insights into the potential of Collaborative Questioning Battles to cultivate highly competitive dynamics, thereby augmenting comprehension, retention of concepts, and overall engagement, thus fostering a conducive learning environment.
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Sáiz Mauleón, Begoña, Eugenio Ivorra Martínez, Pedro Verdejo Gimeno, and Juan José Cisneros Vivó. "Diseño y análisis de productos y espacios con técnicas de prototipado virtual interactivo." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11953.

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This work shows how the use of immersive visualization techniques can influence the creative process, improving the projected ideas and making the analysis of the products and spaces designed easier. The innovative process of the course "Advanced Visualizations. Virtual reality applied to the design of products" taught in the Master's Degree in Design Engineering, ETSID-UPV, where the students think, design and experiment with three-dimensional models visualized on two-dimensional media, models and immersive virtual prototypes. The work is shown from the motivation, the surprise and the approach to the most tangible reality and a set of actions derived from that approach that allows the student to see his project come real. The evolution of technology and its implementation at the university allows, to improve teaching with tools that are already available to students, making the teaching experience the maximum approach to the career that will soon come to them.
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García, Consuelo. "Aprendizaje basado en retos en un entorno virtual de educación superior." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15889.

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Challenge-based learning is a methodology that puts the student at the center of learning by involving the search for a solution to a real problem in its context, raised through an open question. At the International University of La Rioja, we applied this pedagogical approach in the Master's Degree in Educational Innovation, which is taken completely online, and we questioned the students about their satisfaction. Students had to solve a challenge for each module in teams of 3 or 4 students. The teachers, in addition to teaching their classes, offered tutoring sessions to support the solution of the challenges to the students. Microsoft teams was the tool used to develop the challenge, where the students shared the results of their searches, their files, their meetings and their discussions. To proceed with teamwork, the students signed a work agreement and a code of conduct at the beginning of the challenge. The students consider it as a useful methodology for learning and that they have developed various professional skills, especially their analytical skills.
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Reports on the topic "Master's degree student"

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Ising, Anja, Zsófia Kerényi, Mariana Becker, Jelena Tomićević-Dubljević, Lena Lidfors, and Anna María Pálsdóttir. The Healing Power of the Ocean : the Positive Effects of Ocean Environments on Health and Wellbeing. Faculty of Landscape Architecture, Horticulture and Crop Production Science, Swedish University of Agricultural Sciences, 2024. http://dx.doi.org/10.54612/a.4u2q3vfaak.

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The international master’s program, Outdoor Environments for Health and Well-Being, leads to a Master of Science degree specializing in environmental psychology. The program covers health-promoting outdoor environments throughout the lifespan, evidence-based health design, occupational aspects, and the One Health concept. One of the courses offered is Nature and Animal-Assisted Interventions (MP0009), which focuses on occupations, occupational performance, and values performed with natural elements and/or animals in indoor or outdoor settings, i.e., a place independent occupational performances for health promotion. This fact sheet is a final assignment of the student´s work, presented at the NAAI course conference in 2024.
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Badiale, Cecilia Sofia, Therese Forsgren Mahoney, Eva-Peter Dunkel-Dürr, et al. Reconnecting to the natural world -Through animals and nature-based activities. Faculty of Landscape Architecture, Horticulture and Crop Production Science, Swedish University of Agricultural Sciences, 2024. http://dx.doi.org/10.54612/a.6fq8e9vvp0.

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The international master’s program, Outdoor Environments for Health and Well-Being, leads to a Master of Science degree specializing in environmental psychology. The program covers health-promoting outdoor environments throughout the lifespan, evidence-based health design, occupational aspects, and the One Health concept. One of the courses offered is Nature and Animal-Assisted Interventions (MP0009), which focuses on occupations, occupational performance, and values performed with natural elements and/or animals in indoor or outdoor settings, i.e., a place independent occupational performance for health promotion. This fact sheet is a final assignment of the student´s work, presented at the NAAI course conference in 2024.
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BARINOVA, E., та E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0604.26102022.

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The textbook is designed for students Master's degree program "Pedagogical Education", focus / profile "Historical Education". It allows you to systematize the mastering of the material in the classroom and organize independent work in preparation for the exam and Writing an essay. The manual contains an outline of course chapters, posted Extended practical lesson plans with recommended literature, exemplary questions for the exam, as well as textbooks and study guides, recommended for studying the course and preparing for certification.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Phisalaphong, Muenduen. Development of cell carrier for improved productivity of continuous ethanol fermentation by Saccharomyces cerevisiae. Chulalongkorn University, 2010. https://doi.org/10.58837/chula.res.2010.51.

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The production of a renewable energy from biomass, such as ethanol by fermentation, has received special attention as a consequence of the world energy crisis. Nowadays, gasohol E-10, a mixture of 10% ethanol and 90% gasoline has been widely used in vehicles in Thailand and there is an attempt to promote the use of E-20 or E-85 in the vehicles in the near future. Ethanol fermentation by conventional batch suffers from various constrains such as, low cell density and rather time consuming. Although continuous fermentation by suspended cell culture can be used to speed up the process, it is more difficult to operate and maintain it free of microbial contamination. Immobilized cell technology has been suggested as an effective mean for improved fermentation. The immobilization of cells leads to a high productivity, and good operational stability. The main advantages in the use of immobilized cells in comparison with suspended cells are the retention in a reactor of higher cell concentration, protection of cells against toxic substances and elimination of costly processes of cell recovery and cell recycle. However, the major problems of using immobilization technique in industrial scale are mass transfer limitation and instability in long term operation. For improved performance of immobilized cell carriers, three new types of the cell carriers for ethanol fermentation were developed in the current study, namely, 1) Loofa reinforced alginate carriers 2) Alumina doped alginate gel carrier and 3) Thin shell silk cocoon. These cell carriers were applied for the immobilization of Saccharomyces cerevisiae M30 in ethanol fermentation using sugar cane molasses as a C-source. The developed cell carriers provided many advantage characteristics such as, good mechanical strength, high stability and high immobilization yield. The ethanol productivities of 1.3-1.5 and 8.0-19.0 g/(L h) were achieved by using the immobilized cultures in batch and continuous modes of operation, respectively. The ethanol fermentations in a continuous packed-bed reactor using the immobilized cultures worked efficiently and were stable over 30 days. The results demonstrated the potential use of the cell carriers in an ethanol fermentation system for a long period of time. In extending this work, biomaterial development and characterization for tissue engineering and membrane separation were carried out. Based on this research, we can produce 8 international research articles, 2 Thai patents, 4 international conference proceedings, 3 national conference proceedings and support research activities for 7 master degree students and 1 doctoral degree student.
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