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Relevant bibliographies by topics / Master of education degree

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Academic literature on the topic 'Master of education degree'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Master of education degree"

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Khalifa, Bayan, Osama Dukhan, and Sulaiman Mouselli. "Master degree under crisis." International Journal of Educational Management 32, no. 4 (May 14, 2018): 538–49. http://dx.doi.org/10.1108/ijem-02-2017-0038.

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PurposeThe purpose of this paper is to explore why students decide to enrol in a business postgraduate programme at Damascus University in the current Syrian crisis.Design/methodology/approachExploration of students’ motives was generated in this study using semi-structured interviews. On the basis of saturation sampling, 11 interviews took place in the leading Syrian university providing postgraduate programmes, Damascus University.FindingsThe results from the interviews indicate the existence of six different motives for students to enrol in a postgraduate study: self-motives, professional motives, social motives, academic motives, lack of vision, and delaying military service, which is directly caused by the current war conditions in Syria.Practical implicationsUnderstanding postgraduates’ motives is essential at the national level, the institutional level, and also at the individual level to make better future plans related to opening new programmes or altering admission criteria. Recommendations to higher education policy makers are highlighted in the study.Originality/valueThe majority of previous studies concentrate on students’ motives to pursue postgraduate studies during financial crisis. However, very little is known on why students decide to enrol in a business postgraduate programme in a war context.

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Antonova, Natalya Leonidovna. "Master’s degree program as institutionalized education: sociological education in Russia and India." Социодинамика, no. 4 (April 2020): 35–42. http://dx.doi.org/10.25136/2409-7144.2020.4.31106.

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The goal of this article is to analyze and understand the institutional peculiarities of functionality of the master’s program in sociology in Russian and Indian universities. In the conditions of rapid development of global educational space, master’s programs become an attractive means of exercising academic mobility by students. For this case study, Ural Federal University and Mumbai University were selected, both of which offer master’s programs in sociology and are not part of the QS World University Rankings. The author analyzes the websites of both university, and conducts surveys of sociology students in India (n=65) and Russia (n=66). The results of this research demonstrate that master’s program in the Russian university is practically oriented and is aimed at filling the demands of the regional job market. The program offered by the Indian university is accompanied by national specificity, reflecting peculiarities of the current state of Indian society. For Indian students, getting an education in a Russian university master’s program serves as an important instrument for securing strong status positions. Russian sociology students do not demonstrate interest towards education in Indian universities, opting instead for education in BRICS countries and China.

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CUSCHIERI, A., MARGARET DAVIES, and R. SHIELDS. "The degree of Master of Surgery." Medical Education 6, no. 3 (January 29, 2009): 184–89. http://dx.doi.org/10.1111/j.1365-2923.1972.tb01656.x.

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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.

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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

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Cao, Ping, Yong Gang Yan, and Qi Jun Chen. "Education and Teaching Methods of Full-Time Engineering Professional Master." Advanced Materials Research 971-973 (June 2014): 2579–82. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2579.

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As a new form of graduate education, full-time professional master degree of Shandong Jianzhu University is in the initial stage, so it is necessary to study the training objectives, curriculum and teaching methods of professional master systematically. The paper describes the characteristics of professional master's education of the engineering and introduces the training method of professional master of engineering on the basis of research, training mode and other aspects in detail, and then states the curriculum composed of several aspects, including degree courses, non-degree courses and compulsory part. Finally, the paper explores the education and teaching methods of engineering professional master.

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López-Montesinos, Mª José, and Loreto Maciá-Soler. "Doctorate nursing degree in Spain." Revista Latino-Americana de Enfermagem 23, no. 3 (June 2015): 372–78. http://dx.doi.org/10.1590/0104-1169.0512.2567.

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Analytical and descriptive study of the process of change being experienced in the Spanish university system over the last decade (2005-2014).OBJECTIVE: To describe the structural changes occurring in Nursing Education in Spain, reaching access to doctoral studies from the European Convergence Process and the subsequent legislative development.METHODOLOGY: Bibliographical review of royal decrees and reference literature on the subject of study and descriptive analysis of the situation.RESULTS: Carries various changes suffered in the curricula of nursing education in the last decade, the legislation of the European Higher Education sets the guidelines for current studies of Masters and Doctorates.CONCLUSIONS: The implementation of the Master and Doctorate stages after a basic degree, which is now possible with the new legislation. A formal beginning made of scientific nursing in order to generate their own lines of research led by Doctors of nursing who can integrate in research groups under the same condition as other researcher, yet now, from the nursing discipline itself.

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Armengol, J., S. Weigand, A. Von Tiedemann, S. Kreiter, and C. Duso. "Education in crop protection: Erasmus Mundus Joint Master Degree – European Master Degree in Plant Health in Sustainable Cropping Systems." Journal of Biotechnology 305 (November 2019): S8. http://dx.doi.org/10.1016/j.jbiotec.2019.05.044.

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Shcheglova, D. V., E. A. Opfer, and A. V. Garmonova. "The Institutional Support of Master Studies in Russia: Non-Commercial Actors and the Effects of their Influence." University Management: Practice and Analysis 26, no. 2 (October 25, 2022): 67–80. http://dx.doi.org/10.15826/umpa.2022.02.013.

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This paper presents the results of studying non-state actors’ institutional support for masters’ teachers. The authors analyze the tracks of the introduction and a «life cycle» of the master’s educational product created with the support of the Vladimir Potanin Foundation – the only non-commercial organization in Russia which supports students and professors at the master’s level. The study shows that the support for masters’ teachers makes a significant contribution to changing the role of this degree in higher education. There are outlined the long-term effects of supporting masters’ teachers, which are supposed to create an environment for developing talents, improving the educational results of master students, teachers’ advanced training, and integrating master programs into university’s and region’s strategic goals of development. For higher education researchers, for teachers and managers of master programs, for university administrators, and for higher education transformation decision makers in Russia.

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Shanks, Derek. "Information Paper 20: The Master of Education Degree in Scotland." Scottish Educational Review 19, no. 2 (December 20, 1987): 122–25. http://dx.doi.org/10.1163/27730840-01902008.

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Stukalova, Irina Borisovna. "The evolution of Master’s Degree Program in Russia: prerequisites, problems and prospects." Современное образование, no. 3 (March 2018): 1–8. http://dx.doi.org/10.25136/2409-8736.2018.3.26892.

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The goal of this article lies the examination of evolution of Master’s Degree Program in Russia, as well as determination of the promising trends of its development. The object of this research is the Master’s curricula implemented in higher education facilities of the Russian Federation. The subject is the status of Master’s Degree Program within the hierarchy of national education system that defines its effectiveness functions and types of curricula. The author assesses the quantitative characteristics of the Master’s Programs in Russian universities, and concludes that it becomes the key program for preparing the highly qualified specialists. The article also reveals the problems and typical “deceptions” in the area of implementation of the Master’s Programs regarding their succession, objective functions and academic component. The research provides the results of survey performed among the Master’s Program applicants of the leading Russian socioeconomic universities, which allow forecasting their individual educational trajectories. The author formulates the suggestions on the need for parallel development and implementation of academic and practice-oriented (applied) Master’s Programs as a promising direction of the development of Master’s Degree Program in the system of continuing education of the Russian Federation.

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Dissertations / Theses on the topic "Master of education degree"

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Lange, Sheila Edwards. "The master degree : a critical transition in STEM doctoral education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7655.

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PORTELLA, VANESSA CRISTINA MAXIMO. "TEACHERS WITH A MASTER`S DEGREE: THE CONTRIBUTION OF A MASTER`S DEGREE IN THE CONTINUING EDUCATION OF GRADESCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12032@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A presente pesquisa focaliza a formação continuada de professores da Educação Básica a partir do curso de mestrado, no âmbito do desenvolvimento pessoal, profissional e institucional. Procura, assim, investigar a relação entre a Universidade e a Educação Básica pelo mestrado, ou seja, verificar se este nível de formação constitui-se num momento de aproximação entre universidade e escola e em que medida ele responde às expectativas dos professores que o buscam, auxiliando-os no seu desenvolvimento pessoal e profissional e ainda contribuindo para o aperfeiçoamento do estabelecimento de ensino em que atuam. A investigação foi realizada numa instituição pública de Educação Básica, num contexto em que a maioria dos professores-mestres retorna integral ou parcialmente para essa instituição após o mestrado. Nesta pesquisa, de natureza qualitativa, utilizei como instrumento principal entrevistas semi-estruturadas, do tipo depoimento, com professores-mestres e representantes institucionais. Ao analisar os depoimentos, busquei elucidar o que representa esta modalidade de formação para a pessoa do professor, para sua profissão, bem como sua importância para o desenvolvimento institucional, já que quase um terço dos professores da unidade escolar estudada são mestres e há vários outros investindo nessa formação, realidade que não é diferente no contexto institucional mais amplo. Ao tratar da formação continuada, da pesquisa na formação de professores, do seu desenvolvimento e socialização profissionais, da profissão e da profissionalização docentes, tenho como aliados Nóvoa, Lüdke, Dubar, Beillerot, André, Candau e Contreras, entre outros. À luz desses autores, as análises indicam que o mestrado, no contexto estudado, tem representado um investimento importante para a pessoa do professor e para o exercício da profissão docente, pela via da formação para a pesquisa, e de modo especial pela própria pesquisa realizada no mestrado. Além disso, vem se mostrando como um caminho possível e promissor para a reflexão e aperfeiçoamento do trabalho docente e da instituição em que esses professores- mestres exercem o seu ofício.
This research focuses on the continuing education of primary and secondary school teachers by way of a Master`s degree for the sake of personal, professional, and institutional advancement. It seeks, therefore, to investigate the relationship between university and school; to verify whether this level of study indeed brings university and school closer together by meeting the school teacher`s expectations and helping them in their personal and professional development-besides improving the quality of the institution where they serve. The investigation took place at a public school where most teachers return to the same institution-whether working part-time or full-time- after finishing their Master`s degree. In this qualitative research, I used semi-structured, testimonial-type interviews as a main tool. Both primary and secondary school teachers and administrators were interviewed. In analyzing the answers to my guided open-ended questions, I sought to clarify what this kind of degree means to the primary and secondary school teacher and his/her profession, also defining its importance to the school`s improvement. Almost one-third of the primary and secondary school teachers who work at the school branch under study have a Master`s degree, and there are many others pursuing the same kind of post-baccalaureat education-the very same picture we encounter when considering all the branches together. There are many authors who, likewise, seek to investigate the continuing education of primary and secondary school teachers and their social and professional development, such as Nóvoa, Lüdke, Dubar, Beillerot, André, Candau and Contreras, among others. The analysis of this research, incorporating the line of thinking of the aforementioned authors, indicates that a Master`s degree in this kind of context represents an important investment for the primary and secondary school teacher both personally and professionally in his/her teaching experience. It is an important degree because of its focus on research and the depth of the very thesis a teacher must develop in a graduate level. At last, the Master`s degree is a possible and favorable path for reflection, besides enhancing both the faculty endeavors and the institution where they serve.

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Risi, Kristin M. Vaidya Sheila R. "The MBA in transition : factors driving curricular change /." [Philadelphia, Pa.] : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/555.

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Curtis, H. M. "Curriculum development for a masters' degree in health education." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356100.

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Raeis, Zadeh Saba. "A marketing strategy for Simon Fraser University's general Master of Business Administration program /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/3440.

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Research Project (M.B.A.) - Simon Fraser University, 2006.
Theses (Faculty of Business Administration) / Simon Fraser University. Senior supervisor : Dr. Jennifer C. Chang. MBA-MKTG Specialist Program.

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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.

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The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

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Armitage, Andrew Mark Dyson. "The roles, expectations and experiences of masters degree dissertation supervisors." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288126.

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Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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Henning, Johanita Magdalouise. "The perceived impact of an MBA degree on the salary and career progression of a graduate of the University of Stellenbosch Business School." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97330.

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Thesis (MBA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: In most developing economies, and in South Africa in particular, students’ perceptions, motives and attitudes towards the Master of Business Administration degree (MBA) have increasingly become a topic of interest to researchers and academics. Given the high number of students registering to study towards an MBA degree each year, this research assignment aimed to investigate and illuminate the perceived impact of an MBA degree from the University of Stellenbosch Business School (USB) on salary and career advancement. Data was collected through a carefully designed and structured questionnaire. Supplemented by a comprehensive literature review, the study applied descriptive and inferential statistical procedures along with various tools of analysis to analyse the perceived effects of the USB MBA degree on its students’ income and career advancement. The general perception among MBA graduates was that an MBA degree might help them achieve a major breakthrough in their career path and long-term advancement, accompanied by an increase in income. A further perception was that the reputation of an accredited business school would get them rewarding job opportunities at reputable organisations.

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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Books on the topic "Master of education degree"

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Professionalizing graduate education: The master's degree in the marketplace. San Francisco: Jossey-Bass, 2005.

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Liberal education and careers today. Garrett Park, MD: Garrett Park Press, 1989.

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A, Garvin David, and Cullen, Patrick G. (Patrick Gerard), eds. Rethinking the MBA: Business education at a crossroads. Boston, Mass: Harvard Business Press, 2010.

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Datar, Srikant M. Rethinking the M.B.A.: Business education at a crossroads. Boston, Mass: Harvard Business Review Press, 2010.

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Ranking business schools: Forming fields, identities, and boundaries in international management education. Northhampton, MA: Edward Elgar Pub., 2006.

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Earn it: a stress-free and proven approach to getting into top MBA programs. New York: Kaplan Pub., 2010.

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Chaudhry, Azam. The international finance corporation's MBA survey: How developing country firms rate local business school training. Washington, D.C: World Bank, 2003.

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MBA ro tangsin ŭi insaeng ŭl pakkwŏra. Sŏul Tʻŭkpyŏlsi: Chosŏn Ilbosa, 1998.

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Moldoveanu, Mihnea C. The future of the MBA: Designing the thinker of the future. New York: Oxford Univerity Press, 2007.

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Fassinger, Tami. Exploring the MBA. [McLean, Va.?]: Graduate Management Admission Council, 1999.

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Book chapters on the topic "Master of education degree"

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Dobson, Stephen. "The Master Degree Viva ‘Talked into Being’." In Assessing the Viva in Higher Education, 67–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64016-7_4.

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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, 267–318. Cham: 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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Budgen, David, Peter Henderson, and Chic Rattray. "Academic/Industrial Collaboration in a Postgraduate Master of Science Degree in Software Engineering." In Software Engineering Education, 201–11. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4720-3_17.

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Dobson, Stephen. "Refining the Validity Argument Model: Examples from Bachelor and Master Degree Vivas." In Assessing the Viva in Higher Education, 135–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64016-7_7.

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Liyanapathirana, R., G. Fang, and C. Leo. "Evolution of Master of Engineering coursework degrees at Western Sydney University." In Blended Learning in Engineering Education, 171–80. First edition. | London : CRC Press/Balkema, [2019]: CRC Press, 2018. http://dx.doi.org/10.1201/9781315165486-11.

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Miloslavskaya, Natalia, and Alexander Tolstoy. "Designing Degree Programmes for Bachelors and Masters in Information Security." In Information Security Education for a Global Digital Society, 14–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58553-6_2.

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Gulk, Elena B., and Dmitrii A. Gavrilov. "Computer Based Business Simulation Application for Master Degree Students’ Professional Education in Economics and Management Courses in Polytechnic University." In The Challenges of the Digital Transformation in Education, 662–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_62.

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Minguez, Rikardo, Erlantz Lizundia, Maider Iturrondobeitia, Ortzi Akizu-Gardoki, and Estibaliz Saez-de-Camara. "Education in Circular Economy: Focusing on Life Cycle Thinking at the University of the Basque Country." In Lecture Notes in Mechanical Engineering, 360–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_57.

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AbstractSince 2002, the University of the Basque Country (UPV/EHU) has supported several teaching experiences related to the so-called Life Cycle Thinking or Ecodesign in collaboration with local Institutions. The kick off was the Ecodesign Learning Center aiming to promote environmental education at the Faculty of Engineering in Bilbao. In this framework, the last effort has been the implementation of a Master’s Degree entitled Circular Economy: Business Application. This course has been successfully implemented in the 2019–2020 academic year and has been specifically designed to provide training in circular economy for people with backgrounds as varied as product manufacturing engineering, environmental engineering or economics. These studies are aimed to become a European reference in its goal of promoting circular economy, life cycle thinking, ecodesign and sustainable development. This paper analyzes the learning issues and characteristics of this Master's degree placing a special emphasis on its novel competencies and learning outcomes for our society. It can be concluded that the Master's degree is a pioneering teaching experience, being the forefront of Circular Economy Education in Southwestern Europe.

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Palmieri, Cristina, Marina Barioglio, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, and Tania Morgigno. "The ‘Second Level’ Education Professional: a Traineeship Programme Fostering a Proactive Approach to Employability." In Employability & Competences, 237–47. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.30.

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In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "Four Models of Higher Education in 2030." In Higher Education Landscape 2030, 25–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_3.

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Abstract This chapter provides four models of higher education for the year 2030, namely the Tamagotchi, Jenga, Lego Set, and Transformer models. The Tamagotchi model represents the classic approach to higher education, starting right after secondary school and leading up to a bachelor’s or master’s degree and then transitioning into employment, finishing the path of higher education. The Jenga model, while similar to Tamagotchi, appeals to nontraditional students because of its shorter learning span and focuses on later phases of self-learning and -organization. The Lego Set model is fittingly named after the individually combined modules of different sizes, making for a self-reliant and non-standardized learning path rather than one compact unit. The Transformer model represents learners whose initial phase of education may have long passed, but who return to higher education to acquire new basic knowledge or upskill their formal education. It relies on the idea that everyone must have opportunities to leave their current professional paths and change course.

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Conference papers on the topic "Master of education degree"

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Bakholdin, Alexey, Malgorzata Kujawinska, Irina Livshits, Adam Styk, Anna Voznesenskaya, Kseniia Ezhova, Elena Ermolayeva, Tatiana Ivanova, Galina Romanova, and Nadezhda Tolstoba. "Double degree master program: Optical Design." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223055.

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Huguet, Carme, Idael Francisco Blanco-Quintero, Martha Cecilia Henao Mejía, Francy Julieth Moreno Vela, and Lizeth Andrea Chimbí Sanchez. "Introducing Geosciences in a blended Education Master degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7905.

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The aim of the project was to introduce the subject of geosciences to a group of teachers without previous knowledge of the subject. Since the students of module presented here work full time, the master was designed in a blended format. While all students had completed their university education, none had done any geoscience studies/courses before making the starting level basic for the whole course. Contents and activities were carefully selected to provide a good introduction to geosciences giving the students the basic concepts and letting them apply them in a problem based strategy. Students reported that besides the blended nature of the course collaborative learning was necessary and key to their learning process. They also reported the contents of the course to be clear, organized sufficient and interesting. We view the module as a success since all students reported enjoying the module and building novel knowledge in the field of geosciences. Additionally since the students are in turn teachers we were very happy to learn some of them will implement geosciences in their activities in the future.

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Tzanova, Slavka. "Internationalised Master Degree Education in Nanoelectronics in Asian Universities." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125369.

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MONTANARI, ROBERTO, Layek Abdel Malek, Paolo Andrei, Gino Ferretti, Simonetta Valenti, Luca Maria Mancinelli, Alessandro Bernazzoli, Eleonora Bottani, Joel S. Bloom, and Fadi P. Deek. "The MEM project: experiences, challenges and outcomes of an international double master-level degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8159.

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Educating the workforce of the future to perform adeptly in the global environment as well as to surmount cross cultural boundaries is of a paramount necessity in today’s technologically advanced and complex settings. This environment has led institutions of higher education to seek international collaborations to face these challenges. Building on experiences and successes gained from a nearly decade long project entitled UMANE that was jointly supported by both the US Department of Education and the EU for undergraduate double/triple Bachelor’s degrees, this paper reports on an extension of the earlier partnership, to include a graduate level partnership that offers a double master degree between New Jersey Institute of Technology (NJIT) and University of Parma (UNIPR) that was put in place in 2015. In this work, we present the developed framework of this international cooperation, report on its challenges, and share our experiences. Specifically, the framework of the agreement establishes guidelines and course of study leading to double master degrees in the area of Engineering Management, one from NJIT and another from Parma University. Students in this program, usually, start their studies in Italy, attending the classes at their home Institution and then move to Newark, New Jersey, during the spring/second semester (6 months) of their first year, to attend NJIT classes. At the end of their studies, students will be awarded two master’s degrees in Engineering Management from the partnering universities.

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

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Castells, Blanca, Isabel Amez, David Bolonio, Marcelo Fabián Ortega, and Bernardo Llamas. "DESIGN THINKING APPLIED TO FINAL DEGREE OR MASTER THESES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0766.

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Augier Calderin, Angel G., Adriana Mavilio, and Agueda Garcia. "Some experiences from an optics master of science degree." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388724.

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Esteve-Romero, Josep, Mar Esteve-Amorós, Juan Péris-Vicente, Jaume Albiol-Chiva, Samuel Carda-Broch, and María-José Ruíz-Angel. "PEER TUTORING APPLIED IN BIOSTATISTICS AT THE MASTER DEGREE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0447.

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Yepes, Víctor, Saray Segado, Eugenio Pellicer, and Cristina Torres-Machí. "ACQUISITION OF COMPETENCES IN A MASTER DEGREE IN CONSTRUCTION MANAGEMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1165.

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Campos, J., A. Lizana, O. Lopez, and M. J. Yzuel. "A laboratory of polarization in a Master degree of Photonics." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.esb2.

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Reports on the topic "Master of education degree"

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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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BARINOVA, E., and E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, October 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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Robinson, Rodney A. Master Plan for Environmental Education. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada458688.

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Jr., Paul M. DeLuca, F. H. Attix, Daniel A. Bassano, J. Larry Beach, L. Stephen Graham, David Gur, Gerda B. Krefft, et al. Academic Program for Master of Science Degree in Medical Physics. AAPM, 1993. http://dx.doi.org/10.37206/43.

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Stange, Kevin. Differential Pricing in Undergraduate Education: Effects on Degree Production by Field. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19183.

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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.

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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

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Valko, Nataliia V., Nataliya O. Kushnir, and Viacheslav V. Osadchyi. Cloud technologies for STEM education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3882.

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Cloud technologies being used in STEM education for providing robotics studying are highlighted in this article. Developing cloud robotic systems have not been used to their fullest degree in education but are applied by limited specialists’ number. Advantages given by cloud robotics (an access to big data, open systems, open environments development) lead to work with mentioned systems interfaces improving and having them more accessible. The potential represented by these technologies make them worth being shown to the majority of teachers. Benefits of cloud technologies for robotics and automatization systems are defined. An integrated approach to knowledge assimilation is STEM education basis. The demanded stages for robotics system development are shown and cloud sources which could be possibly used are analyzed in this article.

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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.

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