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Journal articles on the topic 'Postgraduate Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

Teoh, Sian Hoon, Geethanjali Narayanan, Gurnam Kaur Sidhu, and Priyadarshini Muthukrishnan. "Postgraduate Students’ Perception on their Studies and Supervisors." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 193–98. http://dx.doi.org/10.21834/ebpj.v5isi3.2557.

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Postgraduate candidates need to graduate on time (GOT). Failure to GOT among postgraduates is a loss to the nation. GOT should be analyzed from the postgraduate candidates’ perspectives. Therefore, this paper explores postgraduate students’ perspectives about their postgraduate studies. An adapted questionnaire survey was utilized to delve into the postgraduates’ perspective. This quantitative study involved 66 postgraduate candidates from public institutions of higher learning in Malaysia. Initial findings revealed that the candidates rated their supervisor at a higher rating compared to the skills they possessed. Besides, the correlation between critical reading skills and conceptual with research skills is moderately high. Keywords: postgraduate study, perceptions, skills, supervisory factor, completion of the thesis. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2557

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Bednyi, B. I., G. L. Voronin, A. A. Mironos, and N. V. Rybakov. "Barriers to Doctoral Degree Attainment: Problems of the Period after Postgraduate Studies." University Management: Practice and Analysis 25, no. 1 (May 1, 2021): 35–48. http://dx.doi.org/10.15826/umpa.2021.01.003.

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Increasing the effectiveness of postgraduate programs is now becoming one of the most important issues in ensuring the economic development of the state. As a rule, Russian postgraduate students, who are aimed at getting an academic degree, fail to defend their theses during their postgraduate studies, and they need additional time to complete their work. The purpose of this research article is to identify and analyze the key problems faced by Russian postgraduates seeking to submit their dissertations for defense. Our investigation comes to be original in two aspects. First, in contrast to other empirical studies of postgraduate school, the authors’ attention is focused on the barriers to attaining a degree, which arise not in the course of study, but after graduation. Second, the analysis is based on interviewing those graduates who have successfully overcome these barriers and defended their PhD theses. The empirical base of the study is online questionnaire surveys of Russian PhDs (Candidates of Science) who have recently completed their postgraduate studies, as well as administrative and managerial workers responsible for postgraduate students’ training and certification. The quantitative data obtained indicate that the presence or absence of a dissertation council in an organization wherein postgraduate students are trained is one of the key factors determining the pace and effectiveness of the postgraduates’ proceeding to an academic degree. In general, the results of the study make it possible to conclude that the difficulties at the final stage of preparing a dissertation are largely due to the imperfection of the mechanism for pairing the systems of state scientific certification and scientific and pedagogical personnel postgraduate training. Thus, we discuss possible organizational and managerial decisions of how to bring these systems closer and improve the performance of postgraduate studies. This paper might be of interest for higher education researchers, as well as for scientific, pedagogical and administrative workers involved in the management of personnel training and higher scientific qualifications certification.

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Morozova, Nonna Antonovna. "Improving the organization of modern postgraduate studies: system approach." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 49–61. http://dx.doi.org/10.51314/2073-2635-2020-2-49-61.

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The article deals with the problems of training scientific and pedagogical personnel in Russia at the present stage of postgraduate education, which caused the need to discuss them, both at the level of the country’s leadership, and at the level of the scientific and University community. The directions of improving the organization of modern postgraduate studies in the context of a systematic approach are proposed. The directions of improving the training of postgraduates and the organization of the modern Russian postgraduate school in the context of its two types - scientific and University with the organization of different types of practice: research and teaching. The most significant among the directions proposed in the article are the following: improving the quality of recruitment of applicants to graduate school on the example of a pre-admission system of two-stage training of applicants in the system of professional development of the Research center for problems of quality of training of specialists; the implementation of master’s training programme “graduate student researcher” and “student-expert” on the basis of the principle of continuity of training programs for “masters-postgraduate” and implementation of the program and the model of problem-designresearch teaching academician I.A. Zimnyaya; formation of academic literacy in the process of formation of communicative competence of graduate students by means of educational disciplines «Academic writing» / «Scientific text», «Academic speech»; improving the organization of classroom and extracurricular independent work of postgraduates and its material and technical support; financing of postgraduate education; and a number of others. Along with the actualization of a systematic approach to improving the organization of modern graduate school activities, personal-activity, convergent and scenario approaches to improving the training of graduate students are identified. The proposed ways to solve the existing problems of the organizational plan of the postgraduate school in some of the indicated areas can have a positive impact on its improvement.

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Keene, Judith. "European Studies Postgraduate Conference." History Australia 3, no. 1 (January 2006): 03.1. http://dx.doi.org/10.2104/ha060003.

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Giannikas, Vaggelis. "Applying for postgraduate studies." XRDS: Crossroads, The ACM Magazine for Students 18, no. 1 (September 2011): 6. http://dx.doi.org/10.1145/2000775.2000780.

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Dogan, Huseyin, Helmi Norman, Amen Alrobai, Nan Jiang, Norazah Nordin, and Anita Adnan. "A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study." Journal of Medical Internet Research 21, no. 10 (October 2, 2019): e14834. http://dx.doi.org/10.2196/14834.

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Background Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. Objective In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. Methods This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates’ Facebook addiction level, whereas online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. Results The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. Conclusions The study’s findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.

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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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RUŻYLLO, EDWARD. "Postgraduate medical studies in Poland." Medical Education 4, no. 4 (January 29, 2009): 262–67. http://dx.doi.org/10.1111/j.1365-2923.1970.tb01638.x.

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Abd Rahman, Rosfazila, Nor ‘Adha Abdul Hamid, Norfaezah Mohd Hamidin, and Djhoanna S. Mama. "The Development of TT-s model (Techniques and Tactics) towards a Successful Postgraduate Studies." Ittishal Educational Research Journal 2, no. 2 (July 31, 2021): 42–52. http://dx.doi.org/10.51425/ierj.v2i2.25.

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Postgraduates learning experiences namely knowledge, values and contacts acquired, professional and personal values acquired and specific learning problems encountered has shown a multiple dimension. The task of evaluating the student learning experience in postgraduate education can point out to researchers and university educators’ various mismatches that would not be immediately known otherwise. With this, universities can take proactive steps to celebrate learner diversity when addressing students’ difficulties in their continuous effort to further enhance support and facilities for their postgraduate students. This study aims to identify the elements and proposed a model of Techniques and Tactics (TT-s) that need to be implemented by educators and learners in helping to create students who are able, to succeed with further establishing best practice and effective model. Therefore, two guidelines for Models of Techniques and Tactics (TT-s) relationships for effective learning is discussed. The study is quantitative in nature and employed narrative approach. The findings are synthesized and summarized by presenting a matrix discussion of specific guidelines to increase effectiveness in the best practice and process of students learning. This study aims to propose a model to address the successful postgraduates’ studies. The model will robust postgraduates’ students to succeed in their learning journey.

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Bichi, Ado Abdu, Rahimah Embong, and Radzuwan Ab. Rashid. "NIGERIAN POSTGRADUATE STUDENTS’ ATTITUDE AND PERCEIVED COMPETENCE IN USING ICT RESOURCES FOR RESEARCH PURPOSE." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 224. http://dx.doi.org/10.24200/jonus.vol2iss2pp224-230.

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The study aims to investigate the attitudes of Nigerian postgraduate students towards information and communication technology (ICT) and their perceived competence in using ICT resources for research purpose. The influence of field of studies on their competence and attitude were also examined. A total of 77 Nigerian postgraduate students at a university in Malaysia were randomly selected for the study. Data collected through questionnaires were analysed using descriptive and inferential statistic approaches. The analysis reveals that majority of the postgraduate students have positive attitude towards ICT and they perceive that they are competent in using several basic ICT tools. There is no significant difference between science and non-science based postgraduate students’ attitudes, however, there is significant difference in their perceived competence. This paper concludes that the postgraduate students require more hands-on experiences and special training programs so that they can maximize the use of ICT for research purpose. It is hoped that the findings revealed in this study will help the policy makers in designing necessary courses to improve the quality of postgraduates in the country.Keywords: Information and communication technology, Malaysia, Nigerian student, postgraduate, students’ attitudeCite as: Bichi, A.A., Embong, R., & Rashid, R.A. (2017). Nigerian postgraduate students’ attitude and perceived competence in using ICT resources for research purpose. Journal of Nusantara Studies, 2(2), 224-230.

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Morris, Charlotte. "“Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing." Studies in Graduate and Postdoctoral Education 12, no. 1 (April 11, 2021): 131–44. http://dx.doi.org/10.1108/sgpe-07-2020-0055.

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Purpose The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group of learners. It attends to postgraduates’ subjective wellbeing, identifying ways in which this is intertwined with a sense of belonging. Belonging is situated in relation to the social domains of postgraduate experiences. This paper seeks to contribute in-depth understandings of postgraduate experiences, to make recommendations for practice and to identify fruitful paths for further theorisation and research. Design/methodology/approach Two qualitative data sets situated in UK higher education are drawn on here: firstly, longitudinal qualitative data entailing 33 narrative interviews and written reflections of doctoral researchers were collected as part of a phenomenological study of doctoral learning. Secondly, interview data from 20 postgraduates (including masters, professional doctorates and PhD researchers) were collected as part of mixed method qualitative case study research into postgraduate wellbeing. Postgraduate participants were based in the social sciences, humanities, arts and professional disciplines at a cross-section of UK higher education institutions. Data were analysed thematically with a focus on interconnections between wellbeing, learning and belonging. Findings A sense of belonging arose as a key contributing factor to postgraduate wellbeing. Belonging emerged as multi-faceted, interlinking with spatial, relational and cultural factors which are likely to be experienced in different ways and degrees depending on positionalities. Experiences of belonging and non-belonging are understood as produced through academic cultures and structural inequities. They also pertain to the uncertain, in-between position of postgraduate learners. For postgraduates, and doctoral researchers especially, reaching a sense of belonging to academia was a profoundly important aspect of their journeys. Conversely, lack of belonging is linked with poor mental wellbeing and engagement with studies. Originality/value This paper engages with the neglected social domain of wellbeing. Attending to subjective perceptions of wellbeing enabled nuanced understandings of the links between wellbeing and belonging. It identifies spatial, relational and cultural dimensions of postgraduate belonging, contributing an understanding of how feelings of non-belonging manifest, how belonging might be nurtured, and how this potentially contributes to postgraduates’ wellbeing.

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Noel, Japheth, Benjamin Kyalo Wambua, and Proscovia Namubiru Ssentamu. "Invest in Research Supervision, Enhance Timely Completion of Postgraduate studies." RMC Journal of Social Sciences and Humanities 2, no. 1 (June 30, 2021): 35–47. http://dx.doi.org/10.46256/rmcjsochum.v2i1.124.

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Postgraduate research supervision and its impact on students’ completion of postgraduate studies continue to pose significant challenges to higher education managers, postgraduate students, university dons, funders of postgraduate education, and all stake holders. This literature review based article summaries the research findings across six dimensions of postgraduate research supervision: Student-supervisor relationship, Gender and research supervision, Allocating and matching students with supervisors, Pedagogy of research supervision, Roles and responsibilities of postgraduate students and supervisors and Effective supervision. Student- supervisor relationship is noted to have direct and indirect influence on all other dimensions of research supervision and consequently to timely students’ completion of postgraduate studies. It was found out that the reaction and impact of the other six dimensions would be driven by the student-supervisor relationship. Students perceived that good working relationships with their research supervisors have an impact on their research progress. Studies concerning gender and research supervision are limited but the few available indicated that female candidates were largely affected in their progress due to gender-related challenges. It was revealed that effective supervision has a positive impact on timely students’ completion of postgraduate studies. Implications for postgraduate students and supervisors, schools, faculties, and departments of postgraduate education were identified.

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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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Berezhnaya, Yu N., and V. A. Gurtova. "POSTGRADUATE STUDIES IN A NEW REALITY." University Management: Practice and Analysis 21, no. 3 (2017): 57–65. http://dx.doi.org/10.15826/umpa.2017.03.037.

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Powell, Kendall. "Postgraduate studies: Find the best fit." Nature 539, no. 7627 (November 2016): 127–29. http://dx.doi.org/10.1038/nj7627-127a.

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Reed, Jayne. "Postgraduate diploma in adolescent addiction studies." BMJ 333, no. 7566 (September 2, 2006): s89. http://dx.doi.org/10.1136/bmj.333.7566.s89.

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Gottlieb, Nanette. "Postgraduate studies on Japan: A reflection." Japanese Studies 17, no. 2-3 (September 1997): 69–79. http://dx.doi.org/10.1080/10371399708727632.

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Rickard, John, and Michael Roe. "1998 Australian historical studies postgraduate prize." Australian Historical Studies 29, no. 112 (April 1999): 214. http://dx.doi.org/10.1080/10314619908596097.

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Kakorina, Ekaterina P., Siran M. Smbatyan, and Vladimir A. Klevno. "Ways to improve the quality of training specialists in postgraduate studies." Russian Journal of Forensic Medicine 8, no. 1 (April 14, 2022): 67–72. http://dx.doi.org/10.17816/fm686.

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The article is devoted to the analysis and generalization of the procedures for training postgraduate specialists. Particular attention is focused on the most important functions of postgraduate studies and ways to improve its effectiveness. The role and place of postgraduate studies in the system of higher education is characterized on the basis of a retrospective analysis of the development of the system in recent decades. The study is based on the analysis of current legal acts that determine the procedures for the training of scientific and scientific-pedagogical personnel in graduate school. The main requirements for the preparation of postgraduate students are presented in accordance with the new legislation, which makes it possible to consider the pre-defense of a dissertation as the end of postgraduate studies. The concept of institute of scientific postgraduate studies is defined, the conditions for the formation, abolition and restoration of such a scientific phenomenon in the system of higher education are formulated. There are highlighted the key requirements for an organization that implements postgraduate programs in terms of its scientific and educational activities, as well as changes in the requirements for scientific supervisors of graduate students. There are presented the main indicators of the effectiveness of training in graduate school at the Moscow Regional Research and Clinical Institute named after M.F. Vladimirsky. It is concluded that the specification and increasing requirements for the organization and implementation of postgraduate programs within an educational institution are the determining factor in terms of increasing the efficiency of training specialists in postgraduate studies and mastering postgraduate programs.

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Besseah, Bernard, Daisy Achiro, Joseph Mhando, and Sadiat Adetoro Salau. "Embedding digital and research-literacy support program into postgraduate studies curriculum." Library Review 66, no. 8/9 (November 7, 2017): 586–94. http://dx.doi.org/10.1108/lr-02-2017-0012.

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Purpose This viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions. Design/methodology/approach The paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions. Findings Information literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs. Research limitations/implications The course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study. Originality/value The proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.

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Dolan, Erin L., and Deborah Johnson. "The Undergraduate–Postgraduate–Faculty Triad: Unique Functions and Tensions Associated with Undergraduate Research Experiences at Research Universities." CBE—Life Sciences Education 9, no. 4 (December 2010): 543–53. http://dx.doi.org/10.1187/cbe.10-03-0052.

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We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate–postgraduate–faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.

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Sobkin, Vladimir S., Maria M. Smyslova, and Dmitriy V. Adamchuk. "Socio-psychological features of value orientations in postgraduate students." National Psychological Journal 41, no. 1 (2021): 39–52. http://dx.doi.org/10.11621/npj.2021.0104.

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Background. In the present situation, which certain studies describe as a crisis in the system of research staff training and which is characterized by low number of postgraduate students filling up the staff of scientific institutions, it is extremely important to study the specifics of motivation and value sphere of postgraduate students’ personality. Objective. Analysis of the socio-psychological characteristics that postgraduate students’ values have. Design. The study is based on a monitoring questionnaire survey of graduate students conducted in 2019 by employees of the RAO Information and the analytical center. The empirical data were processed using methods of mathematical statistics (statistical software packages SPSS and StatSoft Statistica). The study involved students of postgraduate research bodies that train postgraduate students in the field of education sciences, as well as postgraduates of pedagogical universities situated in Moscow, St. Petersburg and in other regions of the Russian Federation. A total of 803 respondents were interviewed. The study was aimed at assessing the hierarchy of life values in graduate students and the influence of socio-demographic factors, social stratification, and socio-psychological factors on the relevance of postgraduate students’ life values. Results. The results of the study indicate that the leading positions in the structure of postgraduate students’ life values are occupied by basic values (“family”, “good health” and “material well-being”) and by the most relevant values associated with self-actualization. It is shown that the value orientations of postgraduate students are determined by the influence of a number of socio-demographic factors (gender, age, presence and composition of the family), social stratification (financial status, educational status of parents) and socio-psychological factors (having or not clear-cut future plans, emotional assessment of one’s prospects, having or not emigration plans) factors. The comparison of the opinions of postgraduates and research staff showed that postgraduates are more focused on values related to self-actualization, as well as on traditionalist values. Conclusions. The core of postgraduate students’ life values structure if formed by the basic values and, in addition, the values related to self-actualization of individual. The value orientations of postgraduate students are determined by a number of socio-demographic factors, social stratification and socio-psychological factors. It was found out that at a certain age the structure of life values in postgraduate students changes significantly, in accordance with the aims of age development. It is shown that changes in graduate students’ family status make them reconsider the structure of life values. It is also noted that the restructuring of life values in graduate students, when if it proceeds in accordance with the values of natives in “Western” countries, contributes to the formation of emigration attitudes.

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Bednarek, Mariusz, Aleksander Buczacki, Lukasz Bielakowski, Bartlomiej Gladysz, and Mariusz Bryke. "Postgraduate Studies on Lean Management—A Review of Initiatives." Education Sciences 10, no. 8 (July 31, 2020): 197. http://dx.doi.org/10.3390/educsci10080197.

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The article elaborates upon a successful model of postgraduate studies on lean manufacturing. The subject of the research was nine editions of the Kaizen Academy postgraduate studies organized by the Warsaw University of Technology and the Kaizen Institute in the years 2009–2018, that still enjoys interest in the market. A detailed qualitative analysis of this case, followed by a comparative analysis with other post-graduate programs of this type on the national, European, and global level should make it possible to find what is necessary to launch and actively operate for a long time in the (considerably competitive) market of qualification raising programs related to Lean Management (critical success factors). The study has also identified the differences between a successful program, analyzed in detail, and other available programs described in the literature and on the Internet. This has been achieved through a structured analysis of thirty-nine postgraduate programs identified by querying scientific databases and the Google Internet search engine. Best practices and models of postgraduate education on Lean Management have been discussed, and the thirty-nine programs comprising the identified sample have been compared. Considering the very general level of the data available in terms of the organization of postgraduate programs, it has also been assessed if they follow constructivism and experiential learning paradigms. This has been achieved by including the industrial days/visit indicator in the comparison. Given its high value, it has been identified as a success factor of the postgraduate curriculum on Lean Management.

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de Carvalho da Silva, Fernando, Maria Domingues Vargas, and Marília Oliveira Fonseca de Goulart. "XV Workshop Coordinators Postgraduate Studies in Chemistry." Revista Virtual de Química 8, no. 6 (2016): 1790–91. http://dx.doi.org/10.21577/1984-6835.20160119.

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Silvey, Rachel. "Teaching Postgraduate Development Studies: Possibilities within geography." Journal of Geography in Higher Education 26, no. 3 (November 2002): 345–53. http://dx.doi.org/10.1080/0309826022000019918.

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Pavelski, Melissa. "French Studies Bulletin Postgraduate Bulletin BoardSummer 2020." French Studies Bulletin 41, no. 154 (2020): 48–51. http://dx.doi.org/10.1093/frebul/ktaa007.

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Thevenet, Charlotte. "French Studies Bulletin Postgraduate Bulletin BoardAutumn 2017." French Studies Bulletin 38, no. 144 (2017): 52–55. http://dx.doi.org/10.1093/frebul/ktx017.

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Trott, K. R., P. H. M. Lohmann, A. T. Natarajan, A. A. van Zeeland, H. Schibilla, K. Chadwick, A. M. Kellerer, F. Steinhäusler, and A. A. van Zeeland. "Postgraduate studies in radiation biology in Europe." Radiation and Environmental Biophysics 37, no. 3 (November 2, 1998): 139–42. http://dx.doi.org/10.1007/s004110050107.

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Viet, Nguyen Kim, and Vu Phuonc Phammai. "Psychogeriatric Studies in Australia." Australasian Psychiatry 5, no. 1 (February 1997): 11–13. http://dx.doi.org/10.3109/10398569709082085.

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Vladimirov, I. A. "The Social Mechanism of the Functioning of the Institute of Postgraduate Studies in Contemporary Russia." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 1 (February 9, 2022): 153–60. http://dx.doi.org/10.26794/2226-7867-2022-12-1-153-160.

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The work aims to study the institute of postgraduate studies as a complex social phenomenon. Object: the institute of postgraduate studies as a social phenomenon; subject: the social mechanism of functioning of the institute of postgraduate studies as a composite phenomenon. The paper examines all five elements of the social mechanism of the institute of postgraduate studies; thereby, we are attempting a comprehensive analysis of the behaviour of actors based on the socio-cultural basis and the regulatory framework. The management block provides an analysis of the main functions of the Higher Attestation Commission and determines its role in the functioning of the Institute of Postgraduate Studies. The status block provides a 3-level model of the involvement of various groups of students, scientific and pedagogical personnel and university employees in the institute of postgraduate studies. At the level of perception of postgraduate studies, the author determined its role in the formation of personnel for the labour market. At the level of perception of professional activity, the emphasis is on prestige and economic well-being. And at the level of perception of an academic degree in society, it is necessary to consider the social risks for the holder of an academic degree due to the stereotypes formed in society. The behavioural block provides a comprehensive analysis of the activities of all groups of actors at the three main stages of the postgraduate institute for applicants: educational, individual (plan) and dissertation. In the fifth block (consequences), the author considered the results of postgraduate institute reform in 2013. Finally, the author made disappointing conclusions about the reduction in the number of protections, the loss of prestige of postgraduate studies and the strengthening of barriers to the protection of graduate students.

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Gabov, А. V., and A. E. Sherstobitov. "PROBLEMS OF LEGAL REGULATION OF TRAINING OF SCIENTIFIC AND SCIENTIFIC-PEDAGOGICAL PERSONNEL IN POSTGRADUATE STUDIES." METODOLOGICAL PROBLEMS OF THE CIVIL LAW RESEARCHES 3, no. 3 (January 1, 2021): 181–95. http://dx.doi.org/10.33397/2619-0559-2021-3-3-181-195.

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Introduction: this article discusses the problems of the institute of postgraduate studies (adjunct studies). The discussion on these issues has been dividing the entire scientific expert community into two camps for quite some time. The experts who make up the first of these camps believe that postgraduate studies (adjunct studies) are one of the levels of higher education. The experts who make up the second camp insist that the main task of postgraduate studies (adjunct studies) is to train a scientific researcher, not a teacher; accordingly, graduate students (adjuncts) should not attend courses of lectures and pass exams, but engage in scientific work. The relevance of the issue is explained by the discussion of a number of legislative initiatives aimed at changing the legal regulation of postgraduate studies (adjunct studies). Purpose: to show ways to solve the problems of the institute of postgraduate studies (adjunct studies), including by evaluating the draft changes in regulations. Methods: system analysis, historical method. Results: analyzed documents of a political and legal nature, as well as draft regulations aimed at reforming the institute of postgraduate studies (adjunct studies), formulated directions for its improvement. Conclusions: according to the authors, the institute of postgraduate studies (adjunct studies) is not compatible with the system of higher education because of the difference in goals that are achieved in the educational process and in the preparation of scientific research in postgraduate studies (adjunct studies), so that there is no and can be no other way than complete and decisive withdrawal of the institute of postgraduate studies (adjunct studies) from absolutely alien to him sphere of higher education in the sphere of science; only in this case, you can count on the revival of this truly important form of training scientific and pedagogical personnel of the highest category.

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Hardacre, Helen. "Language competence and postgraduate studies: the case of Japanese studies." Asian Studies Review 15, no. 3 (April 1992): 48–56. http://dx.doi.org/10.1080/10357823.1992.9755380.

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Sidhu, Gurnam Kaur, Peck Choo Lim, Sian Hoon Teoh, and Priyadarshini Muthukrishnan. "Students’ Perspectives of Postgraduate Supervision: Desirable and undesirable practices." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 205–10. http://dx.doi.org/10.21834/ebpj.v5isi3.2555.

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The current global completion rate for postgraduates stands at 60 per cent, and one of the main problems cited is poor supervisory practices among postgraduate supervisors. Therefore, this qualitative study presents the views of nine PhD scholars on postgraduate supervisory practices from four universities in Malaysia. The thematic qualitative analysis categorized the supervisory practices into three main aspects, namely desirable, undesirable, and appalling practices. The findings of this study though not conclusive do shed some light on current supervisory practices. The findings imply that training and perhaps the call for accreditation of postgraduate supervisors is in order. Keywords: postgraduate study; supervisory practices; feedback; learning community; Supervisor-student interaction. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2555

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Miller, Robin Elizabeth. "Graduate Students May Need Information Literacy Instruction as Much as Undergraduates." Evidence Based Library and Information Practice 9, no. 3 (September 9, 2014): 104. http://dx.doi.org/10.18438/b8bg7b.

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A Review of: Conway, Kate. (2011). How prepared are students for postgraduate study? A comparison of the information literacy skills of commencing undergraduate and postgraduate studies students at Curtin University. Australian Academic & Research Libraries, 42(2), 121-135. Abstract Objective – To determine whether there is a difference in the information literacy skills of postgraduate and undergraduate students beginning an information studies program, and to examine the influence of demographic characteristics on information literacy skills. Design – Online, multiple choice questionnaire to test basic information literacy skills. Setting – Information studies program at a large university in Western Australia. Subjects – 64 information studies students who responded to an email invitation to participate in an online questionnaire, a 44% response rate. Of those responding, 23 were undergraduates and 41 were postgraduates. Methods – Over the course of two semesters, an online survey was administered. In order to measure student performance against established standards, 25 test questions were aligned with the Australian and New Zealand Information Literacy Framework (ANZIIL) (Bundy, 2004), an adapted version of the ACRL Information Literacy Standards for Higher Education (Association of College & Research Libraries, 2000). In the first semester that the survey was administered, 9 demographic questions were asked and 11 in the second semester. Participants were invited to respond voluntarily to the questionnaire via email. Results were presented as descriptive statistics, comparing undergraduate and postgraduate student performance. The results were not tested for statistical significance and the author did not control for confounding variables. Main Results – Postgraduate respondents scored an average of 77% on the test questionnaire, while undergraduates scored an average of 69%. The 25% of respondents who had previous work experience in a library achieved average scores of 79%, in contrast to 69% among those who had not worked in a library. Average scores for undergraduates in the 20-30 age group were 81%, while those in the 30-40 age group averaged 65%. Among both undergraduate and postgraduate students, scores may indicate deficiencies in information literacy skills in several areas, including parsing citations, strategies for locating specific content, and defining an information need. Conclusion – The study concludes that postgraduate students’ information literacy skills may be marginally better than the skills of undergraduates. Age was found to be associated with higher performance among undergraduate students, and a variety of “basic” information literacy skills may elude many respondents. These findings might prompt librarians and instructors to look closely at gaps in information literacy knowledge among students at both the undergraduate and postgraduate level.

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Gharehbaghi, Koorosh, Christina Scott-Young, and Amrit Sagoo. "Inventive Higher Education: a Blending Passage." Journal of International Business Research and Marketing 6, no. 3 (2021): 22–26. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.63.3003.

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The massification of education has led to the perception in some disciplines that an undergraduate degree no longer provides sufficient competitive advantage in employment. While undergraduate degrees deliver sufficient professional and expertise substance for entry level positions, ultimately it is the postgraduate qualification which sets students apart and in turn assists with rapid career advancement. In ensuring that graduate students exceed the desired entry level of professional skills, the education institution needs to provide a linking passage between undergraduate and postgraduates studies. This blending passage offers a significant opportunity for students to further develop their overall expertise and skill set. Moreover, this blending passage needs to closely align with the specific professional requirements together with the potential for the graduate to seek possible career progression and advancements. Accordingly, postgraduate studies need to align with these specific professional requirements. The blending passage is an innovative approach which maximizes non-traditional learning and provides incentives to further augment the student’s career. This rapprochement will be aligned with the relevant professional bodies that will also carefully consider the students’ professional competencies. This paper will investigate three prominent Australian universities and their Engineering undergraduates’ belief in the importance of further education and their desire to further develop their specialist expertise through postgraduate study. Minitab will be utilized as a statistical tool to analyze survey data and the findings and their implications for the provision of a blended passage to postgraduate study will be discussed.

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Aguaded, Ignacio. "Media literacy training in graduate and postgraduate studies." Comunicar 18, no. 35 (October 1, 2010): 7–8. http://dx.doi.org/10.3916/c35-2010-01-01.

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Selwyn, Tom. "Postgraduate studies in sociology and anthropology of tourism." Annals of Tourism Research 17, no. 4 (January 1990): 637–38. http://dx.doi.org/10.1016/0160-7383(90)90042-p.

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Twelves, Jim, and Lily A. Arasaratnam. "Blended Learning in Postgraduate Studies: A Contextualised Discussion." Journal of Christian Education os-55, no. 1 (May 2012): 59–69. http://dx.doi.org/10.1177/002196571205500108.

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Melrose, Susan. "Restaging ‘Theory’ in the Postgraduate Performance Studies Workshop." New Theatre Quarterly 15, no. 1 (February 1999): 39–44. http://dx.doi.org/10.1017/s0266464x0001263x.

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Postgraduate programmes in performance studies are playing an increasingly important role within drama departments in the British university sector, and require that both staff and students confront with greater rigour than at undergraduate level the relationship between theory and practice – more precisely, how that theoretical relationship should and can be related to practical aspects of the programme. Taking her own cue from bedside-reading ranging from Foucault to the latest titles from Routledge to the influential article on ‘Geographies of Learning’ contributed to Theatre Journal in 1993 by Jill Dolan, Susan Melrose here debates the dilemma, and in particular the problems posed to actors by challenging their approach to their work at precisely the moments when they may most need to fall back on old strategies and securities. Susan Melrose recently took up the post of Head of Graduate Studies and Research Development at Rose Bruford College, London. She presented an earlier draft of this article at the SCUDD Conference at the University of Glasgow in March 1998, which was concerned with issues relating to the teaching of theatre and drama studies in the university.

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Dickson, David, and Fiona Gammie. "Britain unveils four–year plans for postgraduate studies." Nature 367, no. 6465 (February 1994): 674. http://dx.doi.org/10.1038/367674a0.

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Tripathy, S. C. "A Three-Semester Postgraduate Curriculum in Energy Studies." International Journal of Electrical Engineering & Education 26, no. 3 (July 1989): 261. http://dx.doi.org/10.1177/002072098902600310.

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Elgqvist-Saltzman, Inga, and Ing-Mari Boynton. "Where Do Postgraduate Studies Lead Women and Men?" Higher Education Policy 7, no. 3 (September 1994): 45–50. http://dx.doi.org/10.1057/hep.1994.40.

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Bednyi, B. I., N. V. Rybakov, and N. A. Khodeeva. "Practice-based doctoral programs and professional degrees: analysis of foreign experience." University Management: Practice and Analysis 25, no. 3 (December 15, 2021): 70–81. http://dx.doi.org/10.15826/umpa.2021.03.028.

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Practical-oriented postgraduate programs aimed at developing graduates’ professional career outside the academic labor market have become widespread in leading foreign universities. There is a statutory unified format of postgraduate studies in Russia, aimed at training of personnel for science and higher education. At the same time, the need of adaptation of postgraduate training programs to the demands of the real economy sector is becoming more evident. The purpose of this review is to analyze scientific publications and case studies of foreign universities implementing practical-oriented postgraduate programs with professional degrees, which are equivalent to PhD in social status. Drawing on the analysis of international experience, the prospects of the establishment and development of such programs in Russian postgraduate studies are discussed. The study identified the most common characteristics of practical-oriented programs and their differences from academic postgraduate programs: 1) students’ involvement in applied research, which is relevant for the real economy sector; 2) an individual approach for postgraduate education considering professional interests of the students and employers’ demands; 3) a clearly structured system of education and scientific management, based on cooperation of universities and enterprises; 4) using innovative forms of final academic assessment. Based on the analysis of Russian experience it is concluded that practical-oriented training for postgraduate students is in demand and in fact already exists, but is not provided with necessary statutory regulation. It is pointed out that, owing to a lack of data, the extent of this arrangement and key barriers on the way to a degree among Russian practical-oriented postgraduate students have not been studied. The main directions of empirical research, which are necessary for making adequate management decisions on institutionalizing practical-oriented postgraduate programs in Russia, have been formulated. The article is of interest to researchers of higher education, scientific, pedagogical and administrative employees of higher education institutions, as well as for the state authorities responsible for implementing the policy of education and certification of highly trained personnel.

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Konyana, Samkele. "Information needs of prospective postgraduate students." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 2 (March 22, 2022): 423–32. http://dx.doi.org/10.20525/ijrbs.v11i2.1548.

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The complex application process at the postgraduate level became a major blamer for poor doctorate enrolments. The complexity in the communication messages made it difficult for prospective postgraduate students to absorb information effectively. The proposal by the government to increase masters' and doctorate enrolments at universities requires universities to cater to the needs of customers whose preferences and expectations change continuously. The research upon which this paper was based was aimed at identifying the information needs of prospective postgraduates at public universities. The study design is quantitative, employing a descriptive technique and cross-sectional method. For the empirical study, a non-probability sampling method was utilized to obtain data from a sample of 116 masters’ and doctorate students. Descriptive statistics described the main features of the collected data through frequencies, tables, and bar charts. Inferential statistics were used to determine relationships between variables and test the significance, and reliability of the findings. Emphasis on university processes and specific aspects of the expected and augmented product were found. Interestingly, the importance attached to getting information about economic incentives significantly outweighs the importance attached to receiving information about the actual product. The results of this study affirm the assertion that the postgraduate market is unique and has unique information needs. The results provide universities with a guideline to identify the information needs of prospective postgraduate students applying for master's and doctorate studies at public universities. The study limitation is that it encompasses only a small number of registered master’s and doctoral students in KwaZulu-Natal, limiting the possibility of generalizing the results to all prospective postgraduate students in South Africa.

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Устинова, Дарья, and Darya Ustinova. "Approaches to efficiency estimation management prepare of students to postgraduate studies." Russian Journal of Management 2, no. 1 (February 28, 2014): 36–46. http://dx.doi.org/10.12737/3621.

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The article describes the control system of training program to postgraduate studies for students, showing the relationship of the «elements» of the environment which effect the functioning of the system, the final results of the system, with effective interaction between subject and object management. The author represents approaches for assessment of management efficiency in postgraduate students’ training.

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"Religious Studies Postgraduate Essay Prize." Religious Studies 48, no. 3 (July 10, 2012): 275. http://dx.doi.org/10.1017/s0034412512000224.

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"Religious Studies Postgraduate Essay Prize." Religious Studies 49, no. 3 (July 30, 2013): 287. http://dx.doi.org/10.1017/s0034412513000267.

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"Religious Studies Postgraduate Essay Prize." Religious Studies 50, no. 3 (July 24, 2014): 277. http://dx.doi.org/10.1017/s0034412514000262.

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"Religious Studies Postgraduate Essay Prize." Religious Studies 51, no. 3 (August 14, 2015): 281. http://dx.doi.org/10.1017/s0034412515000426.

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"Religious Studies Postgraduate Essay Prize." Religious Studies 53, no. 1 (February 1, 2017): 1. http://dx.doi.org/10.1017/s003441251700004x.

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