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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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Zakrepina, Alla V., Elena A. Shilova, and Elena A. Strebeleva. "The Study into Theoretical and Methodological Readiness of Defectology Students to Pursue Master Degree Programmes." Integration of Education 25, no. 1 (March 30, 2021): 159–79. http://dx.doi.org/10.15507/1991-9468.102.025.202101.159-179.
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Introduction.Training a competitive specialist at the level of a master program is an important educational goal. The problem of the continuity of educational levels as a condition for the quality of graduate training is debatable, because the focus of such discussions is often around the methodological components of the educational program, rather than the conceptual guidelines for professional growth. The aim of the research was to study the level of studentsʼ readiness to follow master degree programs in the field of special (defectological) education. Materials and Methods. The research constitutes a theoretical analysis of the problem of readiness of defectology students to pursue the master degree level of education. In the course of empirical research, the results of a questionnaire and self-assessment were used. The survey included 68 master degree students of 4 master degree programs. Statistical processing of the results was carried out using the Statistica 10.0 software package for the Windows. Results. The authors found that the target guidelines for the reconstruction of the professional training of master students in the field of special (defectological) education is a set of expected knowledge, skills, and abilities from the standpoint of modern requirements and social need for the activities of a specialist in the changing conditions of education, upbringing and development of children with disabilities; the designing of a master program requires the actualization of theoretical and methodological training, taking into account its extrapolation to the level of implementation of applied professional competencies in accordance with the modern needs of society and the dynamics of the educational labor market. Discussion and Conclusion. The results obtained facilitate the development of professional training of master students in the field of special (defectological) education and allow us to consider theoretical and methodological readiness to pursue a master course in terms of continuity of educational tasks and the continuity of educational levels that make up the fundamental principles for the preparation of a competitive graduate.
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Olufsen, Magne, Solveig Karlsen, Monica Andreassen, and Andy Sortland. "Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetningNorwegian master educations in natural science for lower secondary school." Nordic Studies in Science Education 11, no. 3 (November 2, 2015): 293–303. http://dx.doi.org/10.5617/nordina.948.
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English title: Norwegian master educations in natural science for lower secondary school – large differences in courses offered and size of master thesisCurrently, the majority of students in lower secondary school teacher education take a four-year education in Norway. From 2017 this education will be prolonged to a five-year master education. In connection to this, there is an ongoing debate in Norway about the content of the new teacher education programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master education for lower secondary teacher education students in Norway. This program is described in the article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress regarding the difficult link between the student’s school practice and their education at the University. As teacher educators, we experience that the new education also seems to give the students a higher identity and motivation towards teaching natural science. There are four teacher education colleges/universities in Norwegian offering a master degree in natural science/pedagogical content knowledge for teachers in lower secondary school. These master educations are relatively different in structure, and especially the subjects offered and the size of the master thesis is considerably different.
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Darmanska, Iryna, and Oleh Sukhovirskyi. "Pedagogical Conditions of Effective Training of Master Degree Students." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 2 (135) (June 24, 2021): 52–59. http://dx.doi.org/10.24195/2617-6688-2021-2-7.
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Today, Ukraine is on the verge of implementing reform changes aimed at improving the functioning of educational institutions, educational environment, working and learning conditions, etc. To this end, public authorities have adopted a number of legal documents that provide for the content and basic conceptual framework for the implementation of European integration standards. Every higher education institution must implicitly respond to these changes, as its mission should be to improve conditions within and outside the educational environment in relation to all participants of the educational process. In fulfilling its unique mission, each institution of higher education should have its own strategic vision for the development of the entire institution and individual specialties, which takes into account the individual peculiarities and needs of students and research-teaching staff. In order to form the current competences of the graduate of the relevant specialty, the higher education institution must constantly review the objectives and program learning outcomes, which will further affect the competitiveness of the student in the labour market. Each specialty must be in constant motion, development, systemic improvement. Particular attention in this process should be paid to the specialty 011 Educational, Pedagogical Sciences, as their graduates are future teachers of higher education institutions, which in the near future will influence the development processes of the future professionals in various fields. Therefore, the objective of the article is to highlight the optimal conditions that should be created by a higher education institution in the system of training of master’s degree students. To achieve it, theoretical (analysis, synthesis, comparison, generalisation) and practical (questionnaire, observation, conversation) methods have been used. In order to make the research objective and determine the needs of students, we conducted a survey, which showed not only the interest of students in the processes of development of the educational institution, but also allowed us to identify those factors that are the most appropriate for students in improving the quality of educational services. Taking into account the needs of students, we have proposed organisational and pedagogical conditions, the introduction of which will improve the quality of training of master’s degree students majoring in 011 Educational, Pedagogical Sciences.
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Brodwin, Martin G., Roman Carlos, Leo M. Orange, and Warren Myers. "Marketing and Recruiting for Rehabilitation Education Programs: A Successful Model." Journal of Applied Rehabilitation Counseling 25, no. 4 (December 1, 1994): 40–45. http://dx.doi.org/10.1891/0047-2220.25.4.40.
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This article describes a successful model for marketing and recruiting within a Bachelor of Science degree program in rehabilitation services and a Master of Science degree program in rehabilitation counseling. The strategy was developed and instituted by a faculty member and several undergraduate and graduate students within the rehabilitation education programs at California State University, Los Angeles. Results indicated a significant increase in the enrollment within both the Bachelor of Science degree program in rehabilitation services and the Master of Science degree program in rehabilitation counseling.
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Garmonova, A. V., E. A. Opfer, and D. V. Shcheglova. "Master Education and Academic Career Track in Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 47–62. http://dx.doi.org/10.31992/0869-3617-2022-31-11-47-62.
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The master’s degree is an obligatory stage for those who are planning to enter PhD. That is why it should have a clear academic track. Embedding the master’s degree in the academic track allows universities to sum up their efforts to support young scientists. There is an urgent need to support scientific centers in Russian universities. When the universities are competing for academic leadership, academic tracks become the ground for the development strategies.Previous researches showed that most students were ready to choose an academic track when they were master’s students. Thus, the academic track starts long before entering the doctoral programs. The study results reveal that master’s students do not have an opportunity to build an individual academic track within “hybrid” master’s programs. The Russian master’s degree programs shortly involve young researchers in projects, and this applies to all types of universities, including the research ones. The structure and ways of involving students in science do not differ in undergraduate and postgraduate programs. Master’s students who choose academic track do it without changing the major program. However, this trend doesn’t cover all the students. Master’s students use academic tracks to upgrade their professional skills for the further career but not at university or scientific institution.
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JinHong, HU, WANG Ling, HE Ke, LIU JiYong, XIA Yan, and CHEN JiaNi. "Conception of postgraduate education of pharmaceutical master degree based on the development of professional degrees." Pharmaceutical Care and Research 14, no. 6 (December 30, 2014): 401–5. http://dx.doi.org/10.5428/pcar20140601.
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Poli, Roberto. "Mastering social foresight – introduction to the special issue." On the Horizon 23, no. 2 (May 11, 2015): 81–84. http://dx.doi.org/10.1108/oth-02-2015-0005.
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Purpose – The purpose of this paper is a presentation of the guiding ideas underlining the master degree course in social foresight recently launched by the University of Trento (Italy). Design/methodology/approach – This paper is a reconstruction of the guiding ideas that have been used for designing the social foresight master degree. Findings – Students are exposed to a mix of contributions from futures studies, the human and social sciences (including psychology of decisions, social change, values and secondary analysis techniques) and mathematics (not only statistics, but also system theory and simulation). Originality/value – A unique look at the ideas behind the master degree course in social foresight at the University of Trento (Italy).
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Albert, Daniel J. "Online Versus Traditional Master of Music in Music Education Degree Programs." Journal of Music Teacher Education 25, no. 1 (October 3, 2014): 52–64. http://dx.doi.org/10.1177/1057083714548588.
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Tungprapa, T. "Effect of Using the Electronic Mind Map in the Educational Research Methodology Course for Master-Degree Students in the Faculty of Education." International Journal of Information and Education Technology 5, no. 11 (2015): 803–7. http://dx.doi.org/10.7763/ijiet.2015.v5.615.
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Smolyar, Antonina Ivanovna, and Svetlana Gennadyevna Zogol. "Master students’ scientific research design as a teacher training professional development factor." Samara Journal of Science 7, no. 2 (June 15, 2018): 262–66. http://dx.doi.org/10.17816/snv201872310.
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The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process personalization principle. The paper exposes to light the experience of master students scientific research organization pedagogical conditions implementation (scientific research building into the theoretical and practical courses of master degree program study; its presentation as a means of master students personal pedagogical experience and professional activity evaluation and correction; master students personal pedagogical experience use as a base in the process of theoretical course study; the connection of theoretical courses, practical trainings, work on masters thesis). The paper highlights peculiarities of master students scientific research organization process. These peculiarities are: the search of leading pedagogical experience, academic research organization; teaching practice and theoretical courses educational program composition on the basis of research and education problems solving and projects implementation; the educational research and scientific research practical training content connection with masters thesis subject; simulation training as a method of enquiry and transformation of pedagogical reality and etc.
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Prendes-Espinosa, Paz, Pedro A. García-Tudela, and Isabel Gutiérrez-Porlán. "Formative E-Assessment: A Qualitative Study Based on Master’s Degrees." International Education Studies 15, no. 2 (February 25, 2022): 1. http://dx.doi.org/10.5539/ies.v15n2p1.
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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.
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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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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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��������� and B. Elkanova. "On Culture-General Training of Master�s Degree Students at Higher Pedagogical Institutions." Standards and Monitoring in Education 4, no. 1 (February 17, 2016): 32–35. http://dx.doi.org/10.12737/17984.
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The ongoing reforms of the Russia�s educational system call for improvements in the system of higher education. Thus there is a critical need to provide the
theoretical and methodological basis for training Master�s degree students, and particularly for the culture-general training. Meanwhile the Federal State
Educational Standard of the 3rd generation does not describe in detail the concept of culture-general training of Master�s students, providing only the set
of general cultural competencies, which students are required to develop to graduate with the Master�s degree. As higher education institutions are free to
set up their own mechanisms of culture-general training, the author emphasizes, that she and her colleagues place a particular focus on culture-general
training of Master�s degree students attending the higher pedagogical institutions, because the graduates would not become valued society members,
unless they have mastered and enhanced the whole range of culture-general competencies.
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Pilkienė, Simona, and Laima Sajienė. "Master Studies in Education Sciences in Today’s Society: The Graduates’ Attitude." Pedagogika 112, no. 4 (December 23, 2013): 113–18. http://dx.doi.org/10.15823/p.2013.1783.
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European Higher Education Area, the market economy and the labor market, the change of concept of study quality and its relation to the labor market, the changes of society and concept of vocational education influence the university and labor market interactions. The research problem – the curriculum of master studies in education sciences does not reflect actual interaction between mass higher education and the labor market needs. The article seeks to identify the approach of graduates to mission of master studies in education science in today’s society, the importance of the development of their personality and professional career.
The results have shown that the mass phenomenon of the graduates of higher education in education sciences is perceived positively: the aim of mass higher education is to develop a holistic education of person, not specifically defied professional activities. Graduates evaluating the mission of master studies in education sciences, in the context of needs of labor market, distinguish the independent, critical-thinking, innovation developing education of personality. Such a choice confirms the importance of master studies in education sciences to analysis of the results of personal life.
Master of Education sciences enrolls students with the motivation to continue their studies in education, some of them are already working in the education system.
Master studies of Education sciences is focused on the research works, quality of education assessment and development of managerial competencies. Meanwhile, little attention has been paid to educational policy analysis, career guidance, expertise, consultancy, project work skills development. While the pedagogical competence development in education graduate studies has been given little attention, but graduates in this professional activities feel strong and think that researchers with Master degree of education science also need a teacher qualification.
Most of the graduates had not the opportunity to practice, but notes that they were missing. In postgraduate student opinion, practice should aim to adapt existing theoretical knowledge and abilities in specific work situations and gain the skills and experience needed for their future careers.
Most of the surveyed graduates work in the field of education. However, the unanimous consensus, whether professional activities require the master of education sciences degree, is absent. Graduates with Master of Education Sciences degree have occupied various positions in professional activities: from the highest executive positions to specialist in administrative, didactic, project and research area.
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Xinogalos, Stelios. "Programming Serious Games as a Master Course: Feasible or Not?" Simulation & Gaming 49, no. 1 (December 12, 2017): 8–26. http://dx.doi.org/10.1177/1046878117747014.
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Background. Higher education on simulation & gaming has a long history with several master degrees offered by Universities worldwide. Currently, the popularity of Serious Games (SGs) has resulted in an increased interest on relevant master degrees. Despite the large number of master degrees on games in general, the literature on designing and evaluating relevant courses in higher education is rather limited. Aim. This article aims at contributing on the field of SGs higher education by reporting on the design and evaluation of a graduate course on ‘SGs Programming’. The course aims at providing students a holistic overview of SGs design, development and evaluation in a single course offered at a master degree that is not dedicated to simulation & gaming. The main goal of the pilot study presented was to investigate whether the proposed course can fulfill its objectives, as well as to draw conclusions on the design and deployment of the course that would be of interest to educators in the field of SGs. Method. In order to evaluate the course in terms of students’ satisfaction and outcomes a specially designed questionnaire was filled in and analyzed, along with students’ performance in their artifacts and final exams. Results. The results of the questionnaire combined with students’ performance show that the course fulfilled its goals in a high degree. Conclusions. Teaching SGs design and programming in a single master course is feasible by applying an iterative, project-based and microworld approach, utilizing both educational and professional tools and programming languages.
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Míguez-Álvarez, Carla, Maria Elena Arce, and Antonio Souto-Gestal. "University Students and Sustainability Skills in Occupational Health and Safety Master Degree." International Education Studies 9, no. 4 (March 30, 2016): 204. http://dx.doi.org/10.5539/ies.v9n4p204.
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<p class="apa">Education is one of the key instruments to achieving global sustainability. In fact, sustainable development has to be integrated into higher education curricula. One of the difficulties of this challenge is to know if students are able to achieve the basic skills, something that is extremely important in emergency management. Thus, assessment of student’s work outside the classroom, non-formal curriculum, is essential to adjust the subjects of education for sustainability to the philosophy of the European Credit Transfer System (ECTS) credits.</p><p class="apa">This pilot study details the measurements of the self-reported time spent by the students in different activities associated with sustainability, study habits, integration of new technologies and use of support material. Moreover, the students’ motivation and satisfaction with the course was also analysed. In this regard, two challenges were identified: teamwork and getting a better study organization.</p>
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Peón, David, Xosé-Manuel Martínez-Filgueira, and José-Luís Rodríguez-Gómez. "Professional Certifications of a University Master’s Degree and Employability: Impact on Students’ Perception." European Journal of Educational Research 12, no. 1 (January 15, 2023): 173–88. http://dx.doi.org/10.12973/eu-jer.12.1.173.
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<p style="text-align: justify;">Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students’ perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff.</p>
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Conway, Colleen, Christopher Marra, and Jessica Vaughan Marra. "Perceptions of Program Directors Concerning Design and Implementation of the Master of Music Degree in Music Education." Journal of Music Teacher Education 29, no. 3 (June 2020): 91–105. http://dx.doi.org/10.1177/1057083720926740.
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The key research question for this qualitative study was as follows: How do program directors in selected schools describe the successes and challenges related to the design of their Master of Music degree in music education? Data sources included website content for 21 NASM-accredited programs and individual interviews with program directors from seven institutions. Program directors outlined several challenges associated with program development, including how to address the practical needs of music teachers in a flexible, accommodating, and efficient manner while maintaining the highest standards for coursework so as to prepare some masters students for the possibility of doctoral work. We discuss major themes in relation to past studies of graduate education in music.
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Pisareva, Svetlana. "Master's degree pedagogical education for engineering teachers: design guidelines." Man and Education, no. 3 (64) (2020): 95. http://dx.doi.org/10.54884/s181570410020894-8.
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The article presents a theoretical model of the Master's degree program "Engineering Axiology" for teachers of engineering disciplines in the direction of training "Pedagogical Education". The essence of the model is that this educational program focuses on the axiological approach in the educational activities of teachers of engineering disciplines. In accordance with the model, the professional and pedagogical education of teachers allows the integration of psychological, pedagogical and industrial technological training.
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Miteva, Albena. "OPPORTUNITIES AND PROSPECTS FOR THE MASTER DEGREE OF EDUCATION OF SPECIALITY "ECOECONOMY"." Macedonian Journal of Animal Science 3, no. 2 (2013): 229–31. http://dx.doi.org/10.54865/mjas1332229m.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
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This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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Chernysheva, Elena I., Denis V. Dakhin, and Alla V. Brekhova. "Formation of professional competences among master degree students of pedagogical universities in the process of practice-oriented learning." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 88–101. http://dx.doi.org/10.32744/pse.2020.5.6.
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Introduction. The relevance of the study is due to the need to transform the system of practice-oriented education, to search for effective mechanisms for organizing the educational process aimed at forming the professional competencies of future teachers. The process of preparing master degree students of pedagogical universities for a professional activity must meet the requirements of modern society, the higher education system, the requirements of regulatory documents and professional standards. Materials and methods. The study involved 125 master degree students of the Voronezh State Pedagogical University majoring in “Pedagogical education”. Basic research methods include the analysis of teaching activities, the study and generalization of innovative teaching and management experience, a pedagogical experiment. Pearson’s chi-squared test (χ2) was used to establish statistically significant differences between the control and experimental groups. Research results. Within the framework of the study, a practice-oriented model of formation of professional competencies in master degree students of pedagogical universities and the conditions for its effective functioning was developed and implemented. During the study, criteria and indicators of formation of professional competences among master degree students were determined: motivational (the level of educational and professional motivation), cognitive (professional knowledge, information-communication indicator) and activity-based ones (professional skills, organization, independence), levels of formation of professional competences. The experiment showed that the level of formation of professional competences among master degree students in the experimental group is higher than that of the control group (χ2 = 6.45; p<0.05). Conclusion. The research results can be used in the process of practice-oriented teaching and the organization of educational and on-the-job training of master degree students at pedagogical universities, aimed at forming professional competencies of future teachers. Keywords: activity-based approach, competency-based approach, practice-oriented learning, professional competencies, innovative technologies, practice-oriented learning model
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Peña Arcila, José Bernardo. "Master of Ibero American virtual environment education." Metaverse 1, no. 1 (March 2, 2020): 11. http://dx.doi.org/10.54517/m.v1i1.1779.
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<p>Metaverse is an immersive, three-dimensional, virtual and online multi-user environment that allows people to communicate with each other socially and economically, regardless of location, using computing tools as personalized agents and simulations. In order to build the system, we define the guide as a free distributed application integration product, Spanish, IP voice system in metaverse, and integrated LMS (learning management system). The main tools to support this work are: 3D metaverse second life simulator, Moodle LMS, object-oriented dynamic link interface simulation, sloodle. Although the best example of metacosmic second life is an integrated world that can be accessed online. Academic experience is a master’s degree in Ibero American virtual environment management education from the University of Granada. It ended in the first quarter of 2010. It was developed in the temporary place of second life and carried out some tests and data collection. The Ibero American network ecaeva (digital visual communication strategy driven by virtual flow in the Latin American Caribbean European Union academic free trade area) promotes video conference experiments and meta poetry teaching. Epistemological strategies are case studies.</p>
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Peña Arcila, José Bernardo. "Master of Ibero American virtual environment education." Metaverse 1, no. 1 (March 2, 2020): 11. http://dx.doi.org/10.54517/met.v1i1.1779.
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<p>Metaverse is an immersive, three-dimensional, virtual and online multi-user environment that allows people to communicate with each other socially and economically, regardless of location, using computing tools as personalized agents and simulations. In order to build the system, we define the guide as a free distributed application integration product, Spanish, IP voice system in metaverse, and integrated LMS (learning management system). The main tools to support this work are: 3D metaverse second life simulator, Moodle LMS, object-oriented dynamic link interface simulation, sloodle. Although the best example of metacosmic second life is an integrated world that can be accessed online. Academic experience is a master’s degree in Ibero American virtual environment management education from the University of Granada. It ended in the first quarter of 2010. It was developed in the temporary place of second life and carried out some tests and data collection. The Ibero American network ecaeva (digital visual communication strategy driven by virtual flow in the Latin American Caribbean European Union academic free trade area) promotes video conference experiments and meta poetry teaching. Epistemological strategies are case studies.</p>
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Collins, Pauline, and Lynda Crowley-Cyr. "Editorial 18.1. Satisfying Many Masters: Teaching into Professional Degrees in the 21st Century." Journal of University Teaching and Learning Practice 18, no. 1 (January 1, 2021): 3–6. http://dx.doi.org/10.53761/1.18.1.1.
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Tertiary teaching in 21st Century Australia is, for educators, imbued with challenges as they attempt to balance the changing needs and expectations of multiple masters in a corporatised and vocational higher education environment. Those teaching into a professional degree, such as law, must consider an additional master – relevant professional associations. This Special Issue focuses on the perspectives of educators who must grapple with sector-wide changes in policy, the organisation of work, and their work practices, as well meeting the requirements of professional bodies. It aims to increase knowledge on how educators are navigating such competing demands, while seeking to achieve a rewarding and enduring career in educating students to become successful and professional graduates.
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Durham, Sue, Helen Jordan, Lucio Naccarella, and Melissa Russell. "Work-integrated Learning and Skill Development in a Master of Public Health Program: Graduate Perspectives." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 9–26. http://dx.doi.org/10.53761/1.17.4.2.
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It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed.
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Kampisiouli, Efstathia, Aikaterini Emmanouil, Georgios Georgiadis, Olga Kadda, and Ioannis Papagiannopoulos. "Students’ assessment of master degree programme “icu and intensive nursing”." Health & Research Journal 2, no. 3 (September 30, 2016): 190. http://dx.doi.org/10.12681/healthresj.19704.
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Introduction: The term evaluation of educational work means the systematic review process in which the intended learning aims are achieved and identification of the causes that prevent their possible unsatisfactory achievement so that through the feedback process to improve the quality of education itself.Purpose: The purpose of this study was to evaluate the Master degree program "ICU and Emergency Nursing" from the students of the A and C semester.Material and Methods: The evaluation of the Master degree program "ICU and Emergency Nursing”, School of Medicine, University of Athens and Technological EducationaI Institute, Department of Nursing, Athens, was based on a questionnaire answered by the students before the exam. The questionnaire included questions concerning the views of students in relation to the courses, the teachers and the teaching method and certain demographic characteristics. 11 lessons of the first and third semester of the academic year 2015-2016 were analysed. Data analysis was performed by the statistical package for Social Sciences (SPSS) ver.19.Results: From the A 'semester reviewed 43 students of whom 74,4% (n=32) were women, the first year of graduation ranging from 1986 to 2015 and 4,7% (n=2) has other postgraduate studies. The assessment of students for the first semester out of 10 with respect to the lesson includes values from 6.1 to 9.0, in terms of teaching includes values from 6.8 to 9.4 and in terms to the student of 7, 1 to 9.5. From C semester reviewed 30 students, of whom 76,7% (n = 23) were women, the first year of graduation ranging from 1988 to 2014 and 3,3% (n=1) has other postgraduate studies. The assessment of students for the C. semester out of 10 with respect to the subject includes values from 67.3 to 8.9, in terms of teaching includes values from 7.0 to 9.0 and to the student of 7, 4 to 9.3.Conclusions: Students’ assesment is an important indicator of the effectiveness of teaching method and subsequent basic education system enhancement tool.
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Annan, Jean, and Ken Ruba. "Innovation and practicality. An interview with Dr Ken Ryba." Kairaranga 9, no. 1 (January 1, 2008): 3–5. http://dx.doi.org/10.54322/kairaranga.v9i1.103.
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Ken Ruba came to New Zealand from Canada in 1978 to teach special education courses and to work on his PhD at Massey University. His PhD was in the area of computer assisted instruction and he set up the first course on the subject ever to be offered at a New Zealand university.Over the years he has written scores of articles on special education and computers in education He has also carried put research projects and published extensively on a rangeof subjects in educational psychology and special education. Ken was instrumental in setting up the Master of Education (Special Education) degree at Massey University Following this he spent two years at the University of Waikato in the School of Education developing a new Master of Special Education degree With the establishment of the new Massey University Albany Campus he was reappointed by Massey University and subsequently took the initiative to establisha Master of Educational Psychology and a Post Graduate Diploma in Educational Psychology which leads students toward their registration as psychologists.
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Rodriguez, C., S. Suominen, K. Van Landuyt, J. Farhadi, M. Hamdi, E. Santamaria, F. Kolb, et al. "The new paradigm on microsurgical education: the international master degree on reconstructive microsurgery." Issues of Reconstructive and Plastic Surgery 24, no. 1 (May 20, 2021): 81–91. http://dx.doi.org/10.52581/1814-1471/76/10.
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Microsurgery (MS) is a discipline addressed by many specialties and it is our interest to be able to carry out a pedagogical assessment of the Master Degree in Reconstructive Microsurgery (MRM) as a training program in MS.The MRM is a hybrid, blended program (virtual and face-to-face), developed in 12 modules, over a 2-year duration, which completes 2625 hours. This program is directed by recognized professors in the discipline from different parts of the World and enrolls 35 students per edition.The program reserves 35% of the places for students from emerging countries. Once each of the modules has been received and the exams passed, the students will undergo a period of clinical immersion in the reference centers around the world and after defending the research project they will be able to receive the distinction of the Master granted by the Autonomous University of Barcelona (UAB).There have been 11 editions of MRM since 2009 without interruption, with an enrollment of 400 students, 83% received the MRM degree. 65% work as Microsurgeons. 60% were Men and 40%, Women. 32% have become MS leaders in each region.We consider that the MRM is a solid, reproducible and adaptable program that guarantees each one of the pedagogical aspects. The program is unique and brings together all the qualities so that students have the necessary tools and thus make a safe start in MS.
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Prommachak, Thitima, Dr Boonchom Srisa-ard, and Dr Prawit Erawan. "A Development Indicators of the Quality for Master of Education Degree of Thesis." Khon Kaen University Journal (Graduate Studies) 07, no. 2 (April 1, 2007): 182–89. http://dx.doi.org/10.5481/kkujgs.2007.07.2.21.
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Peoples, Cathryn. "Research-Based Education on a Master of Science Degree in Professional Software Development." Computing in Science & Engineering 22, no. 4 (July 1, 2020): 36–44. http://dx.doi.org/10.1109/mcse.2020.2977337.
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Carracedo, Angel, Emiliano Giardina, Ana Mosquera-Miguel, Laura Manzo, Vanesa Alvarez-Iglesias, and Peter M. Schneider. "Making progress in education: The EUROFORGEN master degree pilot project in forensic genetics." Forensic Science International: Genetics 28 (May 2017): e12-e13. http://dx.doi.org/10.1016/j.fsigen.2017.03.006.
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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.
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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, middle and senior school is considered. The didactic structure of training of masters including the purpose, principles, the contents, technologies, and diagnostics for each educational stage is offered. The organization of research activities carried out in the process of implementation of the educational program with the aim of mastering the methodology and methods of research work by master teachers is described.
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Rudneva, Tatyana I. "Means of developing the methodological culture of master degree students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 43–50. http://dx.doi.org/10.20323/1813-145x-2022-2-125-43-50.
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Due to a number of objective reasons (the aging of pedagogical personnel, a request for a new type of lecturer), pedagogical education becomes in demand, the continuity of which is due to the specifics and peculiarities of pedagogical activity. The quality of training for the educational environment is determined by the ability to integrate pedagogical and scientific activities, which is proved by researchers. The nature of professional tasks in any sphere of activity in modern conditions is distinguished by abundance of situations of uncertainty, which requires a special culture of thinking. The article proves, on the basis of the difference between pedagogical activity and scientific activity, the need for master degree students to form the «psychology and pedagogics of professional education» course of methodological culture as a special form of pedagogical consciousness. For gaining an insight into the essence of theoretical pedagogical knowledge, it is necessary to take a certain methodological side, having mastered the scientific methods of understanding pedagogical processes. In the course of masters' methodological culture formation, the importance of the theoretical and methodological base is understood, on the basis of which a comprehensive analysis of the problem is carried out, conceptual ideas are substantiated, educational technologies are found and methodological recommendations are given. The article draws attention to the definition of pedagogical research logic and the level of its methodology adequately to the pedagogical science methodology which serves as a theoretical justification for pedagogical activity. Attention is drawn to the fact that a high level of a lecturer's professional readiness is determined by the availability of methodological literacy which contributes to obtaining reliable new scientific knowledge about pedagogical processes, mechanisms and content. The experience of their scientific preparation is presented, the understanding of which made it possible to develop the concept of the formation of a methodological culture, the dominant of which is the «Methodology and methods of organizing scientific research» discipline. Each of the four stages of the organization is represented by algorithms of methodological characteristics that as a whole determine the logic of scientific search. In accordance with this concept, lecturer-researchers are trained at the level of master's and postgraduate studies at Samara National Research University.
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Černova, Emīlija. "The Value of Media in the Acquisition of Master Degree Program: Students’ Assessment." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 358. http://dx.doi.org/10.17770/sie2012vol2.511.
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Rapid development of innovative processes characterizes the conditions of the scientific and technical revolution. The understanding about the place and role of the man in the innovative society also changes. Therefore the readiness of the social and individual consciousness to changes in all spheres of life (including education) and the acceptance of the novelties as a value are important. It testifies about a new orientation of education which applies to methods as well as their forms, content and aim. But is the preschool teacher ready to use media in her professional work? Does the acquisition of higher education promote it? The aim of the article is to study the use of the innovative teaching/learning activities in the acquisition of the Master degree program.
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Leider, Jonathon P., Katie Sellers, Kyle Bogaert, Brian C. Castrucci, and Paul C. Erwin. "Master’s-Level Education in the Governmental Public Health Workforce." Public Health Reports 135, no. 5 (August 5, 2020): 650–57. http://dx.doi.org/10.1177/0033354920943519.
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Objectives More than 16 000 graduate degrees in public health are awarded annually. Yet only 14% of the governmental public health workforce has formal public health training of any kind, and 8% has a master of public health (MPH) degree. We characterized the differences among governmental staff members with master’s degrees across US health departments. Methods We used data from the 2017 Public Health Workforce Interests and Needs Survey, a national survey of state and local public health departments (43 669 responses; response rate, 48%). We examined the characteristics of the workforce by educational attainment and compared respondents who had obtained a “terminal” (ie, highest degree obtained) MPH degree with respondents who had obtained a terminal non–public health (non-PH) master’s degree. Results Respondents who had a non-PH master’s degree were as likely as respondents who had an MPH degree to hold a supervisory role (43% vs 41%; P = .67). We found only 1 significant difference between the 2 groups: respondents aged ≤40 with a terminal MPH degree were significantly less likely than respondents aged ≤40 with a non-PH master’s degree to earn more than the national average salary (adjusted odds ratio = 0.67; 95% CI, 0.47-0.97; P = .03). Conclusions We found only marginal differences in career outcomes for people working in governmental public health who had a terminal MPH degree vs a terminal non-PH master’s degree. This finding does not necessitate a full reconsideration of the MPH as it relates to governmental public health practice but a greater recognition that there are multiple paths into practice.
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Wang, Jingxia, Rui Guo, Minhui Liu, Xiaofei Zhang, Lu Ren, Mei Sun, and Siyuan Tang. "Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students." Western Journal of Nursing Research 40, no. 3 (December 28, 2016): 327–45. http://dx.doi.org/10.1177/0193945916682236.
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Developing countries face a shortage of nurses with higher education, such as those with a master’s degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.
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Burton, J. L. "Get a masters degree in education." BMJ 320, no. 7227 (January 8, 2000): 2. http://dx.doi.org/10.1136/bmj.320.7227.s2-7227.
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Luitel, Sarala. "Curricular Goals and 21st-century Competency in Mathematics Education in Master’s Degree Program." Journal of TESON 3, no. 1 (December 31, 2022): 11–30. http://dx.doi.org/10.3126/jteson.v3i1.51766.
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The rapidly changing innovation in information and communication technology (ICT), digitalization and globalization has created unprecedented challenges and opportunities for education and educating practices globally. The higher education institutions now need to reform their curricula and the educating practices to promote employability skills to open door for every graduate to engage in the globally networked employment platform. With this background, this study focused on analyzing the professional courses of Mathematics Education at master level in reference to behavioral objectives and directed activities by curriculum. Among the professional courses, this qualitative document-based study is based on the purposively selected two courses; Math Ed 515 and Math Ed 535, as they largely represent the curricular goals of Mathematics Education. The data were analyzed based on theoretical understanding and conceptual framework. This study found, based on objectives and instructional activities, that the course Math Ed 515 focused on knowledge transmission rather than development of 21st century competencies. However, another course Math Ed 535 focused more on skill development along with knowledge transmission. These findings imply that courses in Mathematics Education program at the Master level at the selected university require reforms towards incorporating the 21st century competencies to enable the graduates to compete in the global marketplace.