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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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Richardson, P. K., A. MacRae, K. Schwartz, L. Bankston, and C. Kosten. "Student Outcomes in a Postprofessional Online Master's- Degree Program." American Journal of Occupational Therapy 62, no. 5 (2008): 600–610. http://dx.doi.org/10.5014/ajot.62.5.600.
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Austin, David, David Perry, Mary Harnishfeger, and Bryan McCormick. "Graduate Student Perceptions of a Televised Master's Degree Program." SCHOLE: A Journal of Leisure Studies and Recreation Education 13, no. 1 (1998): 123–33. http://dx.doi.org/10.1080/1937156x.1998.11949431.
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Austin, David, David Perry, Mary Harnishfeger, and Bryan McCormick. "Graduate Student Perceptions of a Televised Master's Degree Program." SCHOLE: A Journal of Leisure Studies and Recreation Education 14, no. 1 (1999): 123–33. http://dx.doi.org/10.1080/1937156x.1999.11949444.
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TUNSKA, Marija-Bogena, Zinoviya SHPYRKA, and Larysa KOVALCHUK. "FORMING A HEALTH CULTURE OF MASTER'S DEGREE STUDENTS WHILE STUDYING CHEMICAL DISCIPLINES." Proceedings of the Shevchenko Scientific Society. Series Сhemical Sciences 2022, no. 70 (2022): 188–99. http://dx.doi.org/10.37827/ntsh.chem.2022.70.188.
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The issue of forming the health culture of master's degree students of the Faculty of Chemistry during the study of chemical disciplines is considered. The main reasons for studying the formation of students’ health culture as a pedagogical problem are outlined. Theoretical and methodological aspects of forming the foundations of students’ health culture in higher education institutions are analyzed. Criteria, basic principles and conditions of formation of bases of culture of health of students, ways of their realization in educational process are proved. The study defines the culture of students’ health as a component of general and professional culture, which includes values of health, knowledge of one's own body, skillful and rational use of its capabilities, environmental awareness, demonstrates student readiness for a healthy lifestyle, desire for self-knowledge. self-preservation, development and self-improvement, successful self-realization in personal life and professional activity, etc. The formation of a culture of students’ health as nurturing in student youth such personal and professional qualities that contribute to maintaining and strengthening health through the achievement of sustainable ideas about health as the highest value, increase motivation to lead a healthy lifestyle, increase responsibility for their health and the health of others, encourage the constant growth of professional competence by updating health-preserving knowledge. The results of experimental research are given. An anonymous survey was conducted among master’s degree students of the Faculty of Chemistry (39 people), its results were analyzed and summarized. The survey showed that 100 % of respondents understand the importance of maintaining their own health. In particular, 48.7 % of respondents follow the rules of nutrition, 46.2 % properly organize training and recreation, 43.6 % of students regularly play sports and follow a daily routine. At the same time, 20.5 % of students do nothing to maintain their health. Students' self-assessment of the level of formation of their health culture showed a significant increase in this indicator during studies at the Faculty of Chemistry (manifestation of sufficient and high levels in students of I and II–IV courses, master's degree was 48.7 %; 74.3 %; 82.1 %).
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Zha, Haifeng. "Exploring and Improving the Quality of Master's Degree Students in Local Universities." Frontiers in Humanities and Social Sciences 3, no. 2 (2023): 109–17. http://dx.doi.org/10.54691/fhss.v3i2.4127.
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In recent years, influenced by the surge in the number of master's degree applicants and the new crown epidemic, the scale of graduate student admissions has maintained a relatively stable growth trend. While promoting the development of postgraduate education in China, the expansion of graduate students has also made universities face the challenge of declining quality of student sources. Therefore, this paper takes the total admission data of master's degree students from 2018 to 2022 of university A as the research sample, and analyzes the quality condition of student source of university A by analyzing the application ratio, overall admission, source of candidates and other basic conditions. It is found that: firstly, the admission ratio of university A is higher than the overall national admission ratio and reaches 5.63 in 2022. The proportion of admitted candidates of first-volunteer shows a wavy upward trend, while the proportion of admitted candidates of transfer is generally decreasing and shows a wavy downward trend. Secondly, the proportion of graduated students of double first-class construction universities among admitted candidates is relatively small, and the admitted candidates of A universities are mainly dominated by candidates of the first and second batches of undergraduates. Meanwhile,the percentage of admitted candidates of management and economics-related majors reached 70%. Thirdly, the analysis of the basic situation of admitted candidates found that the proportion of our students in the total admissions varied between 25% and 30%, which was relatively large. The proportion of admitted candidates from previous years is much higher than the proportion of admitted freshmen, with the proportion varying between 50% and 60%. The proportion of admitted candidates in the province is generally decreasing, but still occupies 70% of the total. In this paper, we analyze the situation related to the student source of college A, gain an in-depth understanding of its student source quality situation, and propose a path to improve the student source quality, which has important practical significance for college A to improve the student source quality structure and alleviate the continuous decline of student source quality.
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Cheu, Ruey Long, Carlos Ferregut, Ladislav Bina, et al. "Transatlantic Dual Masters Degree Program in Transportation and Logistics Systems." Transportation Research Record: Journal of the Transportation Research Board 2328, no. 1 (2013): 1–8. http://dx.doi.org/10.3141/2328-01.
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In August 2010, the University of Texas at El Paso, the Czech Technical University, and the University of Zilina jointly launched the Transatlantic Dual Master's Degree Program in Transportation and Logistics Systems. Under this program, a graduate student spends 1 year of study at the University of Texas at El Paso and a second year at Czech Technical University or University of Zilina, or vice versa. On successful completion of the 2-year program, a student earns two master's degrees. Two years of effort led to a successful proposal submitted to the funding agencies in the United States and the European Union, followed by 1 year of administrative preparation before the actual student mobility began in August 2011. The first cohort of eight students successfully completed the program in June 2012. This paper reports the sequence of events that led to the proposal submission and award, major issues that surfaced throughout the course of the project, and challenges that were overcome during the administrative preparation phase. The experiences of students and professors who have participated in this program are also documented. Key factors leading to the successful implementation in the initial years are discussed.
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PRYDOLOBA, ANASTASIIA. "PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)." Comparative Professional Pedagogy 12, no. 2 (2022): 100–105. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-11.
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The article describes the history of Applied Linguistics development. It is noted that the field of Applied Linguistics not only focuses on native, foreign and second language acquisition, but also examines how language interacts with other areas such as the media and legislation. The programs for training specialists in Applied Linguistics in the leading institutions of higher education in Canada are analyzed. In particular, attention is focused on Carleton University. Bachelor's and Master's programs in Applied Linguistics are studied. A special feature of Carleton University Bachelor’s degree program is that students have the opportunity to choose between a 4-year or 3-year program of study to obtain a degree. In addition, at Carleton University, you can combine a specialization in Applied Linguistics and Discourse Studies with an additional one in modern language studies: American Sign Language, German, Italian, Japanese, Chinese, and Spanish. A feature of Applied Linguistics programs for third- and fourth-year students is the option to choose an accelerated study program at Carleton University. Master’s degree program in Applied Linguistics, conditions and criteria for admission are described and analyzed. It is found out that there are three possible ways to complete the Master's program in Applied Linguistics and Discourse Studies: writing a thesis, a research essay or a coursework paper. It is noted that students are first registered for coursework, but at the end of the first year of the master's program they must submit a proposal for writing a research essay or thesis. It is determined that after completing a master’s level of education, a student has the opportunity to continue their studies by enrolling in Carleton University PhD program, which is unique in North America due to its innovative combination of Applied Linguistics and Discourse Studies.
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Brink, Alisa G., Carolyn Strand Norman, and Benson Wier. "Attained Education and Promotion in Public Accounting." Issues in Accounting Education 31, no. 3 (2015): 301–20. http://dx.doi.org/10.2308/iace-51244.
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ABSTRACT The purpose of this study is to investigate the effects of various educational degree paths on promotion probabilities in public accounting in the Big 4 firms. We analyze survey responses from 860 accounting professionals in the United States who work at the Big 4 accounting firms to examine six distinct degree paths. Survival analyses indicate that Master's and M.B.A. degrees positively impact promotion probability relative to 120-hour or 150-hour undergraduate degrees. In general, technical degrees (Master's of Tax or Master's of Accountancy) offer a higher promotion probability for senior to manager, and M.B.A. degrees offer a higher promotion probability for senior manager to partner. This suggests that an M.B.A. with a concentration in tax or accountancy might be the best degree path for success in the accounting profession. Our results should be of interest to all accounting stakeholders, including accounting program advisors and their student advisees, accounting firms, state boards of accountancy in the United States, as well as the Federation of Schools of Accountancy.
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Yanovska, Larysa. "Formation of scientific outlook in the process of professional training aimed at the future masters of History by means of cross-curricular communications." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (2019): 42–46. http://dx.doi.org/10.24195/2617-6688-2019-4-5.
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The formation of scientific outlook in the process of the professional training aimed at the future masters of History by means of cross-curricular communications seem to be of great importance. The basis of professional training of masters of History is provided by general scientific, philosophical, general cultural, methodical and special knowledge. The Master's degree in History provides an understanding of the content of the Humanities, the knowledge of Ukraine’s history, the knowledge of the major trends in the evolution of European history and culture. Undergraduate students must have a comprehensive approach to scientific analysis, they are to be able to evaluate the events and activities of historical figures from the standpoint of universal values, to critically evaluate historical facts based on alternative views of the problem, to find out the cause and effect of the relationships in historical events of the past, to analyse and to generalize historical material in a certain system and to form on this ground a personal outlook, to know the achievements of the Humanities and social sciences. Institutions of higher education should combine in the educational space the education, training and development of the personality of each student, while creating the conditions for the formation of the scientific outlook of the Master of History, which must correspond to the modern, complex realities of social development. The formation of a scientific outlook requires focused and continuous work throughout the magistracy. In the mind of the student, the formation of the scientific worldview occurs in the form of a synthesis of interdisciplinary knowledge, that is, the formation of a holistic system of knowledge that is learned in classes in different disciplines of masterʼs training. The importance of forming the scientific outlook of future specialists has been proved in the scientific literature in view of the importance of the development of modern society, but the structural components of the scientific outlook of the personality of the specialist, pedagogical technologies (pedagogical conditions) of the process of its formation have not been sufficiently developed. In order to pass certain stages of the effective procedure, we propose the pedagogical conditions that will contribute to a better formation of the scientific outlook of masters of History. Therefore, the main pedagogical conditions of this process, in our opinion, are as follows: 1) to obtain meaningful theoretical knowledge in all subjects of the master's training unit; 2) to form personal relations to the historical fact and the historical figure; 3) to motivate masters to active independent work (interest in educational material, actualization of a cognitive activity, possibility of using the students’ creative potential, to encourage them to self-education and self-development). Keywords: worldview, scientific worldview of master of History, components, cross-subject ties, master’s degree course, pedagogical conditions.
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Bennett, Linda A., and Shirley Fiske. "Student Perspectives on the Viability of an Applied Master's Degree." Anthropology News 49, no. 6 (2008): 37. http://dx.doi.org/10.1111/an.2008.49.6.37.
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Sayfullina, Nadezhda A. "Predictive Сompetence Formation Strategies of Students Pursuing a Master's Degree in Pedagogy". ARPHA Proceedings 3 (25 листопада 2020): 2173–84. https://doi.org/10.3897/ap.2.e2173.
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The current research becomes relevant due to the transition of higher education in the Russian Federation to a two-level system and country's integration into the world educational space. Training of master's student teachers is carried out in all federal and regional universities regardless of the status (public or private). The ability to predict is a necessary skill for professional stability and perspective, as well as for prognostic orientation in the education system ensuring its qualitative organization and effectiveness. This article aims to reveal the main approaches to study the prognostic competence formation. The main approach to study master's student teachers' prognostic skills is the analysis and systematization of modern local research. The article reveals effective methods and means of forming master's student teachers' prognostic skills and proposes two ways to consider this problem. The methods of improving future teachers' training have been justified. Training can be improved with the help of integrated pedagogical support for the prognostic competence formation. The main goal is to attract future teachers to research activities. The materials presented in the article can be used by the teachers of higher educational institutions.
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Pyke, Sandra W., and Peter M. Sheridan. "Logistic Regression Analysis of Graduate Student Retention." Canadian Journal of Higher Education 23, no. 2 (1993): 44–64. http://dx.doi.org/10.47678/cjhe.v23i2.183161.
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Logistic regression analysis was utilized to predict the retention of 477 master's and 124 doctoral candidates at a large Canadian university. Selected demographic (e.g., sex, marital status, age, citizenship), academic (e.g., GPA, discipline, type of study, time to degree completion) and financial support variables (e.g., funding received from internal and external scholarships and from research, graduate and teaching assistantships) were used as independent variables. The dichotomous dependent variable was whether the student successful- ly completed the degree. Results for master's students indicate that higher graduate GPAs, increased length of time in the program, increased funding from all sources, full- or part-time registration status in the coursework only program, and full-time registration status in the coursework plus major research paper program significantly improve the student's chances of graduating with the degree. For doctoral candidates, only increased length of time in the program and increased funding from all sources significantly increase the chances of graduating with the doctorate.
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Impedovo, Maria Antonietta, and John Williams. "The Redesign of a Master’s Course for Technology Teacher Students to Better Foster Research-Inquiry Attitudes." Journal of Technology Education 34, no. 1 (2023): 27–42. http://dx.doi.org/10.21061/jte.v34i1.a.2.
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In this article, we document a framework for developing recommendations toimprove a master's course for technology student teachers to better fosterresearch-inquiry attitudes. A French case study of seven years of the master'steacher education course is analysed. The study adopted a three-phaseeducational design research model: analysis and exploration, design andconstruction, and evaluation and reflection. The data consists of 54 mastertheses (2014-2021), the degree coursework documentation, and teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented in the teacher education master’s degree course oriented toresearch-inquiry attitude and recommendations for potential enhancements totechnology teacher education.
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Moura, Leides Barroso Azevedo. "Learning styles of nursing graduate students enrolled in a master's degree program." Acta Paulista de Enfermagem 19, no. 4 (2006): 373–78. http://dx.doi.org/10.1590/s0103-21002006000400002.
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OBJECTIVE: The purpose of this study was to identify the learning styles of nursing graduate students enrolled in a master's degree program at a public USA university. METHODS: The study was guide by the individual and social constructivism framework. Data were collected with a personal data sheet and with the Inventory of Learning Process-Revised (ILP-R), coded and entered into the Statistical Package for the Social Science (SPSS) data processor. RESULTS: Although there were no statistical significant differences between graduate student regarding learning styles, the study's findings suggest a trend toward elaborative, in depth, and student-centered learning styles. The least used learning style was the methodical approach or literal memorization. In addition, there were positive relationships between and among sub-scales of the ILP-R. CONCLUSION: The findings of this study might be useful to nursing faculty because they provide some insights about the learning styles to which nursing graduate students are more likely to adhere.
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Li, Kuiyuan, and Samantha R. Seals. "An Assessment of Master's Degree Programs Pre and Post Pandemic." International Journal of Information and Education Technology 13, no. 3 (2023): 505–9. http://dx.doi.org/10.18178/ijiet.2023.13.3.1832.
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In this study, graduate “programs of strategic emphasis” at a state university in Florida, USA during the spring semesters of 2019, 2020, 2021, and 2022 were examined. The students’ application, enrollment, performance, and graduation data for the four semesters were collected and analyzed. Due to COVID-19, all courses had to be delivered purely online in the latter spring semester of 2020. Facing various challenges and uncertainties, the Graduate School worked with all programs to update their programs and remove admission barriers, including graduate record examination (GRE) requirements. After the onset of the pandemic, the number of applicants increased (p < 0.001), the number of students enrolled increased (p < 0.001), and the yield rate of enrolled new students compared to applicants decreased (p < 0.001). Despite the removal of admission barriers, the undergraduate grade point averages (GPA) of new applicants did not decrease (p = 0.500), graduate GPA in the first semester increased (p < 0.001), and overall graduate GPA increased (p < 0.001). Finally, graduation rates increased after the onset of the pandemic (p < 0.001). This study demonstrates that despite challenges due to the pandemic, removal of admission barriers did not adversely affect student outcomes.
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Laaksonen, Hannele, and Seija Ollila. "Work Supervision for Master’s Degree Students in Management in the Social and Health Care Field." Athens Journal of Education 12, no. 2 (2025): 205–22. https://doi.org/10.30958/aje.12-2-2.
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This study targets university students of development and management in the social and health care field, and its goals were to discover 1) how does group supervision suit supporting college students, 2) what benefits can students receive from supervision and 3) how can group supervision be developed? The Tampere University of Applied Sciences’ supervisor training program piloted a supervision program for master’s degree students (N=30) in management in September 2021. The purpose of the study was to chart the possibilities of supervision in advancing students’ team formation and commitment to their studies. The master's students in management were divided into teams of 4-6 people and each team was supervised by one work supervisor. There were five team meetings during the six months. The supervisor trainees could practice their skills while the master’s students could process feelings related to their studies and receive peer support in their challenges. The results show that team formation was successful and deepened during the process. The supervision received by individual teams affected the entire group’s class spirit and commitment. Developing the contents of supervision should focus on good planning, structure and initiation. The supervisor’s role was emphasized in development, particularly their approach, activity and reinforcing dialogue between participants. Based on the positive experiences, collaboration between the supervisor training and master’s students will be continued and developed further. Keywords: work supervision, Master’s student, team commitment, team spirit, Finland
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Hancock, David. "A model student: The road to further education." Journal of Health Visiting 7, no. 10 (2019): 480–84. http://dx.doi.org/10.12968/johv.2019.7.10.480.
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Emma Wallace completed the transition from midwife to full-time health visitor and went on to undertake a Master's degree. Here she talks about her experience of part-time study and the opportunities it has presented to develop her career
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Bowman, Thomas G., Thomas M. Dodge, and Stephanie M. Mazerolle. "Retention Initiatives Used by Professional Master's Athletic Training Program Directors." Athletic Training Education Journal 10, no. 3 (2015): 205–11. http://dx.doi.org/10.4085/1003205.
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Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.
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Li, Li, Fei Liu, and Qiyu Li. "Research on Cultivating International Talents in China's Agricultural Master's Program under the Context of International Education." Journal of Education and Educational Research 3, no. 1 (2023): 115–20. http://dx.doi.org/10.54097/jeer.v3i1.8310.
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China's higher education is gradually becoming more internationalized, particularly in the areas of international education and internationalization of graduate education. This trend provides important opportunities for the cultivation of high-quality international talents in the field of agriculture, particularly for the agricultural master's degree. In the process of talent cultivation, the characteristics of international talents in the field of agricultural master's degree continue to deepen. By analyzing the international talent education strategies of domestic and foreign universities, we have found that the cultivation of international talents in the field of agricultural master's degree in China needs to strengthen internationalization construction in four aspects: cultivation concepts, foreign language teaching, student training, and faculty development, in order to improve the quality of talent cultivation and enhance the international competitiveness of China's agriculture.
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VAZHENINA, I., and O. ZUB. "HE INTELLECTUAL ENVIRONMENT OF THE MASTER'S DEGREE AS A CONTEXT OF PERSONAL AND PROFESSIONAL DEVELOPMENT OF THE FUTURE MANAGER." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 30–33. http://dx.doi.org/10.33989/2075-146x.2020.26.227429.
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The article analyzes the specifics of the master's degree as an environment that promotes intellectual development and personal and professional development of the future specialist in the field of management.
 The opinion is substantiated that the master's degree should prepare a specialist, not only competent in the chosen field, but also able to grow in the process of professional activity on the basis of self-analysis, self-design, self-organization. These skills need to be formed in him not only by means of teaching, but also by extracurricular communication, involvement in scientific activity of teachers of the department and scientists in the field as a whole. It makes sense to talk about the intellectual environment of the master's degree as a context of such formation, which requires a number of conditions for its effectiveness (the presence of a broad scientific context of educational activities and the department, which is sufficiently covered in the media, Internet resources, has adequate opportunities to carry out such activities, emphasizing the value attitude to personal and professional development of students, their intellectual enrichment on the background of the tasks of all forms of educational work provided by the educational and professional program, the use of innovative technologies to expand teacher-student interaction in educational and extracurricular activities. allows for more focused on personal and professional development of the student communication; monitoring the growth of opportunities for future students as a subject of personal and professional self-development). We see the disclosure of their detailed content and means of implementation as a promising area of our further research.
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Acharya, Milan. "Exploring Factors Influencing Enrollment in Master's in Population Education at Sanothimi Campus." Spandan 13, no. 1 (2023): 50–59. https://doi.org/10.3126/spandan.v13i1.75512.
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This study examines the factors affecting student enrollment in the Master's program in Population Education. The objective was to explore the causes of low enrollment and suggest strategies to encourage students to join the program. A qualitative research design with a case study approach was used. The study focused on students who completed a Bachelor’s degree in Population Education. Sanothimi Campus, Bhaktapur, was selected purposively as the sample campus as I am a teacher educator for the last eight years in this campus. Ten master's level students, two dropped-out students, the Head of the Health and Population department, and an assistant campus chief were interviewed using purposive sampling. Thematic analysis revealed key factors affecting enrollment, such as mandatory attendance policies, lack of motivation and interest, frequent assessments, and limited social respect for the teaching profession. The study recommends re-structuring the semester system to suit the Nepalese context, incorporating culturally relevant content, and enhancing the status of the teaching profession to increase enrollment. These findings provide valuable insights into addressing the challenges and improving student participation in Population Education at the Master's level.
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PIVOVAR, N., and I. BABENKO. "PEDAGOGICAL PRINCIPLES IN THE ORGANIZATION OF EDUCATIONAL AND RESEARCH PRACTICES IN THE SPECIALTY 073 MANAGEMENT." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 30 (December 28, 2022): 158–65. http://dx.doi.org/10.33989/2075-146x.2022.30.270667.
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The article examines issues related to the organization and content of industrial management-research practice, training of master's degree holders in Field of Knowledge 07 Management and Administration Specialty 073 Management of the Educational Program "Management (Educational Institution Management)".
 The proposed material is an experimental study on the topic "Pedagogical foundations of personnel management in an educational institution (on the example of the communal institution "Secondary comprehensive school of the I-III degrees No. 9 of the Kamian city council of the Dnipropetrovsk region)", which was written by the master's student Vovchanska I .WITH. qualification work on the topic "Pedagogical aspects of human resources management".
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J. Cecil, Dr Rebecca, and Dr Sunny Onyiri. "Three-Year Vs. Four-Year Foreign Degree: Is The Success Rate Of Students Different At The Master’s Degree Level In The United States?" International Journal of Arts, Humanities & Social Science 06, no. 04 (2025): 1–9. https://doi.org/10.56734/ijahss.v6n4a1.
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In the U.S. and most of Europe, the model in higher education is and has been, the four-year, 120-hour Baccalaureate degree. The main emphasis on college education in the U.S. is to provide a well-rounded education in the liberal arts. In India, where the philosophy of higher education is to prepare a student for a specific field of work, the three-year bachelor’s degree is commonplace in most arts, sciences, and business degrees. There, the tasks of providing a well-rounded education and helping the student determine a career path are goals of secondary education. With the emergence of the European Union (EU), the Bologna Process is becoming popular in Europe, which among other things, has been looking at ways to condense the bachelor’s degree into three years. Merits of the three-year vs. four-year bachelor’s degree are discussed, along with a synopsis of trends in the future of undergraduate education. When converting foreign degrees to U.S. equivalency, credentialing organizations typically have not recognized a three-year bachelor’s degree as equal to a U.S. bachelor’s degree, for reasons discussed herein. From a pragmatic standpoint, a credential evaluation is most frequently requested to show readiness for entry into master's or PhD programs. Thus, it would be beneficial to know if graduates with three-year degrees can succeed at the graduate level. In this study, academic performance was analyzed of international students studying in a Master of Science in Information Technology Management program. All students in this study had earned either a three-year Bachelor of Science or a four-year Bachelor of Technology (engineering) degree from an accredited university in India. No statistically significant difference was found in graduation rate, and of those who graduated, no statistically significant difference was found in first semester GPA (Grade Point Average). Results show that graduates of a three-year bachelor’s degree are as adequately prepared for graduate study as are graduates of four-year bachelor’s degrees. It is recommended that graduate schools consider the three-year bachelor’s degree as equivalent to longer duration bachelor’s degrees when determining entrance into a master’s degree program.
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Alsop, Sian, and Hilary Nesi. "Issues in the development of the British Academic Written English (BAWE) corpus." Corpora 4, no. 1 (2009): 71–83. http://dx.doi.org/10.3366/e1749503209000227.
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The British Academic Written English (BAWE) corpus is a collection of texts produced by undergraduate and Master's students in a wide range of disciplines, for assessment as part of taught degree programmes undertaken in the UK. The majority of the contributors to the corpus are mother tongue speakers of English, but, in order to be included in the corpus, each assignment had to be judged proficient by assessors in the contributor's discipline, regardless of the writer's mother tongue. The corpus contains, therefore, only texts that have met departmental requirements for the given level of study. University writing programmes are typically aimed at undergraduate and Master's students, and it would be useful for writing tutors to know more about student assignment genres and the linguistic features of successful writing at undergraduate and Master's level. However, most large-scale descriptive studies of academic writing focus on published or publicly accessible texts, or learner essays on general academic topics, probably because there are practical difficulties associated with collecting large amounts of well-documented student output. This paper charts the experience of collecting data for the BAWE corpus, highlighting the problems we encountered and the solutions we chose, with a view to facilitating the task of future developers of academic student writing corpora.
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Chidarikire, Munyaradzi, and Wilson Chipato. "EXPLORING INCLUSIVITY: NAVIGATING CHALLENGES AND OPPORTUNITIES FOR ONE VISUALLY IMPAIRED MASTER'S DEGREE STUDENT UNIVERSITY, ZIMBABWE." International Journal of Education Humanities and Social Science 07, no. 04 (2024): 194–205. http://dx.doi.org/10.54922/ijehss.2024.0761.
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This study aimed to explore the experiences and challenges faced by visually impaired master's degree student at a university in Masvingo, Zimbabwe. With the view of understanding the issues negatively impacting their educational endeavours and generalising the findings to other students in same scenario. Adopting a case study research design, the study utilized semi-structured interviews, document analysis, and observations to collect data, which was then thematically analysed. The findings revealed that while the university had made some efforts to accommodate visually impaired students, significant barriers remained. Key challenges included a lack of accessible learning materials, inadequate assistive technologies, and insufficient support services. Visually impaired students reported feeling isolated and struggled to fully participate in academic and social activities on campus. To address these issues, the study recommends that the university develop a comprehensive accessibility plan, incorporating input from the visually impaired student community. This should include investing in specialized equipment and software, providing disability-specific training for faculty and staff, and fostering a more inclusive campus culture. By addressing these critical areas, the university can work towards creating an equitable and supportive environment for all students, regardless of their visual abilities.
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Lutieli, Rodrigues Botelho, and Carlos Pereira de Moraes João. "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. https://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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Sylvan, Lesley, Andrea Perkins, and Carly Truglio. "Student Experience Applying to Graduate School for Speech-Language Pathology." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 192–205. http://dx.doi.org/10.1044/2019_persp-19-00102.
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Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.
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Щербаков, Иван Евгеньевич. "DIAGNOSTICS OF THE LEVEL OF DIGITAL PEDAGOGICAL COMPETENCE OF SOCIO-CULTURAL MASTER’S DEGREE STUDENTS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(112) (October 15, 2021): 225–30. http://dx.doi.org/10.37972/chgpu.2021.112.3.028.
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Данная статья посвящена актуальной проблеме - диагностике уровня цифровой педагогической компетенции магистрантов социокультурного направления. Обеспечение усвоения магистрантами цифровых педагогических компетенций является необходимым для их дальнейшей успешной деятельности, ведь для магистерской ступени образования характерно получение более углубленных знаний, включающих организацию учебного процесса и управления им с помощью цифровых средств, создание и использование цифровых ресурсов, владение нормативно-правовой базой использования цифровых средств и т. д. Диагностика уровня цифровой педагогической компетенции дает представление о профессиональной подготовке обучающегося и позволяет в случае необходимости, оперативно скорректировать процесс обучения. Тем не менее, на данный момент в научной литературе не представлено единой методики диагностики цифровой педагогической компетенции. This article is devoted to the acute problem of diagnosis of the level of digital pedagogical competence of socio-cultural master’s degree students. Ensuring the assimilation of digital pedagogical competencies by master’s degree students is necessary for their further successful activity, because the master's degree education is characterized by obtaining more in-depth knowledge that affects the organization of the educational process and its management using digital means, creation and use of digital resources, knowledge of the regulatory framework for the use of digital means, and so on. Diagnostics of the level of digital pedagogical competence gives an idea of the professional training of the student and allows, if necessary, to quickly adjust the learning process. However, at the moment, the scientific literature does not present a single methodology for diagnosing digital pedagogical competence.
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Arevalo, Javier, Liisa Tahvanainen, Sari Pitkänen, and Jorma Enkenberg. "Motivation of Foreign Students Seeking a Multi-Institutional Forestry Master's Degree in Europe." Journal of Forestry 109, no. 2 (2011): 69–73. http://dx.doi.org/10.1093/jof/109.2.69.
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Abstract In the context of globalization in higher education, the increasing importance of student mobility and the challenges of aligning forestry curricula to changing societal demands, this study explores the motivation of forestry students seeking graduate degrees in a foreign country. Within the framework of the expectancy-value theory of motivation, a qualitative approach is taken to provide an in-depth characterization of a group of 20 students from 14 countries starting a multi-institutional graduate program in Europe. Results indicate a high motivation, but also a great variability, of expressed motives and goals. Within a wide range of interests, climate change and carbon sequestration issues appear among the hottest topics alongside some traditional areas. High interests in continuing to doctoral studies and in returning to work in their home countries are reported. Findings of this research provide potential value for curriculum development of international programs in general and of forestry programs in particular.
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Dewanty, Monika, and Barli Bram. "Illocutionary Acts in Recorded Presentations of English Education Master's Program Students." Vivid: Journal of Language and Literature 12, no. 2 (2023): 147. http://dx.doi.org/10.25077/vj.12.2.147-152.2023.
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This study aims to identify the illocutionary acts used by English Education Master’s Program students and the underlying reasons for them to use the acts in their recorded presentations. There is little study on master’s degree students, especially in the pandemic era. Therefore, this study attempted to identify the illocutionary acts performed by master’s degree students in the recorded presentation. This study used qualitative research in order to collect and analyze the data. Searle’s (1979) theory of the illocutionary act is used. The data was taken from the videos which were transcript. The transcription was used to analyze the illocutionary acts used by the students. The qualitative data showed that the students mainly used representatives (66%), directives (26%), and expressive acts (8%) in the video 1 of the recorded presentation. Similarly, in the second video, the student used representatives (68%), directives (25%), and expressive (6%). Besides, none of the videos were showing the students’ commissive and declarative acts. Results showed that the students used it for explaining to the audiences about facts or theories and examples.
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Roach, Robin. "Environmental Nutrition: A Master's Degree Program Designed to be Relevant and Student-Responsive." Journal of Nutrition Education and Behavior 50, no. 7 (2018): S59. http://dx.doi.org/10.1016/j.jneb.2018.04.091.
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Kristic, Ana María Pelegrí, William Young Hansen, Alicia Canton Guzman, and María Consuelo Burgos Cantor. "Perspectives from the South America Region." New Directions for Student Services 2023, no. 183 (2023): 97–101. http://dx.doi.org/10.1002/ss.20484.
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AbstractWriters of this article share their seminal work of creating the Latin American Region (LAC) as part of the United States NASPA‐Student Affairs Administration in the Higher Education Association's Global Division. Webinars, exchanges, conferences, some research initiatives, and a new student affairs administration minor as part of a higher education master's degree are beginning to shape the work of student affairs in South America.
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López, José Antonio Villalobos. "Postgraduate Problems 1988 to 2000: ESE-IPN Case in Mexico." American Journal of Applied Statistics and Economics 1, no. 1 (2022): 1–10. https://doi.org/10.5281/zenodo.7321737.
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This article is presented under the deductive method, in the hermeneutic paradigm, with a qualitative approach, of interpretative type and narrative design of topic. The Escuela Superior de Economía: Instituto Politécnico Nacional (ESE-IPN) - Higher School of Economics of the National Polytechnic Institute- offers a master’s and doctorate in economics, starting courses in January 1970 and February 1986 respectively. During the last years of the last century, these postgraduate programs presented two complex problems: Too long time between the completion of academic subjects and the achievement of the professional license, and they were not recognized by the Programa Nacional de Posgrados de Calidad (PNPC) -National Quality Postgraduate Program. The first master’s degree card registration is kept until 1993 and the doctorate one is given in 2003, after completing the thesis and defense of the exam, taking up to fifteen years to obtain it. Regarding the degree of excellence that the PNPC qualifies, the ESE-IPN doctorate obtained this recognition until 2010, eighteen years after the first register of postgraduate excellence in the country was released, the master’s degree being in a similar situation.
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Kulikovskaya, Irina, and Raisa Chumicheva. "Preparation of Masters in the Russian Educational System in the Context of Modern Social Challenges." ARPHA Proceedings 1 (November 5, 2019): 387–96. https://doi.org/10.3897/ap.1.e0365.
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The relevance of the issue under study lies in meeting global, national and regional challenges of modern time in the course of vocational preparation of Master's degree students. The purpose of article is to define psychological and pedagogical conditions that have an impact on the process of teaching Masters of Education in the context of social challenges and the created portrait of a student of Southern Federal University as a consumer of educational services. As for these psychological and pedagogical conditions, we would like to refer to the concept of pedagogical education development approved at Southern Federal University; the strategy of preparing Masters in the direction "Pedagogical Education"; the stakeholder-focused model of Masters' preparation. The devised psychological and pedagogical conditions were step by step discussed by the professional community of Southern Federal University and invited employers. Research findings define its practical importance: in the course of the conducted research, the authors have worked out, systemically described, put into practice and presented the results to the professional community for independent assessment at a conference, a round table and a pedagogical forum.
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Siembieda, William J. "Providing Continuity for Part-Time Graduate Students." Journal of Planning Education and Research 8, no. 1 (1988): 13–18. http://dx.doi.org/10.1177/0739456x8800800107.
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Enrollment of part-time students is on the rise, and this is especially true for planning programs in regional universities which offer the Master's as a terminal degree. This change in student tenure requires rethinking of the delivery of educational services and the manner in which faculty respond to this changing environment. A series of program adaptations are presented, including the time schedule, course content, exiting requirements, advising, faculty productivity, and interpersonal relationships. But the need to provide continuity for the part-time student may be the central program issue.
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Tankibayeva, N. U., Zh K. Tukhmetova, and Y. E. Burdelnaya. "Features and algorithm of preparation of qualifying scientific work in the magistracy." Medicine and ecology, no. 4 (January 23, 2025): 145–51. https://doi.org/10.59598/me-2305-6045-2024-113-4-145-151.
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Master's thesis in the system of science performs a qualifying function, i.e. it is prepared for the purpose of public defense and obtaining a scientific degree. Therefore, the compliance of such research with the basic requirements (justification of the relevance of the topic and methodological approach; correspondence of the goal, objectives and conclusions; subject and object, etc.) is fundamental in the preparation of master's theses. However, first-year master's students generally do not have basic research competencies, cannot choose and show the relevance of the topic, formulate the goal and objectives, determine the novelty and practical significance of their scientific work. In addition, having a limit time to choose and approve a relevant topic, without a pilot study, they often make a number of significant mistakes when preparing and defending their dissertation work.The article discusses the peculiarities of preparing a qualifying research paper in the master's program using modern educational technologies and algorithms. To solve these problems, in order to effectively help the novice researcher, the authors consider it necessary to use a technological approach in the preparation of qualification work, which is useful in terms of unifying the actions of the student, ensuring the reproducibility of research steps and achieving a guaranteed result.For this purpose, the authors have compiled and proposed, for use in classes with master's students, a step-by-step structured algorithm of actions aimed at solving research problems. And eligibility is a diagnostic indicator of the achievement of the learning goal and objectives. The developed step-by-step algorithm is used in the discipline «Technology of preparation of master's research», which is conducted for master's students of Karaganda Medical University, studying in various specialties.
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Vail, Ann. "Advancing Family and Consumer Sciences Graduate Education: Moving Beyond Gatekeeper." Journal of Family & Consumer Sciences 114, no. 4 (2022): 7–15. http://dx.doi.org/10.14307/jfcs114.4.7.
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Advancing family and consumer sciences (FCS) graduate education ensures the vitality and sustainability of the profession. The ever-changing landscape of higher education, the economy, and the labor market requires increasingly agile and adaptable professionals to serve society. Examining the curriculum and creating student-centered FCS graduate education programs will help programs remain relevant and in-demand during the years ahead. This article recommends strategies for modernizing the PhD, professional doctorate, master's degree, and non-degree credentials. Considerations for designing student-centered FCS graduate programs are presented.
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Bowman, Thomas G., William A. Pitney, Stephanie M. Mazerolle, and Thomas M. Dodge. "Description of Professional Master's Athletic Training Programs." Athletic Training Education Journal 10, no. 1 (2015): 39–46. http://dx.doi.org/10.4085/100139.
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Context Professional master's (PM) athletic training programs (ATPs) are becoming more popular as the profession debates what the entry-level degree should be for athletic training. More information is needed related to the potential benefits of PM ATPs. Objective Describe the Commission on Accreditation of Athletic Training Education (CAATE) accredited PM ATPs including athletic training student retention rates and career placement rates as well as strengths and areas for improvement. Design Mixed-method study. Setting Professional master's ATPs. Patients or Other Participants We surveyed directors of all accredited PM ATPs and obtained responses from 15 out of the 25 directors (60.0%). Main Outcome Measure(s) We sent a link to an electronic survey to all directors. The survey asked background questions about the ATP, the institution, and the director. Using data saturation as a guide, we also performed follow-up telephone interviews with 8 directors to expand upon the data gathered in the survey, specifically related to aspects of their PM ATPs. We analyzed the data using grounded theory and maintained trustworthiness through multiple analyst triangulation, member checks, and a peer review. Results Our findings indicate an 88.7% retention rate and an 88.5% career placement rate for PM athletic training students. The directors responded very positively about their ATPs, particularly didactic education. The participants also felt they provide a positive environment which fosters student learning, excellent clinical education opportunities, and unique experiences beyond those typically offered at the undergraduate level. Many directors also noted they wanted to make personnel modifications to strengthen their ATPs. Conclusions We were able to provide descriptive information on PM ATPs. The participants described the didactic and clinical education experiences, social experiences, and overall ATP atmosphere as overwhelmingly positive. The small class sizes and involvement from faculty, staff, and preceptors helped create an environment, which fosters athletic training student learning.
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Jizreel Pereira da Silva. "Analysis of fixation exercises for a High School class on quantized Space-time via Loop Quantum Gravity." World Journal of Advanced Research and Reviews 15, no. 3 (2022): 161–68. http://dx.doi.org/10.30574/wjarr.2022.15.3.0912.
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The work addresses a part of the application with a class of 3rd year of high school, being a master's research project in Physics Teaching of the Federal University of the State of Rio de Janeiro, Brazil, within the program of the Brazilian Society of Physics, through the National Professional Master's degree in Physics Teaching. We treat in an introductory and high school level about the aspect of the quantization of space-time in the approach of Quantum Gravity in Loop and apply a fixation exercise for analysis of the results of the student-researchers.
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Lazareva, Aleksandra. "Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions." International Journal of Online Pedagogy and Course Design 11, no. 3 (2021): 1–16. http://dx.doi.org/10.4018/ijopcd.2021070101.
Full textAbstract:
Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.