Relevant bibliographies by topics / Taught Degree

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Taught Degree'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Taught Degree"

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Bradford, Annette. "Adopting English-Taught Degree Programs." International Higher Education, no. 69 (March 25, 2015): 8–10. http://dx.doi.org/10.6017/ihe.2012.69.8646.

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The number of English-taught degree programs in non-English speaking countries is rapidly increasing. However successful implementation of these programs is not easy. Linguistic, cultural and structural challenges must be overcome.
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Abdulwahab, Alahmari. "Academic radiology degrees in the British educational system." Academic radiology degrees in the British educational system 4, no. 1 (2021): 57–59. https://doi.org/10.36811/ojrmi.2021.110020.

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The aim of this paper is to discribe some important academic degrees in radiology to make it a reference paper for students and applicants for degrees in radiology. Furthermore, to highlight some degrees in radiology many people are unfamiliar with these degrees. https://www.raftpubs.com/ojrmi-radiology-and-medical-imaging/articles/ojrmi_raft1020.php  
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Ponchillia, P. E., and P. A. Durant. "Teaching Behaviors and Attitudes of Braille Instructors in Adult Rehabilitation Centers." Journal of Visual Impairment & Blindness 89, no. 5 (1995): 432–39. http://dx.doi.org/10.1177/0145482x9508900508.

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This article reports the findings of a nationwide survey of braille instructors in adult rehabilitation centers. Most teachers taught braille to fewer than 20 percent of their clients and few taught complex reading skills. Instructors’ attitudes toward braille were influenced by their training site, their type of college degree, and their degree of vision. Teaching behaviors were affected by the site at which the instructor taught, the degree of vision of the instructor, and the type of degree held by the instructor.
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Finegan, T. Aldrich, and John J. Siegfried. "Do Introductory Economics Students Learn More if Their Instructor Has a PH.D.?" American Economist 42, no. 2 (1998): 34–46. http://dx.doi.org/10.1177/056943459804200203.

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Using objective and subjective data from the third edition of the Test of Understanding College Economics (TUCE) collected from 117 classes in introductory economics taught at 34 different colleges, this study examines whether students taught by regular faculty with a Ph.D. degree learn more than students taught by regular faculty who have only an M.A. degree. After controlling for other characteristics of instructors, schools, and students, we find no significant association between instructor's terminal degree and several objective measures of student learning in introductory macroeconomics classes; students in introductory microeconomics classes taught by Ph.D.-holding instructors learned substantially and significantly less. For neither subject is there a significant net association between instructor's degree and student assessments of amount learned or instructor effectiveness. The results suggest that a future shortage of Ph.D. economists would not reduce student learning in introductory economics courses.
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Hime, Alexa. "Master's degrees in science." Biochemist 35, no. 1 (2013): 33–34. http://dx.doi.org/10.1042/bio03501033.

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A Master's degree in science is a postgraduate taught qualification offered by many universities, which allows you to specialize in a certain aspect of your Bachelor's degree course, or a related scientific subject. Usually the course consists of several taught modules and a research project. The organization of a Master's course is similar to that of a Bachelor's academic course, except that it generally lasts 1 year, depending on the course, institution, nature of the research project and whether it is being studied full or part-time.
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Lester, Nita C. "Can a degree in visual arts be taught at a distance?" Distance Education 14, no. 1 (1993): 27–39. http://dx.doi.org/10.1080/0158791930140104.

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Nelson, Gayle L. "Intercultural communication and related courses taught in tesol masters' degree programs." International Journal of Intercultural Relations 22, no. 1 (1998): 17–33. http://dx.doi.org/10.1016/s0147-1767(97)00032-1.

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Pietrzyk-Reeves, Dorota. "English-Taught Degree Programs and the Internationalization of Political Science in Poland." PS: Political Science & Politics 55, no. 3 (2022): 592–94. http://dx.doi.org/10.1017/s1049096522000166.

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Hidalgo-Méndez, María De los Ángeles, Carmen León-Mantero, José Carlos Casas-Rosal, and Miguel Ernesto Villarraga-Rico. "Mathematics education in the curricula of the preservice teacher in early childhood education in Spain." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3474. http://dx.doi.org/10.11591/ijere.v13i5.28892.

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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.
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Hidalgo-Méndez, María de los Ángeles, Carmen León-Mantero, José Carlos Casas-Rosal, and Miguel Ernesto Villarraga-Rico. "Mathematics education in the curricula of the preservice teacher in early childhood education in Spain." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3474–84. https://doi.org/10.11591/ijere.v13i5.28892.

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The objective of this research is to describe the situation of mathematical training in the early childhood education degree curricula in Spain through the analysis of the teaching guides of the subjects with mathematical content offered in the different Spanish universities. The aim is to identify the typology of subjects, the number of subjects offered, and the recommended bibliography. The methodology used is descriptive, exploratory, ex post facto, and census. For this purpose, the registry of universities, centers, and degrees was first consulted during the 2019-2020 academic year to obtain a list of all the Spanish universities that offer degrees in early childhood education and, therefore, to be able to download the corresponding teaching guides. Of the 91 universities in Spain, the early childhood education degree is taught in 66. Likewise, 101 subjects with mathematical content have been identified, although only 99 are available for analysis. Most are compulsory, have a study load of six European credit transfer system (ECTS) credits, and are taught in the third year of the degree. The recommended bibliography mainly concentrates on publications from 2001-2010 and mostly on book references.
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Dissertations / Theses on the topic "Taught Degree"

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Pronschinske, Marsha Marie. "An analysis of competencies taught in the Chippewa Valley Technical College Dental Assisting Degree Program." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pronschinskem.pdf.

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Haines, Kevin. "The situated language learning of international students taking degree programmes taught through English in the Netherlands : narrative interpretations." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/ca967bba-45d9-4b88-8b66-a0ecafe6c4e9.

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This dissertation reports my collation of the language learning narratives of international students taking degree programmes taught through English in the Netherlands. Narrative representations of the experiences of seven internationally-oriented students reveal learner perspectives of language acquisition beyond the formal classroom. Meanwhile,I have used personal narratives to represent my own interaction with participants and data, resulting in a portrayal of my growth from teacher into qualitative researcher. I record the learning experiences of the participants through Language Learning Histories (Murphey, Chen & Chen: 2004), semi-structured interviews and journal entries. This has enabled me to show how local participative practices have impacted upon language acquisition at different stages of the participants' educational lives. Narrative interpretations of the data provide a record of the identity work required for participants to achieve participation and negotiate agency in their core learning community (ICF) and other communities. The narratives of these learners are grounded in notions of situated learning. I use Communities of Practice (Wenger 1998) as the main conceptual framework during this investigation, discussing language acquisition in terms of participation in communities through legitimate peripheral participation (LPP) and mutual engagement. However, I also draw on perspectives from within the field of Second Language Acquisition (SLA), notably a heuristic understanding of Activity Theory (Lantolf & Favlenko 2001; Ivanic 2006). This research provides an example of how narrative interpretations of language learning experiences can provide an understanding of the impact of local educational practices on learner participation in and across communities. I conclude that there is a need for greater transparency and awareness of the relationship between language learning, identity work and participation.
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Bradford, Annette. "Internationalization Policy at the Genba| Exploring the Implementation of Social Science English-Taught Undergraduate Degree Programs in Three Japanese Universities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687531.

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<p>This study explored the implementation of social science English-taught undergraduate degree programs in Japanese universities and investigated the challenges they face. As higher education institutions in Japan seek to become more competitive, many institutions are introducing undergraduate degrees taught exclusively through the English language. Existing research in non-Anglophone countries has shown that programs differ in their rationales for implementation and in their design and characteristics, and therefore, experience different types of implementation challenges that inspire varied responses. However, in Japan, studies in the English language focusing on the implementation of English as a medium of instruction in higher education are few and concern only short-term and graduate programs. This study used a qualitative multiple-case study design to examine four-year social science undergraduate programs at three universities from the perspectives of those involved with the implementation process. Data were generated via 27 interviews with senior administrators, faculty members and international education support staff. </p><p> The results indicate that the rationales for implementing the programs at the case-study institutions are grounded in a desire to increase competitiveness, with a focus on developing the international competencies of domestic Japanese students. Program design is oriented towards international and Japanese students in the same classrooms and is influenced by the understandings of key program implementers. Structural challenges were found to be the most significant obstacles to program implementation. In particular, institutions struggle with issues relating to program coherence and expansion, student recruitment and program identity. Structural challenges are so prominent that the study proposes a new typology of challenges facing the implementation of English-taught programs in Japan. This typology includes challenges related to the constructed understandings of the programs as institutions within the university. Practical responses to the challenges consist of discrete actions with little movement made that affects the university more broadly. Five salient elements that play an important role in the implementation of all of the case-study programs were also identified. These comprise the presence of committed leadership, implementer orientation regarding the English language, the position of the program within its institution, student recruitment, and the clarification of outcomes and goals. </p>
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Mwangi, Peter N. "The Impact of the STARTALK Language Program on the Internationalization of Higher Education in the United States." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479124046459707.

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Nováček, Jiří. "Konkurenceschopnost studijního oboru Informatika." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-72590.

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The work deals with the competitiveness of degree courses in Informatics. The first part approaches the situation on the market and conditions for graduates of these courses. It follows the latest market trends and shows how this development could affect the study. The work focuses on Informatics at universities in the Czech Republic. The aim is to characterize degree courses and the comparative analysis of the structure of taught knowledge. Individual degree courses are compared with teaching at the University of Economics in Prague and from the analysis comes out strengths and weaknesses of teaching at this school. The analysis results are then confronted with the study of informatics at leading European universities. On the basis of all the comparisons and the differences observed are designed changes to improve the competitiveness of degree courses in Informatics at the University of Economics in Prague.
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Fallshaw, Eveline Mcintyre. "Quality : reality, rhetoric and the locus of control in taught masters degrees in Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18598602.

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Conradie, Nathan John. "A comparison of critical care transportation modules taught in bachelor's degrees in emergency medical care in South Africa." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32212.

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The aim of this literature review was to collect and appraise literature related to curricula in critical care transportation and retrieval, pre-hospital care, and aeromedical transportation. The search strategy was twofold. Firstly peer-reviewed published literature was sourced from established platforms. Secondly, grey literature was sourced from internet sources. An assessment of reliability and validity was performed on peer-reviewed literature in the appraisal process. The results of the literature review show that there is a paucity of literature describing critical care modules of pre-hospital educational programmes in South Africa. This lack of literature has led the authors of this review to conclude that there is a potential for insufficient benchmarking and standardisation of the critical care module between universities. The results of this study could allow stakeholders to begin the process of academic standardisation. To provide a comprehensive background on the field of critical care transportation and retrieval and specifically education and training, this literature review starts by describing the field locally. It then attempts to outline the risks associated with critical care retrieval and thereby demonstrating the importance of quality education and regulation that can guide practitioners who perform retrievals. It then seeks to understand the importance of standardsetting within education broadly and the role of curricula in standard-setting. Finally, it provides an overview of methods for comparing curricula. After the background sections, the gathered literature was grouped into themes according to the types of curricula included in the literature. All these types of curricula form part of the critical care transportation and retrieval field, as graduates from these programmes are usually involved in the transportation of critically ill patients between facilities.
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Ogier-Price, Alison. "Can happiness be taught? : the effects on subjective wellbeing of attending a course in positive psychology that includes the practice of multiple interventions : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Science in Psychology in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20080526.204431.

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Books on the topic "Taught Degree"

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Open University. Education, Training and Employment Course Team., ed. Taught higher degree student handbook. Open University, 1995.

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Maiworm, Friedhelm. English-language-taught degree programmes in European higher education: Trends and success factors. Lemmens, 2002.

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Peter, Navarro, ed. What the best MBAs know: How to apply the greatest ideas taught in the best business schools. McGraw-Hill, 2005.

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Sobel, Milo. MBA in a nutshell: Master the key concepts taught at top business schools. McGraw-Hill, 2010.

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Science, Department of Education &. A survey of full-time taught master's degree coursesin art and design: A report by HMI. Department of Education and Science, 1991.

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Silbiger, Steven. The ten-day MBA: A step-by-step guide to mastering the skills taught in America's top business schools. 4th ed. HarperCollins, 2012.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom., ed. Academic standards in universities: A paper on external examining in universities at first degree and taught master's level. Committee of Vice-Chancellors & Principals of the Universities of the United Kingdom, 1989.

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Silbiger, Steven. The 10-day MBA: A step-by-step guide to mastering the skills taught in top business schools. Piatkus, 1994.

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Piper, Thomas R. Can Ethics be Taught?: Perspectives, Challenges, Approaches at Harvard Business School. Harvard Business School, 1993.

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Department of Education & Science. A survey of full-time taught Master's degree courses in art and design: October and November 1990: A report by HMI. Department of Education and Science, 1991.

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Book chapters on the topic "Taught Degree"

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Tinnion, Daniel James, Thomas Ryan Simpson, and Mitchell James Finlay. "What Blended Learning Taught Us About Supporting the Teaching of an Applied, Practical-Based Degree Course." In Transformative Practice in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003503149-26.

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Fedeli, Laura, and Rosita Deluigi. "An Autoethnographic Approach to Faculty Development Through a Longitudinal Analysis of a Co-taught Workshop." In Higher Education Learning Methodologies and Technologies Online. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29800-4_10.

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AbstractThe present contribution explores how a co-taught workshop, designed and delivered in the last two academic years within two curricular disciplines of the third year of the degree course in Science of Education at University of Macerata (Italy), took advantage of autoethnography as a reflective method to enrich the interdisciplinary relationship between the two professors involved and their mutual growth in terms of instructional design and teaching practices. The exploration of Self as a data source allowed both researchers (in their teaching role) to reflect on core areas of faculty development in connection with the specific co-teaching style they adopted. Autoethnography allowed all the involved actors (students and professors) to visualize a transformative direction in their academic identity and professional growth. The discussion of the results is based on a content analysis of different data sources where all the data were triangulated in a double connotation, that is, between professors and among the different sources in an iterative process.
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Timm, Anja. "What is it Like to Study for an Undergraduate Degree in India? Some Potential Implications for the Transition into Taught Postgraduate Programmes Abroad." In Transnational Higher Education in the Asian Context. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034946_11.

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Dalehefte, Inger Marie, and Esther Tamara Canrinus. "Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_27.

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AbstractRecent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas.This study investigates how teachers provide learning conditions fostering learning and motivation processes to support pupils’ learning during mathematics lessons. After their mathematics lesson, 144 pupils from 9 classes (grades 7–9) in seven schools in Norway completed a questionnaire. It consisted of items measuring their perception of the relevance of the content taught, the quality of the instruction given, the teacher’s interest and enthusiasm, and the extent to which the instruction fulfilled their psychological needs for social relation, autonomy, and feeling competent.On average, the pupils reported that they applied surface-level learning strategies rather than deep-level strategies in their mathematics lessons. They also lacked intrinsic motivation. To a large degree, pupils reported that they hardly recognised the content’s relevance. The results support the focus on deep learning in the 2020 curriculum reform in Norway. Additionally, they reveal conditions worth investigating when aiming to foster pupils’ deep learning and motivation.
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Hoyte-West, Antony. "Digital Competence as Outlined in Online Prospectuses for Taught Postgraduate TESOL Degrees in Scotland: A Preliminary Study." In Communications in Computer and Information Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63235-8_13.

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Briant, Michael. "5. Guilt and Shame." In Troubled People, Troubled World. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0416.05.

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Shame and the family of feelings associated with it such as humiliation, mockery, ridicule, denigration, disparagement, being ‘diss’d’ etc. hardly figure in the writings of Dicks, Fairbairn, Klein and Money Kyrle. Yet it is the emotion supremely associated with splitting and schizoid states. Some argue that there is no difference between guilt and shame, but the philosopher Bernard Williams, in ‘Shame and Necessity’, succinctly and clearly distinguishes between the two: ‘The psychological model for each emotion involves an internalised figure. In the case of shame this is a watcher or a witness. In the case of guilt the figure is a victim or an enforcer.’ (p. 219) ‘In contrast to guilt, there is no need with shame that the viewer should be angry or otherwise hostile. All that is necessary is that the viewer should perceive that very situation or characteristic that the subject feels is an inadequacy, failing or loss of power.’(p.221) In recent years James Gilligan, Head of Studies in Violence at Harvard and for more than thirty years in charge of the mental health provision in the Massachusetts prison system has drawn attention to the key role of shame and the family of feelings associated with it in precipitating violence. Shame is the bacillus of violence, he argues, the vector is the kind of society that leaves people vulnerable to it, i.e. societies where there is a high degree of inequality in the form of poverty, racism, and discrimination on grounds of gender, sexuality and age. His experience of psychotherapeutic practice over thirty years with prisoners who had been convicted of horrible acts of violence taught him that they had committed these acts because their victim had ‘diss’d’ them, and that if they did not respond with violence they would be regarded as gay. Gilligan’s findings are remarkably close to those of Henry Dicks, and indeed he points out that Hitler came to power on the promise of undoing the ‘shame of Versailles’, but Gilligan came to his conclusions unaware of Dicks’s work. Gilligan claims that education, and groupwork that challenges toxic patriarchal/authoritarian ideas about masculinity, have radically reduced recidivism in the prison system, but he has also been keen to draw attention to the fact that his findings have far reaching socio-political implications, as indeed does the work of Henry Dicks. There is a danger, however, that any attempt to base policies on them may be dismissed as ‘utopian’, with the argument that utopian thinking derives from apocalyptic ideation and always ends in violence. Neither claim has any historical foundation. Norman Cohn points out that apocalyptic ideas appealed to the marginalised, to the landless, or those with too little land to support life, to the powerless, who were understandably attracted to the notion of an all-powerful god who would rescue them and punish their abusers. The major example of apocalyptic thinking in the past two thousand years, moreover, has been Christianity, which, at its very heart, has a profound commitment to non-violence. Utopian experiments may derive from apocalyptic ideas or they may not, but there are various examples like Robert Owen’s New Lanark that simply came to a peaceful end.
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im, ‘Abdullahi Ahmed An-Na’. "Shari’a and Basic Human Rights Concerns." In Liberal Islam. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195116212.003.0025.

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Abstract ‘Abdullahi Ahmed An-Na’im (Sudan-United States, born 1946) is a legal scholar and human-rights activist. He was until recently head of Africa Watch, a human-rights organization in Washington, D.C. He received law degrees from the University of Khartoum in the Sudan and Cambridge University in England and a doctorate in law from the University of Edinburgh in Scotland. He has taught at law schools in the Sudan, Canada, and the United States. An-Na’im’s legal training may define his work less than his identity as a prominent follower of Mahmoud Mohamed Taha (see chapter 28), an innovative some would say heterodox-Islamic reformer, whose work An-Na’im has translated into English. He has focused his own contributions on the compatibility of Taha’s interpretation of Islam and Western notions of human rights.
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Magadán-Díaz, Marta, and Jesús I. Rivas-García. "Invigorating Virtual Classrooms in Degree and Post-Degree Studies of Economics With Escape Rooms." In Advances in Educational Technologies and Instructional Design. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6081-8.ch002.

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The general objective of this research is to analyze the perception that undergraduate and graduate students have about the use of escape rooms in the subjects of Economic History and International Economic Environment taught in a degree and a post-degree at two online universities. As specific objectives, this study evaluates, on the one hand, the degree of dynamism, commitment, and involvement of students in the virtual classroom because of the use of escape rooms and, on the other, the impact on their academic performance. This work applies the experimental method from two randomly generated samples in each of the two subjects considered for this analysis. The data to carry out this analysis will be obtained from an ad hoc questionnaire to collect, among other aspects, the perceptions about the impact of the experience. The information generated will be treated with non-parametric inference tools.
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Ramesh, Santhanam, Ramasamy Santhanam, and Veintramuthu Sankar. "New PG Degree Course, Marine Bio-Pharmacy: Scope and Career Prospects." In Marine Biopharmaceuticals: Scope and Prospects. BENTHAM SCIENCE PUBLISHERS, 2024. http://dx.doi.org/10.2174/9789815196474124010015.

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This chapter deals with the importance and recent status of marine biopharmaceuticals and the need for popularizing this aspect; the introduction and scope of Marine Bio-Pharmacy as an interdisciplinary PG course; suggested syllabus for taught program and practicals in the event of its introduction; and career opportunities for the Marine Bio-Pharmacy graduates.
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Pollard, Terry. "Garnering Faculty Buy-In to Improve Online Program Quality." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch001.

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This case study details the implementation of the Online Learning Consortium's Scorecard for the Administration of Online Programs to assess quality and standards adherence within an allied health sciences school at a research university. The scorecard is comprised of seventy-five standards. Twenty-four faculty comprised the scoring committees. Artifacts were identified and collected by the director of distance learning. Programs involved include dental hygiene, health sciences, radiologic sciences, health informatics and information management, and health administration. These online programs, which lead to baccalaureate, masters, and doctoral degrees, are taught primarily by full-time clinical faculty, approximately 90% of whom hold the terminal degree in their field.
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Conference papers on the topic "Taught Degree"

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Charnov, Bruce. "Wing Commander Kenneth H. Wallis: The Triumphs, Tragedy and Enigma of an Extraordinary Life in Autogyro Aviation." In Vertical Flight Society 70th Annual Forum & Technology Display. The Vertical Flight Society, 2014. http://dx.doi.org/10.4050/f-0070-2014-9524.

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In 1958 Wing Commander Kenneth H. Wallis RAF, while on an exchange tour of duty with SAC, purchased the plans for the Bensen B7M Gyrocopter. Returning to England in 1959, Wallis constructed the Bensen aircraft and, by fortuitous encounter, was granted 'developer' status by the British Civil Aviation authorities, giving him the sui generis ability to develop new aircraft providing that he reported on his developmental activities. For over 55 years his was an extraordinary life with the autogyro, and at the time of his death on September 2, 2013, Wallis still held half of the autogyro world records. A self-taught aeronautical engineer, often called an engineering genius, Wallis was much-recognized with trophies, awards and honorary doctoral degrees and had international recognition, due largely to his spectacular performance in the 1967 James Bond movie You Only Live Twice. His influence on the European popular rotorcraft movement was, however, extremely limited and derivative, primarily to those who have attempted to copy his designs (what Wallis referred to as "eyeball engineering"). Therein is to be found the enigma of Wallis - given the acknowledged quality and public admiration for his autogyro designs, why did he not have a more significant impact on popular rotorcraft movements? The answer is to be found in the tragedy of fatal crash of a Wallis-117 autogyro and the death of John "Pee Wee" Judge at the 1970 Farnborough Air Show and the subsequent official investigation. While Wallis cooperated with authorities and was exonerated in the Official Report, issued almost four years later, his reaction was to refrain from the amateur-built market, becoming a champion of the "autogyro as working aircraft" - the result being that while he flourished, even winning a NATO contract for a 100 aircraft for battlefield damage assessment in 1968 (which was bungled by the manufacturer and eventually cancelled), he had no practical impact on the British popular rotorcraft movement.
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Martínez García, Herminio, and Encarnación García Vílchez. "PBL activity as link element in the bachelor’s degree in industrial electronics and automation engineering." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1357.

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This paper describes the experience carried out within the Bachelor's Degree in Industrial Electronics and Automation Engineering taught at the Eastern Barcelona School of Engineering (EEBE) of the Technical University of Catalonia–BarcelonaTech (UPC). Specifically, the experience is based on the realization of a cross project that is under the framework of the degree intensification named Application Design in Electronics Engineering (ADEE). This intensification, consisting of a block of two courses, taught in the Fall and Spring semesters, and offered for students in their final year, allows the fulfillment, for two semesters, of the aforementioned project. This includes the design, simulation, implementation (assembly), testing and experimental results (corroboration) of an electronic system or equipment within the field of Electronic Engineering.
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Gasulla Forner, Manuel, José Jordana Barnils, and Francesc Josep Robert Sanxis. "Actions for academic performance improvement of university newcomer students in an electronics introductory subject." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1209.

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The subject Electronics for Telecommunications (ET) is taught in the first semester of the Telecommunications degrees at the Castelldefels School of Telecommunications and Aerospace Engineering (EETAC). The academic performance is relatively low compared to the same course taught in a double degree of Aerospace and Telecommunications, in part justified by the large difference in the university access marks of the students between both degrees. Several actions have been implemented in courses 2019/20 and 2020/21 to address this issue, especially in theory classes where student attendance is lower than in laboratory sessions. Implementation difficulties have arisen because the presence of the COVID pandemic. Even so, performance has greatly increased, especially at the first semester of each academic year. In addition, a student survey shows a good satisfaction with the introduced actions and others in process of introduction or assessment. Some of the actions, particularly those to be applied in the theory sessions, could be easily extrapolated to other first-semester courses of the degrees.
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Benke, Eszter, and Andrea Szöke. "Business Students’ Attitudes Towards Peer Assessment: Insights from a 360-Degree Feedback Study." In 10th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2024. https://doi.org/10.31410/eraz.2024.457.

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This paper investigates the implementation and impact of peer assessments in university courses, focusing on business students at a Hungarian business university. Data from undergraduate courses taught in Hungarian and English from 2023 to 2024 were analyzed to explore students’ engagement and perceptions of the peer evaluation process in presentation classes. Using numerical scales and qualitative feedback, the study aimed to understand the dynamics of co-evaluation, where students are both evaluators and recipients. The findings reveal that students value both giving and receiving feedback and recognize the importance of mastering performance appraisal techniques as essential soft skills. Integrating peer assessment throughout the university curriculum is suggested to enhance critical reflection and interpersonal skills, preparing students for the collaborative demands of the modern workplace.
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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Fernandez, J., M. Cruells, N. Escaja, et al. "The use of internal audits as a tool to analyze skills and competences." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2647.

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The degrees of the Faculty of Chemistry of the University of Barcelona have implemented a quality management system (QMS) (Real Decreto 1393/2007, Real Decreto 861/2010). One of the common subjects taught in formative period of students is Quality and Prevention. The competences that the students must acquire are knowing the QMS and the basis of certification and accreditation. They must also have skills to plan and propose actions to ensure quality and to prepare documentation of a quality management system, among others. The aim of the work is the execution of internal audits carried out by students to analyze the degree of skills and competences obtained by the auditors throughout the course Quality and Prevention.
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Peña, Begoña, Manuel Bailera, Ignacio Zabalza, and Belén Zalba. "Enfoques y herramientas para la enseñanza de la Termodinámica Técnica durante la pandemia de COVID-19: retos y oportunidades." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13801.

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The teaching experience on the subject of Engineering Thermodynamics and Fundamentals of Heat Transfer is presented for three Bachelor studies taught at the School of Engineering and Architecture of the University of Zaragoza (EINA): Degree in Industrial Technology Engineering (S3), Degree in Electrical Engineering (S3) and Degree in Electronic and Automatic Engineering (S4). Specifically, the comparison is made between face-to-face teaching prior to confinement and the remote teaching to which the University has been forced by the COVID-19 pandemic since the academic year 2019-2020. Under this scenario, the usefulness of different pedagogical approaches and technological tools is analyzed, with special emphasis on those that have provided the best results and can be used also for attendance teaching.
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Strenger, Natascha, and Nilgün Ulbrich. "Internationalization @ home in Engineering Education: Enhancing Social Capital in English-taught Master´s Programmes." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9391.

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German higher education institutions attract students from all over the word for degree mobility, especially after the Bologna reform has led to an increase in internationally-oriented, English-taught study programmes. With such programmes, universities serve the politically intended purpose of attracting highly qualified talent in the form of international graduates that might potentially stay for the German job market. But for the transition from studies to the work market to be successful, it is essential for international students to acquire social capital in the form of contacts to people from the host country. This paper firstly presents results of a study on the situation of students who come to study in international engineering programmes at the Ruhr-Universität Bochum in Germany, focusing on the unsatisfactory contact situation of international and German students revealed in the study. Secondly, measures of the project ELLI2 – Excellent Teaching and Learning in Engineering Sciences – are introduced that aim at improving this situation, fascilitating contact between German and international engineering students. The set-up of a tandem-programme is presented, as well as participation structure and evaluation results of the first two runs of this programm in 2017/18. In addition, an international student council network will be introduced.
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Sánchez-Arévalo, Carmen M., María José Luján-Facundo, Antonio Diego Rodríguez-López, Eva Ferrer-Polonio, and Manuel César Martí-Calatayud. "Rendimiento del alumnado en un entorno semi-virtual durante el aprendizaje de la asignatura Experimentación en Ingeniería Química II. Comparación con el escenario presencial." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15872.

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During the academic year 2020-2021, face-to-face teaching had to be adapted to the virtual environment to meet with the requirements of the health recommendations derived from the COVID-19 pandemic. After the returning to the face-to-face mode, it is now possible to evaluate the impact of the semi-virtual teaching on the learning outcomes within laboratory practice sessions. A comparative between the students performance in a semi-virtual and a presential teaching environment has been conducted. This has been specifically applied to the laboratory subject Experimentation in Chemical Engineering II, which is teached in the Bachelor of Chemical Engineering Degree. This degree is taught in the Superior Technical School of Industrial Engineers (ETSII) of the Universitat Politècnica de València (UPV).
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Gimeno, Cecilia, Carlos Sánchez-Azqueta, Santiago Celma, and Concepción Aldea. "Electrónica enREDada: An experience with a webinar program." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2552.

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Information and communications technologies (ICTs) are an invaluable tool to facilitate meaningful learning. In this work, a webinar program (‘Electrónica enREDada’) is presented that complements the teaching-learning process in selected courses of electronics in degree and master studies in Physics. These webinars allow an innovative approach to the study of specialized topics, improving the training of the student and promoting his/her scientific knowledge in the field of electronics by means of specific and informative modules. This learning activity is part of a comprehensive strategy towards the implementation of e-learning activities in all courses taught at the Electronics area. This learning activity consists of two webinar modules: one being of a synchronous nature and specialized contents, and the other one of an asynchronous nature and featuring distributed learning, which is intended not only for students of physics but also of other related degrees.
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Reports on the topic "Taught Degree"

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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The Competitive Advantage of Nations: A Successful Experience, Realigning the Strategy to Transform the Economic and Social Development of the Basque Country. Universidad de Deusto, 2015. http://dx.doi.org/10.18543/xiqr3861.

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Why do the new economy and welfare societies recommend a new station on the long journey towards competitiveness initiated within the framework of “The Competitive Advantage of Nations”, published as long as 25 years ago? A little more than twenty-five years ago, the Basque Country decided to equip itself with its own development strategy, undertaking to meet the challenge of designing its own future. The Basque Country aspired to give itself the maximum degree of self-government as a nation without a State, following its release from a long dictatorship which had plunged it into autarchy and isolation from the Western democracies around it, limiting its ability and responsibility to shape its own destiny and to offer its Society the highest standards of welfare, facing one of the greatest economic, political and social crises of its history and suffering from the ravages of terrorism within an economy castigated by soaring unemployment above 25%, a drop in its GDP, the fall, like dominoes, of its key industrial sectors, locked into the monoculture of the steel and metal working industry, outside the Europe which was being constructed by the then Economic Community of the Six, marginalized as a peripheral area from the future axis and development of the so-called “blue banana” of the London-Milan backbone and with an incipient and inexperienced administration, full of youth and enthusiasm, and a business world undergoing conversion, learning to live with a trade union phenomenon that the former dictatorship had bypassed. Faced with this complex and exciting challenge, those of us who had the privilege of addressing the aforementioned proposal, interpreting (by means of our analyses, as well as the wish to make our desires and dreams come true) the main keys to explain the state of the world economy, the main trends of change and their foreseeable impact on the Basque economy (“What the world economy taught us”), began the task of defining what we call “A strategy for the modernization and internationalization of our economy and our Country” trying to give some meaning to the role expected of the new players (States, city-regions, provinces, etc.), a role in which our small Country, with features of a City-Region, a sub-national entity, an invertebrate area on the two sides of the Pyrenees, could assume the figure of co-protagonist and provide society with a prosperous future. We also needed the framework and tools desirable for tackling the success strategy. We identified the gap between the needs that would be generated by the new paradigms and the tools offered by the existing political-economic framework (contents, skills, potential developments), accompanied by our own Country-strategy, with special emphasis on the initiatives, factors and critical vectors our society would demand and its aspirations for well-being and development. Within this context, the Basque Government approached Michael E. Porter, his ideas and concepts of the moment, and we began a collaborative process (which lasts until this day), constructing much more than our “Competitive Advantage of the Basque Country” in a thrilling and unfinished “Journey towards Competitiveness and Prosperity”. The Basque Country enjoys the privilege of having been the first nation to apply, in a strategic and comprehensive manner, the concepts which, a few years later, came to light in the prestigious publication we celebrate today, titled “The Competitive Advantage of Nations”, which has inspired the design of numerous policies and strategies throughout the world, which has brought about a proliferation of followers, which has trained instructors and which has generated a large number of new researchers and academics, new policy makers, new instruments for competitiveness and extraordinary levels of prosperity throughout the world. Since then, we have shared our own particular project which, alive and changing, responds to the new economic and social challenges and conflicts by constructing and applying a Country strategy with distinctive achievements and results beyond our economic environment. It lies within the conceptual framework inspired by the complementary tripod of Michael E. Porter's conceptual movement in his Competitive Advantage (Competitiveness, Shared Value Initiative and Social Progress) and our contributions learned from day to day in keeping with our vocation, identity, will and commitment. It is a never-ending process based on a model and a way of understanding the former pledge to give ourselves a single strategy designed by and for people.
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