To see the other types of publications on this topic, follow the link: Master of education degree.
Dissertations / Theses on the topic 'Master of education degree'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Master of education degree.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full textAbstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>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.<br>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.
3
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.
Full text
4
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.
Full text
5
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.
Full textAbstract:
Research Project (M.B.A.) - Simon Fraser University, 2006.<br>Theses (Faculty of Business Administration) / Simon Fraser University. Senior supervisor : Dr. Jennifer C. Chang. MBA-MKTG Specialist Program.
6
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/.
Full textAbstract:
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.
7
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.
Full text
8
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.
Full text
9
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.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2015.<br>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.
10
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.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2002.<br>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.
11
Morgan, Verity. "Policy enactment and complexity: A case study of a master of philosophy." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214320/1/Verity_Morgan_Thesis.pdf.
Full textAbstract:
This study contributes to understanding the master by research as a policy object, and provides insight into how policy work is done at universities. It utilises Stephen Ball’s theorisation of policy enactment with theories of complexity to explore the tensions that frame aspirations for a new master by research at a large modern university. Findings identified that experiences in, and of, the MPhil are complex and, at times, contradictory and point to a need to better understand policy intentions, decisions, and experiences when creating courses and educational experiences in the future.
12
Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.
Full text
13
Hitchcock, Leo. "The stakeholder value and pedagogical validity of industry certification a thesis in partial fulfilment of the Master of Education degree, Auckland University of Technology, 2006." Full thesis. Abstract, 2006.
Find full text
14
Heow, Janise. "Exploring experiences of the re-accreditation process a case study : a dissertation submitted to AUT University in partial fulfilment of the degree of Master of Education (MEd), Febuary 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/655.
Full text
15
Boyd-Bell, Susan. "Experiential learning in journalism education a New Zealand case study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Education (MEd), 2007." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1381/.
Full textAbstract:
Thesis (MEd) -- AUT University, 2007.<br>Primary supervisor: Sue Stover. Includes bibliographical references. Also held in print (125 leaves : col. ill. ; 30 cm.) in City Campus Theses Collection (T 070.4071193 BOY)
16
Cheng, Wai Lun. "Perceived transfer of skills and knowledge of MBA graduates : test of a model." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/145.
Full text
17
ALVES, LUCIANA E. SA. "THE ENVIRONMENTAL EDUCATION AND THE MASTERS AND DOCTORS DEGREE: AN OBSERVATION ON THE POST-GRADUATES PRODUCTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9581@1.
Full textAbstract:
FUNDAÇÃO DE APOIO À ESCOLA TÉCNICA<br>A produção acadêmica e científica sobre a Educação
Ambiental (EA) no Brasil é
grande e significativa. O objetivo deste estudo é
realizar
uma análise preliminar da
produção acadêmica em EA, a partir de uma visão teórica
crítica. A EA é
qualificada, por alguns autores aqui estudados, como um
campo teórico em
construção, o que aponta para a importância da
realização
de balanços periódicos
desse conhecimento que podem proporcionar o avanço para
a
compreensão do
campo de estudo e ampliação do acesso à informação. Esta
Dissertação é um
estudo exploratório, com inspiração metodológica em
pesquisas do tipo estado da
arte que, além da revisão da literatura pertinente ao
seu
objeto de estudo, tomou
por base três fontes de dados: o Banco de Teses da
CAPES,
entre 1988 e 2004, o
V Congresso Ibero-Americano de Educação Ambiental, de
2006, e 12
Dissertações do Município do Rio de Janeiro, defendidas
entre os anos 2000 e
2004. Cada uma destas fontes mereceu tratamento diverso.
O
Banco de Teses foi
apenas apresentado em sua expressão numérica, agrupadas
as
teses sob diversas
categorias: autoria, título, orientador, nível do curso,
origem instituc ional, época e
área do Curso de que se originou. Criou-se para os
trabalhos do Congresso, um
outro banco de dados com informações, além da sua
origem,
relacionadas às áreas
de atuação da EA, e à metodologia do estudo apresentado.
Finalmente, as 12
Dissertações cariocas analisadas o foram em suas
relações
com a produção do
país, e descritas em seus elementos pré-textuais,
textuais
e pós-textuais. Destaque
especial foi feito em relação aos seus objetivos, à
metodologia usada, à
bibliografia consultada, ao seu quadro teórico e aos
resultados alcançados.
Concluiu-se, na presente Dissertação, que, o olhar
panorâmico, gerador de dois
novos bancos de dados, e o olhar focalizado, que
possibilitou melhor compreensão
do quadro conceitual em EA de pesquisas realizadas,
contribuíram para confirmar
as diversas correntes de pensamento presentes no campo
da
EA, complementando
os estudos anteriores, e trazendo novas possibilidades
de
reflexão.<br>The academic and scientific production about Environmental
Education (EE) in
Brazil is large and significant. The aim of this study is
to accomplish an
introductory analyze of the academic production about EE,
concerning a
theoretical and critical view. The EE is qualified as a
theoretical field in progress
by some authors below-mentioned and this is a sign of the
importance of a
periodic knowledge evaluation to provide both the advance
of understanding in
this field of study and to amplify the access to
information. This Dissertation is an
exploratory study, with a methodological inspiration from
researches called art
state. Besides revising the pertinent literature to its
object of study, it is based on
three fountains: the CAPES data basis during 1988/2004,
the Fifth EE Iberian-
American Congress, in 2006 and twelve theses from Rio de
Janeiro City, between
2000 and 2004. Each of these fountains deserved a special
approach. The CAPES
data bank was shown in numbers, the theses were classified
according to different
categories: author, title, instructor, level of the
course, institutional origin, period
of time and area of the course they had come from. To the
Congress Works,
another data bank was created informing not only their
origin but the areas where
the EE had acted and the employed methodology too. At
last, the twelve
Dissertations from Rio de Janeiro were analyzed in
relation to the production all
over the country. They were described including the pre-
textual elements, the
textual ones and the post-textual ones. A special
attention was given to their
objectives , the methodology they followed, the
bibliography, the theoretical
views and the results they reached. In this Dissertation,
we came to an evidence:
the panoramic observation created two new data banks and
the focused
observation brought a better comprehension of the EE
concepts. Both of them
gave a contribution to confirm the various streams of
thoughts found in the field
of the EE, complemented the previous studies and brought
new possibilities of
reflection.
18
Li, Chun. "SMS-based vocabulary learning for ESL students a dissertation submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Computer and Information Sciences (MCIS), 2009 /." Click here to access resource online, 2009. http://aut.researchgateway.ac.nz/handle/10292/746.
Full textAbstract:
Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2009.<br>Includes bibliographical references. Also held in print ( ix,139 leaves : ill., charts. ; 30 cm.) in the Archive at the City Campus (T 371.33 LI)
19
Emms, Simone Maria. "The modern journeyman influences and controls of apprentice style learning in culinary education : a thesis submitted in partial fulfilment of the requirements for degree of Master of Education, Auckland University of Technology, 2005." Full thesis. Abstract, 2005.
Find full text
20
Jarvis, Walter Patrick. "Moral accountability in the MBA : a Kantian response to a public problem." Electronic version, 2009. http://hdl.handle.net/2100/980.
Full textAbstract:
We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.
21
Naparstek, Laurie Schwartz. "Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31989.
Full textAbstract:
Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective.
A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor.<br>2031-01-02
22
Hawken, Susan Jane. "An evaluation of the professional development component of the overseas doctors training programme a dissertation [thesis] submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science, 2003." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/HawkenS.pdf.
Full text
23
Hu, Jie. "An investigation into designing online language learning materials to support the academic reading of international Masters degree students." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3911/.
Full textAbstract:
This thesis provides a case study of a new approach to courseware design described as a mixed approach. This mixed approach is based on orientation to a problem (or opportunity) and rounds of design, implementation and evaluation. The mixed approach is informed by principles of being iterative, understanding the perspective of users, listening to feedback, being stakeholders, and involving users from the commencement and draws on an understanding of instructional design, user-centred design and participatory design. The context in which the study took place is the support of international students with English as a second or foreign language following Masters degree programmes at an Institute of Education within a local university. Courseware was developed which aimed to develop students’ reading skills and fluency in reading academic texts. The context is a topical issue, with increasing numbers of international students coming to study in universities in the UK. In the orientation phase of the courseware development, the nature and scope of the problem were explored through interviews with students and tutors. A wider orientation to the problem was then achieved through a review of learning theory (general orientation), reading and language issues (linguistic orientation) and the main ICT themes (applied orientation). Drawing together the orientation enabled the design and development of the first version of the courseware 2006-2007. This was evaluated through mixed methods: interviews with users (n=6), observations and computer test scores. Interviews, however, were the primary source. Data was coded and aggregated, then compared and contrasted. It was found that students reported positively on their use of the courseware product (titled CAR 1), however suggestions for improvement were made including providing more guidance and more explicit reading skills support. The courseware was adapted in line with this feedback and further evaluated (2007-2008). The revised product (CAR 2) was more positively received. A key difference between the two versions was the adoption of an explanation, practice, feedback model in CAR 2. Issues relating to the design of courseware are discussed. Two models of courseware development are provided. The first is a prescriptive framework set out the steps to be undertaken when following the mixed model. The second is a holistic model developed after the study which sets out the various factors which came together to shape the design and implementation of the courseware. It was found that the design is not ‘value free’ but shaped by the context and by the designer’s past experiences and tacit beliefs about teaching and learning. Issues relating to the development of reading skills are discussed throughout the thesis, though it is stressed that the trials were too short and the methodology was not appropriate for identifiable gains in reading fluency to be evidenced. The mix of cultural and social problems, language processing problems, L2 acquisition and training background problems, support problems which students faced are, however, described. The research showed that there were particular features of academic texts which students should not be assumed to understand. It was also found that some tutors felt that the language demands were too intense for some students. As regards the courseware, students felt that it was useful in supporting the development of reading skills. They valued the explicit teaching of skills and strategies and modelling of strategies such as skimming, scanning and speed reading. Useful features, or affordances, within the courseware were interactive feedback, easy access to several authentic texts, repeated practice, and links to opportunities for further study. However, the courseware needed to be integrated more fully into the course programme, and there needed better branching so that users could follow personal routes to and through material. Context remained important and online support might only mitigate the structural difficulties which international students’ face. Recommendations are made towards better support for international students.
24
Kajee, Farhana Amod. "Knowledge and knowers in Educational Leadership and Management (ELM) Master’s Programmes in South Africa." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60698.
Full textAbstract:
This dissertation examines the knowledge and knower practices in the Master’s in Educational Leadership and Management (ELM) coursework programmes at South African public universities. This study was prompted by my growing awareness of problems and tensions in the field of ELM generally, and at the level of programme design of the M Ed degree in particular. Many of these had been identified by a national audit of coursework M Eds in ELM (CHE, 2010), and this study sought to find a way of theorising these with a view to improving both course design and teaching. To this end I employed Maton’s Legitimation Code Theory (LCT) which enables critical engagement with knowledge and knowers in programmes, how they are positioned, and how this positioning may be problematic. Hence my first research question sought to discover and critique what counted as knowledge in these programmes and why, while the second asked how knowers were positioned, and why this had come to be the case. LCT has its roots in the work of Bernstein and Maton, whose preoccupation with curriculum was/is driven by a sense of social justice: if we can understand how and why the curriculum is organised and presented in a particular way, it becomes possible to re-imagine teaching and learning, making it accessible to a broader, more inclusive body of learners. The study also drew on critical realism as an underlabourer. This philosophy provided a nuanced understanding of ontology, encouraging and enabling me, as researcher, to unearth causal mechanisms driving the status quo. Only seven South African universities currently offer the coursework option of a Master’s degree in ELM, compared to thirteen when the audit was conducted in 2010. Six of the universities agreed to take part in the study. Data was gathered through content analysis of the six course outlines and interviews with individual co-ordinators or academics centrally involved in the programmes. Through the development of a translation device I was able to establishing that a knower code was dominant in the programmes. Using this point as my departure, I interrogated the knowledge practices and found that different types of knowledge were being privileged across the programmes, with some having a practical/professional leaning and others a more academic/theoretical orientation. The resultant tension does, I argue, restrict knowledge building and helps to account for the fact that the field is generally considered to be under-theorised. The fact all of these programme are registered with the same national qualifications authority, ostensibly following the same national guidelines for Master’s degrees is worrying. The study attempts to find underlying, historically significant reasons for this unevenness. An analysis of the programmes revealed a leaning towards supportive pedagogical approaches. While all programmes promote a cultivated gaze their purposes are not always the same. While a hegemonic practices potential for opening counts as knowledge, cultivated gaze can enable transformation, it can also encourage that can impede real change and empowerment. The study has the up much needed debate on what is meant by a Master’s in ELM, what and what kinds of knower are envisaged.
25
McNamara, James David. "The portrayal of the Germani in German Latin textbooks : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Classics /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/783.
Full text
26
蘇育吟. "The working experience of a graduate with a master degree of early childhood education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37580204620990160864.
Full text
27
Slantcheva, Snejana Ivanova. "The introduction of the bachelor -master -doctor degree system in Bulgarian universities: A case study." 2000. https://scholarworks.umass.edu/dissertations/AAI9978555.
Full textAbstract:
The on-going higher education reform movements in Central and Eastern Europe have been seriously challenged by the numerous difficulties in the period of political, economic, and social transition in these countries. The reform of higher education in Bulgaria involved a radical restructuring of the degree system. The 1995 Law on Higher Education mandated the implementation of a policy for the introduction of the bachelor-master-doctor structure. The new degrees were to replace the traditional mono-phased system of higher education. The policy's main objective was to facilitate the effective adaptation of the Bulgarian institutions of higher education to the changing demands of the post-communist society. This project analyzed the introduction of the bachelor-master-doctor structure in Bulgarian universities. The study focused on the relationship between the narrow legislative framework directing the implementation of the new policy and the outcomes of this policy at the institutional level. The institution chosen for the case study was “St. Kliment Ohridski” University of Sofia. The findings of the study revealed a direct connection between the prescriptive and regulatory normative base for higher education and the consequences of the implementation of the policy for the introduction of the new degrees. Through the 1995 Law on Higher Education, the State established restrictive control over the university functioning and governance. At the institutional level, the findings revealed little university initiative and creativity in preparing the new bachelor study plans and providing different arrangements to students and faculty. As a result, the introduction of the three-tier system of education brought little change in a number of important aspects of the university functioning. The way in which bachelor programs were created did not affect the qualitative nature of the process and the contents of study but merely the quantitative aspects of the degrees such as the number of years, the course hours, and the institutions which could offer them. In practice, old study plans and programs were reshuffled and then re-ordered within the new tiers. A mode of thinking and organization inherited from the past was framed in a new hierarchically ordered structure that led to little qualitative change of higher education.
28
Ching-Sheng, Chi, and 嵇慶生. "The Research on Learning Satisfaction for Cultural and Educational Administrative Personnel Participating in In-Service Recurrent Education for Master Degree." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50299201545233441432.
Full textAbstract:
碩士<br>國立高雄師範大學<br>成人教育研究所在職專班<br>92<br>The main purpose of the research is to understand the situations of the learning satisfaction of cultural and educational administrative personnel participating in-service recurrent education for Master degree.
To achieve the purposes, the program is to adopt the literature analysis and study to build the theoretical structure of this research. This research uses the method of questionnaire investigate with cultural and educational administrative personnel participating in-service recurrent education for Master degree. The research tool is “The questionnaire on the learning satisfaction for cultural and educational administrative personnel participating in-service recurrent education for Master degree” which was designed by the researcher.
The previous questionnaire was edited by item analysis and factor analysis, and was established to this formal questionnaire. Our research object is students of cultural and educational administrative personnel participating in-service recurrent education for Master degree of National Taiwan Normal University, National Kaohsiung Normal University, National Taipei Teachers'' College, National Pingtung Teachers'' College. 230 questionnaires were sent out and 187 of them were returned, There were 183 effective questionnaires. The return rate was 81.30%.The data obtained from the completed questionnaires were statistically analyzed through the packaged software of SPSS 10.0 in computer. The statistical processing methods were based on frequency
distribution, percentage distribution, mean, S.D.（standard deviation）,T-test, one-way MANOVA and two-way ANOVA.
Through statistical analysis we have five conclusions:
1. The aspect with highest satisfaction is “personnel’s auxiliary.”
2. The aspect with lowest satisfaction is “administrative services.”
3. On the whole the students are satisfied with the learning at in-service recurrent education for Master degree.
4. It is obvious differences in the learning satisfaction much by background variances. Such as gender, current position classification, service institution classification and participate college period of time.
5. There are remarkable interaction in service institution classification and participate college location for learning satisfaction of cultural and educational administrative personnel participating in-service recurrent education for Master degree.
According to the conclusions above, we could offer some suggestions to student, teacher, training organizations and government departments related on cultural and educational administrative personnel participating in-service recurrent education for Master degree as detailed references of education activities.
29
Yu, Chun-Ju, and 游君如. "A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art Education." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/51349324770656657369.
Full textAbstract:
碩士<br>國立彰化師範大學<br>藝術教育研究所<br>89<br>Abstract
The speedy development of technology shorten the distances between countries and nations. The continuous influences happen when two different cultures contact with each other. Though language is the main medium for communication, but through art, it transmits us the cultural essences and meanwhile brings us much more impact than language in the communication.
Owing to the particular geographic location and political- economic environment, Taiwan receives notices highly from other countries and areas all the time. For the reason, many different cultures influence the cultures in Taiwan every period. But owing to the political and other interferences, the culture here in Taiwan presents a pseudo single-culture phenomenon.
Till the twenty-first century nowadays, the development of education can’t detach from its own culture and society, more than that, we can’t ignore the developing tendency of nowadays globalized education either. Only through practicing multi- cultural education, then we can face the changes from the diversities of our society.
From the educational reform processions happened in England, America, and Japan, we understand that some essential points about multiculturalism in art education. They are “the need to have different and suitable curricula for the student from different nations and culture backgrounds”, ”the need to learn visual literacy”, “the need to appreciate every kind of art presentation without certain prejudices”.
In Taiwan, we own many good art works with the confect of cultural diversity. But the public themselves can’t possess the knowing of multicultural concept, the inner meaning of these artworks are ignored. Though my thesis, I take the works with multicultural impacts for examples. These works are from the impressionism period to the contemporary. From analyzing the form, contents, and meanings of these works, I found that the right position between globalization and localization in multicultural art education.
30
"Image promotion and program improvement of the full-time M.B.A. program at the Chinese University of Hong Kong." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888670.
Full textAbstract:
by Cheung Po-Yu, Tang Poon-Tung, Denny.<br>Thesis (M.B.A.)--Chinese University of Hong Kong, 1996.<br>Includes bibliographical references (leaves 102-103).<br>ABSTRACT --- p.ii<br>TABLE OF CONTENTS --- p.vi<br>LIST OF ILLUSTRATIONS --- p.ix<br>LIST OF TABLES --- p.xi<br>ACKNOWLEDGMENTS --- p.xiii<br>CHAPTER<br>Chapter I. --- INTRODUCTION --- p.1<br>What is M.B.A. ？ --- p.1<br>Criticisms of Worldwide MBA Programs --- p.2<br>Changes of MBA Program --- p.3<br>MBA Programs in Hong Kong --- p.3<br>Programs Offered by The Chinese University of Hong Kong --- p.4<br>Programs Offered by Hong Kong University of Science and Technology --- p.6<br>Corporate Communication Practices in CUHK MBA Program --- p.7<br>Purpose of Study --- p.9<br>Chapter II. --- LITERATURE REVIEW --- p.10<br>Corporate Image --- p.10<br>Key to Public Trust --- p.11<br>Retain Quality Students --- p.11<br>Let the Image Do the Recruiting --- p.12<br>Corporate Communication --- p.13<br>Introduction - What is It ？ --- p.13<br>Means of Corporate Communication --- p.13<br>Corporate Advertising --- p.13<br>Product Advertising --- p.14<br>Public Relations --- p.15<br>Existing communication channels of the MBA Programs in CUHK --- p.16<br>Public --- p.16<br>Chapter III. --- RESEARCH METHOD --- p.19<br>Objectives --- p.19<br>Research Design --- p.20<br>Literature Review --- p.20<br>Research Method --- p.21<br>Questionnaire Design --- p.21<br>Sampling --- p.21<br>Test of Questionnaires --- p.24<br>Limitations --- p.24<br>Chapter IV. --- RESEARCH FINDINGS AMD ANALYSIS --- p.26<br>Overall Sample Characteristics --- p.26<br>Questionnaire 1 --- p.26<br>Nature of Business --- p.26<br>Departments Respondents Belong To --- p.28<br>Overall Findings --- p.29<br>Questionnaire 2 --- p.41<br>Nature of Respondents --- p.41<br>Overall Findings --- p.41<br>Chapter V. --- RECOMMENDATIONS --- p.53<br>Product Strategies --- p.54<br>Global Perspective with Focus on Asia - Pacific --- p.55<br>Inclusion Mandarin as a Non-credit Core Course --- p.56<br>Set up Another Concentration in China Studies --- p.58<br>Enrich International Exchange Program by Increasing the Number of Overseas Universities --- p.59<br>Include Study Tours to Different Countries --- p.61<br>Enrich and Revise Current Curriculum --- p.62<br>Introduction of Enrichment Programs --- p.63<br>Design of Career Strategies of MBA Graduates --- p.65<br>Set up Independent MBA Placement Office --- p.66<br>Reorganize Networking with Existing Alumni --- p.72<br>Communication Strategies --- p.74<br>Public Relations --- p.74<br>Set up Center for Corporate Partnership --- p.75<br>Exhibitions --- p.76<br>Publications and Promotional Items --- p.77<br>Government Lobbying --- p.78<br>Redefine the Organization and Build Up Distinctive Symbol for the Graduate School --- p.79<br>Chapter VI. --- CONCLUSIONS --- p.81<br>TABLES --- p.83<br>APPENDIXES --- p.91<br>REFERENCES --- p.102
31
Hung, Ling-Wei, and 洪凌威. "The Relationship between Education and Employment of Non-Industrial Design-Originated Students with Master Degree of Industrial Design." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/25444399855381597235.
Full textAbstract:
碩士<br>大同大學<br>工業設計學系(所)<br>96<br>With the gradual evolution of domestic industries, the benefits of design have been more emphasized than before. The number of students majoring in industrial design or related subjects has constantly increased, and many non-industrial design-originated undergraduates have also shifted their majors to industrial design when pursuing a master’s degree. However, can these non-industrial design-originated students really become an industrial designer as expected or have they really made a correct choice for their career development?
This study focuses on currently employed non-industrial design-originated graduates with a master’s degree in industrial design. Through a questionnaire survey, the occupation choice and education of the subjects are explored and analyzed with chi-square test, one-way ANOVA, two-way multivariate analysis of variance (MANOVA), and t-test. The results indicate that only 46.7% of non-industrial design-originated students chose to become an industrial designer after taking a master’s degree, and male students outnumbered female ones. Most of those who are currently involved in other occupations still expect to become an industrial designer, but to a significantly lower degree than incumbent industrial designers. The difference in areas majored in university and pre-study work experience does not have any significant influence on their occupation choice. In terms of the factors affecting their occupation choice, pre-study employment factors are significantly more influential to the occupation choice of non-industrial designers than to that of industrial designers. On the other hand, design areas majored and industrial design education in graduate school are also more influential to the occupation choice of industrial designers than that of non-industrial designers.
The survey respondents, no matter working as industrial designers or not, all conceived that in terms of learning outcomes, they gain more from the theoretic knowledge than from design tools and practical learning. However, those who chose to become industrial designers tended to be more proactive in on-campus design activities and design competitions than non-industrial designers. The respondents suggested that practical design education, industry-academy cooperation cases, design competitions, and design reports are most beneficial to the preparation for seeking employment as an industrial designer. In the aspect of supplementary measures, optional and mandatory supplementary courses have no significant influence. Finally, the respondents suggested that the school authority should hold more industry-academy cooperation cases, design competitions, and design workshops and non-industrial design-originated students should also take part in these activities to enhance their familiarity with computer-aided design (CAD) tools. This finding reveals that the ability to operate CAD tools and the ability to perform design practice are goals that non-industrial design-originated students need to urgently achieve in the present.
32
Zhang, Xin Sheng. "How effectively do master's students in computer-based education learn?" Thesis, 2009. http://hdl.handle.net/10210/2209.
Full textAbstract:
M.Ed.<br>Die doel van hierdie studie is om te bepaal hoe effektief ’n interaktiewe leersisteem gedurende die Meesterskursus in Rekenaar gebaseerde onderrig te RAU, is. Ten einde hierdie navorsingsdoel te bereik, is die volgende doelwitte as riglyn vir die navorsing geformuleer: • om ’n literêre oorsig te verkry ten einde vas te stel hoe die effektiwiteit van leer bepaal kan word; • om ’n evalueringsinstrument op te stel wat die effektiwiteit van leer bepaal deur die gebruik van die Kirckpatrick-model vir leerevaluering; en • om te bepaal, deur middel van ’n evaluerings- gevallestudie, hoe effektief studente in hierdie ondersoek geleer het om ’n onderrigplan te ontwerp deur middel van ’n interaktiewe leersisteem. Die rasionaal van die studie het tot die volgende navorsingsvraag, gelei: “Hoe effektief het Meestergraad-studente in rekenaargebaseerde die ontwerp van ’n onderrigplan onder die knie gekry deur gebruik te maak van ’n interaktiewe leersisteem?” ’n Kwalitatiewe navorsingsbenadering is gevolg. Die navorsingsmetode wat vir hierdie studie gebruik is, is ’n gevallestudie wat ’n in-diepte begrip van die leerderondervinding en effektiwiteit van leer, geskep het deur gebruik te maak van WebCT. Metodes om data te versamel, om hierdie spesifieke navorsing uit te voer, bestaan uit ’n literatuurstudie (vir die daarstelling van die begrips- en teoretiese raamwerk) asook; en ’n gemengde data-versamelingsmetode wat insluit: waarnemings, vraelyste, onderhoude en die dokument-analise. ’n Kort inleiding van die data-analise, die strategieё wat gevolg is om die betroubaarheid van die studie te waarborg, en ’n beknopte beskrywing van die etiese aspekte wat in ag geneem is vir hierdie studie, is ingesluit. ’n Wye oorsig van die toepaslike literatuur vir hierdie navorsingsondersoek word voorsien. Om die navorsingsvraag te beantwoord, is die begrip leer, eerstens verken en verduidelik deur gebruik te maak van drie leerteorieё, naamlik, Gedragsteorie, Kognitiewe Teorie en Konstruksie-teorie. Tweedens, deur te fokus op die ondersoek van “hoe om die effektiwiteit van leer te meet”, is vier paradigmas en verskeie evalueringsmodelle bestudeer en bespreek. Laastens is Kirckpatrick se viervlak-evalueringsmodel ook bestudeer en bespreek. Hierdie model is gekies as ’n gepaste evalueringsmodel vir die betrokke studie. ’n Oorsig van die Meesterskursus en die onderrigprogram WebCT is gegee. Die werking en samestellende dele van WebCT, wat gebruik is vir hierdie kursus, word kortliks beskryf. Die gekose tema (Tema 5 - Die teorie oor die ontwerp van ’n onderrigprogram) wat gebruik is vir hierdie studie, is ook beskryf en bespreek. Die bevindinge van Vlak Een - Reaksie-evaluering wys dat die kursus se doelwitte bereik is en dat studente die verlangde leeruitkomste ten opsigte van Tema 5 bereik het. Die studente se oorsigtelike evaluering van die onderrigprogram, WebCT was oor die algemeen goed. Volgens die evaluering van die toepaslikheid van die inhoud van Tema 5, wys die bevindinge egter dat die ontwerp van ’n onderrigplan nie heeltemal van toepassing was op elke student se werk nie. Die bevindinge van Vlak Twee - Leerevaluering wys dat na die onderrig van Tema 5, die kennis en vaardighede van die studente oor die ontwerp van ’n onderrigplan aansienlik vermeerder het. Die meerderheid van die studente het ’n positiewe uitkyk gehad oor wat hulle geleer het uit Tema 5. Die bevindinge van Vlak Drie - Gedragsveranderings-/Oordrag van leer-evaluering wys dat die meerderheid studente hulle gedrag op ’n positiewe manier, ten opsigte van Tema 5, verander het. Die bevindinge van hierdie Vlakevaluering wys egter uit dat dit nodig is om die kennis en vaardighede wat gedurende die onderrig verkry is, deur gebruik in die werksplek te versterk. Die bevindinge van Vlak Vier - Resultate-/Organisatoriese invloed- evaluering wys dat die onderrig van Tema 5 nie ’n sterk invloed op die organisasie van studente gehad het nie.
33
Nzimande, Mildred Nomkhosi. "Exploring students' experiences of producing a masters dissertation." Thesis, 2011. http://hdl.handle.net/10413/5789.
Full textAbstract:
A substantial number of research articles have been published on postgraduate (doctoral and masters) studies, locally and internationally. Whilst most of these articles address issues of research supervision, some are seen to be concerned with issues of postgraduate retention and throughput as aspects of focus and debate on Higher Education Institutions. This research study was conducted with the aim of analysing students' experiences of researching for a masters dissertation. Seven masters students from the University of KwaZulu-Natal in South Africa participated in this study. Using a qualitative case study approach within the interpretive paradigm, the researcher sought to answer the two critical questions: 1) what are students‟ experiences of producing a masters dissertation? 2) How are masters students supported through the process of research? The theory of experiential learning was used as a framework for this study. This theoretical framework assumes that people learn new knowledge by consciously reflecting upon their existing and newly constructed knowledge. The literature reviewed as the point of departure for this study was based on two major issues, namely: students‟ issues as well as supervision issues since these are the areas that have been widely researched concerning postgraduates. Issues of trustworthiness and credibility were taken care of and are explained in chapter 3, as well as ethical considerations for the participants.
Based on the collected data, eight themes were created and data analysed accordingly. From the analysed data four major insights emerged relating to individuality of research; self-direction in learning; students‟ previous experience; and challenges of research. The findings suggest that research supervision is the major contributory factor to the students' progress with their research. Therefore, greater efforts on the supervisors part in terms of creating an enabling environment for students to successfully conduct or complete their research studies seems to be a necessity. Hence, one of this study's recommendations is that the institution or the specialization should consider introducing group supervision to minimize the privatized nature of supervision. A proper working
plan needs to be in place to ensure that postgraduates are adequately supervised in the manner that will encourage them into becoming successful researchers.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
34
Uppal, Baljinder Kaur. "A comparison of self-acceptance among counselor education Master's Degree students at the beginning, practicum level, and graduation from their program of studies." 2007. http://etd1.library.duq.edu/theses/available/etd-07102007-135903/.
Full text
35
Chien-hui, Chen, and 陳千惠. "A Study of the Career Development and Plan for Elementary School Teachers In-Service Education to Get Master Degree." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/30672369221228385660.
Full text
36
Bushey, Nicole Lynn. "Healthy habits for healthy living a report submitted in partial fulfillment ... for the degree of Master of Science, Parent-Child Nursing) ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799580.html.
Full text
37
Hsu, Ya Li, and 徐雅力. "A comparative study of library and information science education for the master degree programs between Taiwan and the Mainland China." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29420880367783379629.
Full textAbstract:
碩士<br>國立政治大學<br>圖書資訊與檔案學研究所<br>97<br>For nearly three decades, Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China shape their own features. This study investigates the following issues about Library and Information Science Education for the Master Degree Programs in Taiwan and in Mainland China: (1) What is the general condition? (2) How the education goals are different from each other? (3) How the admissions and graduation requirements are distinct from each other? (4) What are the dissimilarities in curriculum design between each other? (5) What education evaluation systems do they possess?
38
Shu-Ju, Liou, and 劉素珠. "A Study of the Behavioral Intention of Elmentary School Teachers In-Service Education to Get Master Degree in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50498105933641100941.
Full textAbstract:
碩士<br>高苑科技大學<br>經營管理研究所<br>103<br>Abstract
The research aimed at investigating the behavior intentions of Kaohsiung elementary school teachers who pursue master’s degree in service. Based on the theory of planned behavior (TPB), the investigation was conducted through surveying the participants and verification by the methods of factors analysis, cronbach’s α, independent-sample t-test, analysis of variance (ANOVA), and structural equation modeling (SEM).
The result indicates that “attitude,” “subjective norm,” “perceived behavioral control” have a positive and significant influence on the participants’ behavior intentions. Ranked by theextent, attitude is the most influential factors, followed by perceived behavioral control and then subjective norm. From the aspect of attitude,“personal relative benefit” is more influential than “social relative benefit”; from the aspect of subjective norm, “secondary group” is more influential than “primary group”; from the aspect of perceived behavioral control, “self-efficacy” is more influential than “facilitation conditions.”
Based on the research, there were a total of five suggestions released from the aspectas follows:
1. Behavior intention —Colleges shall undertake from the angle of attitude and put an emphasis on the raise of personal and social benefit, triggering elementary schoolteachers’ interest in degree pursuing, when promoting master’s degree courses.
2. Attitude — Colleges shall put an emphasis on the possibility of a promotion and raises due to the cultivation of a second expertise when promoting master’s degree courses. By providing a variety of trends fulfilling courses, colleges can trigger elementary school teachers’ interests in degree pursuing.
3. Subjective norm—Colleges shall provide courses’ information through various channels (bulletins on colleges’ or departments’websites and campus, etc.) and invites specialty professionals to host seminars when promoting master’s degree courses.Hence, colleges can trigger elementary school teachers’ interest in degree pursuing.
4. Perceived behavioral control —Related information of master’s degree courses hall be visible and accessible on colleges’ websites; further, providing learning tutorships can reduce the pressure from elementary school teachers, increase whose interests in degree pursuing.
5. External variables —To be competitive, colleges shall differentiate elementary school teachers by different external variables, and comply differentiated marketing respectively on each market segments of the participants.
Keywords: Elementary school teachers, In-service Education, Behavior intentions,
Theory of Planned Behavior
39
Collecutt, Richard Eric Vaughan. "Scaffolding asynchronous communication : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Computing, Unitec New Zealand /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1010&context=unitec_scit_di.
Full text
40
"A study on MBA programmes in Hong Kong." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887541.
Full textAbstract:
by Chan Lai-ying, Rita.<br>Thesis (M.B.A.)--Chinese University of Hong Kong, 1993.<br>Includes bibliographical references (leaves 92-94).<br>ABSTRACT --- p.iii<br>TABLE OF CONTENTS --- p.vi<br>LIST OF TABLES --- p.x<br>ACKNOWLEDGEMENT --- p.xiii<br>Chapter<br>Chapter I. --- INTRODUCTION --- p.1<br>MBA Education in Hong Kong --- p.1<br>Proliferation of MBA Education --- p.1<br>Customer Needs --- p.2<br>Value of a Local MBA Degree --- p.3<br>Chapter II. --- LITERATURE REVIEW --- p.6<br>MBA Education --- p.6<br>The World MBA Market --- p.7<br>Decrease in Demand --- p.7<br>Increase in Supply --- p.7<br>The Impact of Recession --- p.8<br>Inadequacy of Traditional MBA Curricula --- p.8<br>Competition from Corporate Management Development Training --- p.9<br>The Future --- p.9<br>The MBA still Lures --- p.9<br>MBA Consurmers --- p.10<br>Training Sponsorship --- p.10<br>Future Development of MBA Programmes --- p.11<br>The Trend toward In-house MBA Programmes --- p.11<br>The Local MBA Market --- p.12<br>Programme Evaluation Indicators --- p.13<br>Quality of Curriculum --- p.13<br>Quality of Applicants --- p.13<br>Admission Requirements --- p.14<br>Quality of Faculty --- p.15<br>Quality of Graduates --- p.15<br>Chapter III. --- METHODOLOGY --- p.17<br>Objectives --- p.17<br>Method of Study --- p.18<br>Design of Questionnaire --- p.18<br>Test of Questionnaire --- p.19<br>Scope and Coverage --- p.19<br>Method of Approaching the Companies --- p.20<br>Anonymity --- p.20<br>Follow-up Actions --- p.20<br>Data Analysis --- p.21<br>Limitations --- p.21<br>Chapter IV. --- RESEARCH FINDINGS AND ANALYSIS --- p.24<br>Response Rate --- p.24<br>Overall Sample Characteristics --- p.24<br>Respondent Companies --- p.24<br>Nature of Business --- p.24<br>Company Size --- p.25<br>Individual Respondents --- p.26<br>Department They Belong To --- p.26<br>Positions Held --- p.27<br>Education Level --- p.28<br>Institutions Where They Graduated From --- p.29<br>Institutions Where They Got / Are Studying For Their MBA Degrees --- p.30<br>Experience In Working With Local MBA Graduates --- p.31<br>"Company Practices on Recruitment, Training Sponsorship and Promotion of Local MBA Employees" --- p.32<br>Recruitment of Local MBA Employees --- p.32<br>Companies Currently Hiring Local MBA Graduates --- p.32<br>Company Size and Hiring Local MBA Graduates --- p.33<br>Reasons For Not Hiring Local MBA Graduates --- p.34<br>Positions Requiring MBA As Requisite --- p.34<br>Training Sponsorship Practices --- p.35<br>Training Sponsorship For Local MBA Programmes --- p.35<br>Reasons For Sponsorship --- p.35<br>Institutions Qualified For Training Sponsorship Schemes --- p.37<br>Company Offer to Graduates of Different Institutions --- p.38<br>Recruitment Preference --- p.38<br>Difference in Renumeration Packages --- p.41<br>Difference in Positions / Grades --- p.42<br>Promotion Preference --- p.43<br>Preference For Graduates From Different Institutions --- p.44<br>Future Company Needs For Local MBA Graduates --- p.44<br>Evaluation on Local MBA Programmes --- p.46<br>What do They rely on when Evaluating --- p.46<br>Knowledge about Individual MBA Programmes --- p.47<br>Admission Requirements --- p.49<br>Correlation between Admission Requirements and Reputation --- p.49<br>Programme Evaluation --- p.50<br>Quality of Applicants --- p.51<br>Quality of Curriculum --- p.52<br>Quality of Teaching Staff --- p.52<br>Quality of Graduates --- p.54<br>Effectiveness in Preparing Graduates for Current Job --- p.56<br>Effectiveness in Preparing Graduates for Position of Significant Management Leadership --- p.57<br>Overall Reputation of Individual Programmes --- p.58<br>The Correlation between Knowledge about the MBA Programmes and the Evaluation of the Programmes --- p.59<br>Future Development of Local MBA Programmes --- p.60<br>Topics / Areas Needed --- p.60<br>Importance of MBA Education --- p.61<br>Demand for MBA Graduates --- p.63<br>Kinds / Levels of Staff needing an MBA Degree Most --- p.65<br>Comparing Part-time MBA Programmes with In-house Management Development Training --- p.65<br>Overall Findings --- p.67<br>Chapter V. --- RECOMMENDATIONS --- p.69<br>Targeting at Satisfying Customer Needs --- p.69<br>Partnering with the Business Community to meet Demands --- p.70<br>Determining Customer Needs --- p.70<br>In-House MBA Programmes --- p.71<br>Promotion Efforts --- p.72<br>Programme Prospectus --- p.72<br>Programme Consultancy Service --- p.73<br>Image Building --- p.73<br>Alumni Networking --- p.74<br>Product Differentiation among MBA Programmes --- p.75<br>Product Differentiation between BBA and MBA Programmes --- p.76<br>Curriculum Reform --- p.77<br>Total Quality Management --- p.79<br>China Trade --- p.80<br>Enhancement in Quality of Faculty --- p.80<br>APPENDIX --- p.82<br>BIBLIOGRAPHY --- p.92
41
Ciarelli, Cheryl Jean. "Content evaluation of the "Healthy Sexuality" curriculum a report submitted in partial fulfillment ... for the degree of Master of Science, Parent/Child Nursing ... /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/68798768.html.
Full text
42
Wang, Mei-Ling, and 王梅玲. "A Comparative Study of Library and Information Science Education for the Master Degree Programs between the United States and the United Kingdom." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/5udh5y.
Full text
43
Boynton, James R. "Design and evaluation of a computer-simulated child patient submitted in partial fulfillment ... for the degree of Master of Science ... /." 2004. http://catalog.hathitrust.org/api/volumes/oclc/68962639.html.
Full text
44
曾雙郎. "The Current Condition and System Structure of Physical Education Study of Human Culture and Social Science in Our Country-- To Explore the Master Degree Essay of Physical Education." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/69210441102496633999.
Full textAbstract:
碩士<br>國立體育學院<br>體育研究所<br>84<br>This study was mainly to understand the current condition and context of our physi-cal education study of our human culture and social science from the political and economic social background of the age, and tried to establish from the study the whole system and content of physical education of human culture and social science. In this study we used content analysis first, then made analysis and conclusion of 182 master degree essays of physical education since the beginning in our country, and then analyzed thoroughly the meaning behind these phenomena from the data accrued and the interviews of physical education study personnel.
From this study we got the conclusion that:
1. The Age Background of The Bssay Generation: Political events affect exercise social science study, and economic development relates to exercise management research, the change of social & cultural thoughts relate more deeply to the human culture study of exercises, while educational policy affects the study on educational field of exercise.
Ⅱ. The General Condition of Essay Development
A. From the year of Essay Development
(1) Field: Exercise human culture field and exercise management subjects begin from 1989, while the essays on exercise educational subject and social sub- jects occurred since 1972.
(2) Courses:
1. The courses which had essays in recent years include: Exercise Philosophy, Exercise Anthropology, Physical Education Teaching, Exercise Business Admin- instration. Exercise Marketing, Physical Education Administration, Exercise Architectural Equipment.
2. The courses which had started already earlier: Exercise History, School Exercise Administration, Physical Education Course, Exercise Sociology, Exercise Leisure Activities, Comparative Physical Education, Exercise Broad- casting, Exercise Psychology, Exercise Politics.
B. From the context of essay development, each course had a certain trend.
C. From the point of distribution of essays on each field and course:
(1) Field: Total 182 essays, 79 essays onExercise Social Science, which are43% of total to be the first; 39 essays on Physical Education of Human Cul- ture, which are 21% of total to be the second; 30 essays on exercise adminis- tration and 32 essays on exercise educational science.
(2) Courses: 52 essays onExercise Psychology (29%), 25 essays on Exercise History (14%), 17 essays on School Exercise Administration (9%), 15 essays on Exercise Marketing (8%), 13 essays on Exercise Philosophy (7%), 10 essays on Physical Education Administration, 8 essays on Physical Education Teaching (4%), 8 essays on Comparative Physical Education(4%), 7 essays on Physical Education Course (4%), 7 essays on Leisure Activities (4%), 6 essays on Exercise Business Administration (3%), 6 essays on Exercise Sociology (3%), 5 essays on Exercise Broadcasting (3%), 1 essay on Exer- cise Politics (1%), 1 essay on Exercise Anthropology (1%), 1 essay on Exer- cise Architectural equipment (1%).
D. From research methods of the essay:
(1) The courses which used investigation method often were: School Physical Education Administration, Physical Education Course, Exercise Business Ad- ministration, Exercise Marketing, Exercise Administration, Exercise Sociology, Exercise Leisure Activities, Exercise Broadcasting, Exercise Psychology.
(2) The courses which used lab method often were: Exercise Psychology, Physical Education Teaching.
(3) The courses which used historic method often were: Exercise History, Exercise Thoughts History, and Comparative Physical Education.
(4) The courses which used special method were: philosophical method for Exercise Philosophy, observational method for Physical Education Teaching, related research method and standard test for Exercise Psychology.
(5) Literature analysis and interview were widely used in each course as auxiliary method.
(6) Comparative Physical Education and Physical Education Administration often used two more methods at the same time.
E. The Difference of Research Trend at each school: Though the creation time is different between two school, National Taiwan Normal
III. The Creation of Physical Education System of Human Culture and Social Science presented by the author at the end of this article.
(1) The human culture courses of physical education: including Exercise Philosophy (Exercise Esthetic, Exercise Ethics), Exercise History, Exercise Thoughts History, Exercise Anthropology, Exercise Literature, etc..
(2) The social science courses of physical education: including Exercise Leisure, Exercise Psychology, Exercise Politics, Exercise Sociology, Exercise Broadcast- ing, Exercise Law, Exercise Comparison, etc..
(3) The management courses of physical education: Exercise Business Adminis- tration, Exercise Marketing, Exercise Administration, Exercise Architecture and Equipment, Exercise Economics, Exercise Finance, Exercise Insurance, etc..
(4) The educational courses of physical education: including School Physical Edu- cation Administration, Physical Education Course, Physical Education Teaching, Exercise Educational Psychology, Exercise Educational Philosophy, etc..
45
Kowalski, Ewa. "Understanding teaching in Polish MBA programs : a case study of perspectives of Polish academic teachers." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94522&T=F.
Full text
46
Siemensma, Frances M. "Questioning certainty : cross-cultural experiences of the Master of Business Administration." Thesis, 2001. https://vuir.vu.edu.au/15408/.
Full textAbstract:
The Master of Business Administration has a reputation for enhancing management careers. This thesis examines contrasting perspectives on the way in which it is perceived. Such contrasting perspectives provided a way to examine and analyse the values evoked through the MBA experience. The thesis employs a cross-disciplinary approach including ethnography, cultural, post-colonial and feminist studies. The findings of the thesis should assist those who plan, market and implement management programs for
Australian and international students.
47
Kanpinit, Kachakoch. "Composite indicators for educational quality management for a masters degree program in educational administration in private higher education institutions in Thailand." 2008. http://eprints.vu.edu.au/1421/1/Kanpinit.pdf.
Full textAbstract:
This study investigates the key requirements for the development of a Masters Degree Program in Educational Administration in private higher education institutions in Thailand. The key requirements are concerned with the essential indicators of educational quality management for an effective program. The quality indicators recognise current best practice for educational effectiveness and quality management. The population sample consists of academics holding executive or administrative positions in Masters Degree Programs in Educational Administrations or related fields in state and private universities in Thailand. The research involves a Proactive Form of Evaluation, in which a set of benchmarks appropriate to the practical needs of program designers in educational administration was developed. A mixed methods approach, using both quantitative and qualitative methodology, was applied. The quantitative research involved a three-round modified Delphi survey of nineteen Thai experts in the field of educational administration, all of whom were purposively selected. The Delphi survey identified four best practice and composite indicators and their variables: visionary leadership; learning centred education; organisation and personal learning; and valuing faculty, staff, and partners. A second survey, based on the findings of the initial Delphi survey, verified the key variables amongst the composite indicators. The qualitative research components involved a research review of best practice in the use of composite indicators and their variables, and semistructured interviews. The four composite indicators of best practice, and their associated fifty-eight variables concerned with input, process and output, were validated by triangulation of the results obtained from the initial Delphi survey, the second survey, and the outcomes of the series of semi-structured interviews held at the conclusion of the two surveys. Ultimately, the study produced an Educational Quality Management model for a Masters Degree Program in Educational Administration in private higher education institutions in Thailand.
48
Lembck, Farnoush. "Orthodontics on the world wide web leveraging the Internet for patient education : a thesis submitted in partial fulfillment ... for the degree of Master of Science in Orthodontics ... /." 2001. http://catalog.hathitrust.org/api/volumes/oclc/68962584.html.
Full text
49
Kanpinit, Kachakoch. "Composite indicators for educational quality management for a masters degree program in educational administration in private higher education institutions in Thailand." Thesis, 2008. https://vuir.vu.edu.au/1421/.
Full textAbstract:
This study investigates the key requirements for the development of a Masters Degree Program in Educational Administration in private higher education institutions in Thailand. The key requirements are concerned with the essential indicators of educational quality management for an effective program. The quality indicators recognise current best practice for educational effectiveness and quality management. The population sample consists of academics holding executive or administrative positions in Masters Degree Programs in Educational Administrations or related fields in state and private universities in Thailand. The research involves a Proactive Form of Evaluation, in which a set of benchmarks appropriate to the practical needs of program designers in educational administration was developed. A mixed methods approach, using both quantitative and qualitative methodology, was applied. The quantitative research involved a three-round modified Delphi survey of nineteen Thai experts in the field of educational administration, all of whom were purposively selected. The Delphi survey identified four best practice and composite indicators and their variables: visionary leadership; learning centred education; organisation and personal learning; and valuing faculty, staff, and partners. A second survey, based on the findings of the initial Delphi survey, verified the key variables amongst the composite indicators. The qualitative research components involved a research review of best practice in the use of composite indicators and their variables, and semistructured interviews. The four composite indicators of best practice, and their associated fifty-eight variables concerned with input, process and output, were validated by triangulation of the results obtained from the initial Delphi survey, the second survey, and the outcomes of the series of semi-structured interviews held at the conclusion of the two surveys. Ultimately, the study produced an Educational Quality Management model for a Masters Degree Program in Educational Administration in private higher education institutions in Thailand.
50
LeClaire, Virginia M. "Breast cancer and genetics a client education program : a report submitted in partial fulfillment ... for the degree of Master of Science (Adult Primary Care/Community Health Nursing) ... /." 1996. http://catalog.hathitrust.org/api/volumes/oclc/68799622.html.
Full text