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Journal articles on the topic 'University programs'

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Published: 4 June 2021
Last updated: 16 February 2022

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1

Spohrer, James C. "IBM's University Programs." Computer 43, no. 8 (August 2010): 102–4. http://dx.doi.org/10.1109/mc.2010.230.

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2

Wegner, Daniel E. "Joint University programs." Annals of Tourism Research 23, no. 4 (October 1996): 934–35. http://dx.doi.org/10.1016/0160-7383(95)00095-x.

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3

Sadin, S. R. "NASA's university engineering programs." IEEE Transactions on Education 34, no. 1 (1991): 31–35. http://dx.doi.org/10.1109/13.79876.

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4

Wilson, Nichelle J., and Brenda C. Seal. "Telepractice in University Au.D. Programs: Survey of Program Directors." Perspectives on Telepractice 5, no. 2 (September 2015): 27–37. http://dx.doi.org/10.1044/tele5.2.27.

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Permanent hearing loss is a global health care burden; 360 million people, including 32 million (9%) children, have disabling hearing loss (Chadha & Stevens, 2013, p. 2). About 80 percent of these people live in developing nations without access to hearing care services. The American Academy of Audiology (AAA, 2014) has reported “ongoing efforts to explore and enhance the use of telepractice…to expand the availability and accessibility of hearing and balance care” to individuals across the world. The American Speech-Language-Hearing Association (2014c) has also endorsed advances in telepractice for the world's millions with hearing loss and related disorders, and encouraged institutional involvement as a future direction for audiology training. In the first publishing of this nature, this report shares survey responses from 28 of the nation's 74 graduate programs about their inclusion of telepractice in the Clinical Doctor of Audiology (Au.D.) curriculum. Results suggest a slow response from university programs and challenges in addressing telepractice in current course and clinical offerings. Results also support a direction of change to include telepractice in future Au.D. curricula.
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5

Arnold, Mit, and Nikki Craft. "A survey of program evaluation in University affiliated programs." Evaluation Practice 9, no. 2 (May 1988): 31–35. http://dx.doi.org/10.1016/s0886-1633(88)80061-8.

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6

Arnold, M., and N. Craft. "A Survey of Program Evaluation in University Affiliated Programs." American Journal of Evaluation 9, no. 2 (May 1, 1988): 31–35. http://dx.doi.org/10.1177/109821408800900203.

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7

Laman, Effie, and Michael Shaughnessy. "Gifted and Talented University Programs." International Journal of Learning: Annual Review 9, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v09/58867.

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8

Maidment, Fred. "University-Based Executive Education Programs." Journal of Education for Business 62, no. 6 (March 1987): 258–60. http://dx.doi.org/10.1080/08832323.1987.10772823.

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9

Foster, Jr., Ralph S., Henry B. Burdg, Mary Quinn Burkhart, P. W. Brown, Richard A. Alekna, Ben May, and W. Gaines Smith. "Model Programs in University Outreach." Journal of Nonprofit & Public Sector Marketing 2, no. 2-3 (March 3, 1995): 213–51. http://dx.doi.org/10.1300/j054v02n02_12.

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10

Sivik, Scott J., Elizabeth A. Butts, Kris K. Moore, and Sheila A. Hyde. "College and University Wellness Programs." NASPA Journal 29, no. 2 (January 1, 1992): 136–42. http://dx.doi.org/10.1080/00220973.1992.11072255.

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11

Harro-Loit, Halliki, and Kadri Ugur. "Žurnalistikos raštingumo ugdymas kaip aukštojo mokslo studijų programos dalis." Informacijos mokslai 47 (January 1, 2008): 78–86. http://dx.doi.org/10.15388/im.2008.0.3340.

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Europos komunikacijos ir švietimo politikos dokumentuose nuolat kalbama apie žiniasklaidos raštingumą, kaip būtiną sąlygą, ugdant aktyvius piliečius ir sąmoningus vartotojus informacinėje visuomenėje. Esminį vaidmenį sistemingame žiniasklaidos raštingumo ugdyme atlieka formalioji bendrojo lavinimo švietimo sistema. Taigi, kyla klausimas, kokias kompetencijas turėtų įgyti būsimieji mokytojai studijų arba mokymų metu? Pagrindinis šio straipsnio tikslas – išsiaiškinti, kaip vykdomos universitetinių studijų programos žiniasklaidos ir komunikacijos srityje galėtų prisidėti prie žiniasklaidos raštingumo ugdymo programų aukštojo mokslo sistemoje.Autorės sutinka, jog žiniasklaidos raštingumo ugdymo programų įtraukimas į aukštojo mokslo studijų programas priklauso nuo nacionalinės žiniasklaidos ir švietimo politikos; jau vykdomų aukštojo mokslo bei tolesnio ugdymo programų; žiniasklaidos raštingumo ugdymo koncepcijos; vietinio žiniasklaidos konteksto.Remiantis žiniasklaidos ugdymo komponentais, autorės rekomenduoja žiniasklaidos raštingumo ugdymo modulių turinį būsimiems mokytojams. Tokiems moduliams sukurti, būtinos žiniasklaidos studijų ir pedagogikos žinios, kadangi visa programa pagrįsta žiniasklaidos ir pedagogikos diskursu. Media education as a part of higher education curriculum*Halliki Harro-Loit and Kadri Ugur SummaryEuropean communication and education policy documents repeatedly refer to media literacy as a prerequisite of successfully performing active citizens and conscious consumers in information society. Substantial part of the task to provide systematic media education lies on the formal school-based education system. Hence a question arises about the competences teachers should acquire at university or from further training courses. The aim of this article is to examine how existing university curricula on media and communication could contribute to the development of media education programs in higher education system.The authors take into consideration that the media education programs in curricula of a higher education system depend on the national media and education policy; already available programs in higher education curricula and further education projects; concept of media education in national curricula; local media context.Proceeding from the media education components the authors propose a possible content of media education modules that should be available for the students in teacher training. In order to create such modules media studies and pedagogy should be combined and the whole program should be embedded in the discourse of media and pedagogy.Key words: media education, media literacy, media education components, higher education curriculum, European communication policy
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12

Ghoul, Wafica Ali. "Repositioning Islamic Finance University Education Programs." COMSATS Journal of Islamic Finance 1 (February 12, 2016): 73–81. http://dx.doi.org/10.26652/cjif.120167.

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13

Zabalza Beraza, Miguel A. "Assessment of university teacher training programs." Educar 47, no. 1 (February 1, 2011): 181. http://dx.doi.org/10.5565/rev/educar.77.

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14

GENGLER, M., M. PRINZ, and E. SCHUSTER. "The university training programs in Austria." International Journal of Medical Informatics 50, no. 1-3 (June 1998): 215–18. http://dx.doi.org/10.1016/s1386-5056(98)00070-7.

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15

Sterling, Christopher H., and Jill F. Kasle. "Telecommunications programs at George Washington university." Telematics and Informatics 5, no. 2 (January 1988): 121–26. http://dx.doi.org/10.1016/s0736-5853(88)80071-6.

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16

Karnes, Allan, and Julie Sterner. "Ethics Education in University Accounting Programs." Journal of Education for Business 64, no. 7 (April 1989): 307–9. http://dx.doi.org/10.1080/08832323.1989.10117379.

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17

Bates, Merrelyn. "Work‐integrated curricula in university programs." Higher Education Research & Development 27, no. 4 (December 2008): 305–17. http://dx.doi.org/10.1080/07294360802406775.

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18

Leroux, Janice A., and Peggy DeFazio. "University Programs for High Ability Adolescents." Gifted Education International 6, no. 3 (January 1990): 171–74. http://dx.doi.org/10.1177/026142949000600310.

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Two universities in Ottawa provide a full week of programs for bright secondary school students each spring. This study investigated factors which characterize the Mini-Course Enrichment Program as perceived by student participants and their parents. Findings were analyzed in terms of achievement, career aspirations and impact on self-image. Respondents perceived enhanced personal control, sense of risk-taking, and help in preparing for the future. Specific recommendations evolved for educators and administrators.
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19

Zauhar, Randy J. "University bioinformatics programs on the rise." Nature Biotechnology 19, no. 3 (March 2001): 285–86. http://dx.doi.org/10.1038/85758.

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20

Druger, Marvin. "Building cooperative high school-university programs." Journal of Science Teacher Education 1, no. 1 (March 1989): 14–16. http://dx.doi.org/10.1007/bf03032128.

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21

Spralls, Samuel A., Michael S. Garver, Richard L. Divine, and Heather Trotz. "Needs assessment of university leadership programs." Journal of Leadership Studies 4, no. 1 (March 2010): 20–35. http://dx.doi.org/10.1002/jls.20152.

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22

Kuramoto, Alice M. "Marketing University-Based Continuing Education Programs." Journal of Continuing Education in Nursing 24, no. 2 (March 1993): 61–65. http://dx.doi.org/10.3928/0022-0124-19930301-06.

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23

Davidovitch, Nitza, and Roman Yavich. "Interdisciplinary Programs Focused Populations: The Case Of Health Management Program." Journal of International Education Research (JIER) 11, no. 2 (April 1, 2015): 71–86. http://dx.doi.org/10.19030/jier.v11i2.9188.

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The Ariel University has a unique interdisciplinary program in healthcare management that targets experienced healthcare professionals who wish to earn an academic degree. Only one academic study has been held so far on the integration of graduates of an academic university-level school in healthcare management in the field. In the current study, the authors sought to investigate points of contact between the academic world and the professional field by following the professional integration of graduates of healthcare management at the Ariel University and their satisfaction with their training, job, and profession from an interdisciplinary perspective. A survey was held among all 1,327 graduates of the Department of Healthcare Management from 2002 to 2011. Data collection was performed through self-completed electronic questionnaires and personally distributed questionnaires, including questions on graduates' current place of work and satisfaction with their degree. The findings indicate that graduates are very satisfied with their interdisciplinary studies at the department. Students from the Arab sector, those who began their studies at an older age, and those who are more affluent, reported higher satisfaction with their studies. Most students intend to continue studying for an advanced degree in the profession.
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24

Novita, Mona, Ahmad Husein Ritonga, and Jalaluddin Jalaluddin. "University Leadership Management For Developing University Students’ Entrepreneurship." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 3, no. 1 (June 4, 2020): 15–28. http://dx.doi.org/10.33369/ijer.v3i1.11283.

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Leadership teachers serve a crucial role in developing university student entrepreneurship competency. Referring to the concept of Entrepreneurial Based University, leaders can create effective entrepreneurship development programs in the frame of spiritual religious. This research aims to determine, understand and analyze the management of university teachers in West Sumatra province in developing student entrepreneurship. This study uses a qualitative approach with a type of study conducted at the State University of Padang (UNP), West Sumatra Province, Indonesia. Results of the study show that the leadership plays a role in the development of student entrepreneurship through the implementation of effective management functions, namely (1) planning, in the form of strategic policies in formulation of statute, strategic plans, determination of priority programs for developing campus, business units, and entrepreneurship programs; (2) organizing, in the form of official tasks, restructuring management; (3) Leading; manifested in the concept of VALUE (View, Appreciate, Leading, Understand and Evaluate) with spiritual religious frame-muslimprenur; (4) Controlling, carried out both in the form of program implementation and responsibility of the budget in developing student entrepreneurship.
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25

Harvey, Carol. "University of Winnipeg." Florilegium 20, no. 1 (January 2003): 72–74. http://dx.doi.org/10.3138/flor.20.020.

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The University of Winnipeg is a bustling campus situated in Winnipeg’s downtown. Within the space of one city block, some eight thousand students pursue degrees, diplomas and certificate programs in the Humanities, Social Sciences, Sciences, and Education. Most courses lead to the three or four-year B.A. or B.Sc. or the four-year Honours degree; the five-year integrated B.Ed./B.A. or B.Sc. program combining academic and professional courses is increasingly popular. Master’s programs are offered by the Faculty of Theology and a small number of Joint Master’s programs is available in conjunction with the University’s sister institution, the University of Manitoba. Although there is no department of Medieval Studies as such or an interdisciplinary program, several departments do offer courses that introduce undergraduate students to the field.
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26

Al-Majed, Asma, Fatima Al-Kathiri, Sara Al-Ajmi, and Suad Al-Hamlan. "21st Century Professional Skill Training Programs for Faculty Members—A Comparative Study between Virginia Tec University, American University & King Saud University." Higher Education Studies 7, no. 3 (August 13, 2017): 122. http://dx.doi.org/10.5539/hes.v7n3p122.

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The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting training programs for faculty members in Saudi universities by presenting a comparison of qualitative data between the efforts of two major American universities, the American University and Virginia Tec University, and the efforts of King Saud University. This comparison tries to display how these universities endeavor to meet the current teaching and learning needs. The results are not surprising; the two American universities are coming up with skills training programs that are deemed to be appropriate, including: conferences and workshops, faculty member orientations, consulting, instructional support, online training, discussion forums, family-led discussions, junior faculty training, and summer training programs. They appear to have successfully instituted the 21st century focused skills training programs. Consequently, faculty members from these universities are able to provide students with the knowledge needed to navigate the current challenges. In contrast, King Saud University may have not instituted the programs effectively. Unfortunately, it has not prioritized 21st century professional skill training programs that would make faculty members fit well in the changed learning environments. However, there is a chance for fully implementing new programs that suit the current challenges and needs for faculty members in Saudi universities. Therefore, the paper provides some recommendations for trainers as well as program developers on the light of these results.
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27

Hou, Su-I., Carrie Graham, and Emily Greenfield. "AGING-IN-COMMUNITY MODELS AND PROGRAMS: PROGRAM AND POLICY PLANNING STRATEGIES." Innovation in Aging 3, Supplement_1 (November 2019): S408. http://dx.doi.org/10.1093/geroni/igz038.1519.

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Abstract This symposium introduces key aging-in-community models and programs, with a particular focus on program and policy planning strategies. Villages are a new, consumer-directed model that aim to promote aging -in-community through a combination of facilitated social engagement, member-to-member support, volunteer opportunities, and collective bargaining for services. Dr. Graham from the University of California will share results from both a national survey of Village directors and a survey of village members, summarizing Village organizational development trends and members’ perceived impacts. Dr. Gilcksman from Philadelphia Corporation for Aging will share how older adults who do not participate in a Village create their own informal social and service network to maintain themselves and to accomplish the same goals as a Village, building community at the neighborhood level. Additionally, Dr. Hou from the University of Central Florida will discuss lessons learned on program planning strategies among older adults participating in three programs promoting aging-in-community: a university-based lifelong learning program (LLP), a county neighborhood lunch program (NLP), and a Florida Village program as a comparative case study. Finally, Dr. Glass from the University of North Carolina Wilmington will share the current trend of the new senior cohousing model, promises and challenges for older adults providing mutual support to each other as they age together. This symposium will further discuss strengths and weakness, and planning strategies of the various AIC models and programs.
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28

Reitmeyer, Morgan T. "Programs that Work(ed): Revisiting the University of Michigan, the University of Chicago, and George Mason University Programs after 20 years." Across the Disciplines 6, no. 2 (2009): 1–12. http://dx.doi.org/10.37514/atd-j.2009.6.2.11.

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29

Kouvelas, Nikos, and Foteini Dantsi. "Investigating Constraints on University Students’ Participation in Physical Activity Programs in Greece." Global Journal For Research Analysis 3, no. 5 (June 15, 2012): 75–77. http://dx.doi.org/10.15373/22778160/may2014/28.

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30

Aleksakhin, A. V., and V. P. Solov’ev. "ACCREDITATION OF EDUCATIONAL PROGRAMS (SKILLS TRAINING UNIVERSITY)." Economy in the industry, no. 2 (April 26, 2015): 92. http://dx.doi.org/10.17073/2072-1633-2012-2-92-95.

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31

Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18. http://dx.doi.org/10.6017/ihe.2017.89.9752.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.
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32

Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18–19. http://dx.doi.org/10.6017/ihe.2017.89.9840.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.
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33

Xia, Yin, and Steven Buccola. "University Life Science Programs and Agricultural Biotechnology." American Journal of Agricultural Economics 87, no. 1 (February 2005): 229–43. http://dx.doi.org/10.1111/j.0002-9092.2005.00714.x.

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34

Philips, Sally. "Client Satisfaction with University Employee Assistance Programs." Employee Assistance Quarterly 19, no. 4 (July 11, 2005): 59–70. http://dx.doi.org/10.1300/j022v19n04_05.

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35

Dollinger, Mollie, Sophia Arkoudis, and Samantha Marangell. "University alumni mentoring programs: a win-win?" Journal of Higher Education Policy and Management 41, no. 4 (May 14, 2019): 375–89. http://dx.doi.org/10.1080/1360080x.2019.1617657.

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36

Foucar-Szocki, Reginald, and Robert Colley. "Independent Study Degree Programs At Syracuse University." Hospitality Education and Research Journal 13, no. 3 (August 1989): 550. http://dx.doi.org/10.1177/109634808901300362.

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37

Feder, Toni. "University of California Reviews Its Physics Programs." Physics Today 50, no. 12 (December 1997): 57. http://dx.doi.org/10.1063/1.2806745.

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38

Gomes, Viviane Elisangela, Andrea Maria Duarte Vargas, and Efigenia Ferreira e. Ferreira. "The academic dimension of university extension programs." Brazilian Oral Research 27, no. 5 (September 2013): 387–88. http://dx.doi.org/10.1590/s1806-83242013000500001.

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39

Klayton, Margaret. "Using marketing research to improve university programs." Services Marketing Quarterly 9, no. 1 (1993): 105–14. http://dx.doi.org/10.1080/15332969.1993.9985077.

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40

Mizdail, Barbara E. "MANUFACTURING SYSTEMS ENGINEERING PROGRAMS IN THE UNIVERSITY." INCOSE International Symposium 2, no. 1 (July 1992): 533–36. http://dx.doi.org/10.1002/j.2334-5837.1992.tb01538.x.

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41

Jones, William E. "The American Association of University Affiliated Programs." Mental Retardation and Developmental Disabilities Research Reviews 1, no. 3 (1995): ii. http://dx.doi.org/10.1002/mrdd.1410010313.

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42

Jones, William E. "The American Association of University Affiliated Programs." Mental Retardation and Developmental Disabilities Research Reviews 1, no. 4 (1995): ii. http://dx.doi.org/10.1002/mrdd.1410010414.

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43

Saginova, OlgaV, Alla A. Kondratieva, Roman A. Iskandaryan, and Tatiana S. Shipunova. "COMPETITIVENESS INDICATORS IN THE UNIVERSITY DEVELOPMENT PROGRAMS." RSUH/RGGU Bulletin. Series Economics. Management. Law, no. 1 (2019): 44–55. http://dx.doi.org/10.28995/2073-6304-2019-1-44-55.

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44

Klayton, Margaret A. "Using Marketing Research to Improve University Programs." Journal of Professional Services Marketing 9, no. 1 (May 20, 1993): 105–14. http://dx.doi.org/10.1300/j090v09n01_09.

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45

Hughes, Daniel. "University Based Employee Assistance Programs and Outsourcing." Journal of Workplace Behavioral Health 22, no. 2-3 (January 23, 2007): 27–41. http://dx.doi.org/10.1300/j490v22n02_03.

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46

Hoover, Eric C., Samira B. Anderson, Matthew Goupell, and Sandra Gordon-Salant. "Graduate programs at the University of Maryland." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1705. http://dx.doi.org/10.1121/1.5101251.

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47

Miller, Roger L. "Marketing Small College and University Theatre Programs." Journal of Arts Management and Law 18, no. 4 (January 1989): 65–89. http://dx.doi.org/10.1080/07335113.1989.9942196.

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48

Graham, John‐Bauer. "Outreach programs beyond the immediate university community." Library Management 26, no. 3 (April 2005): 113–22. http://dx.doi.org/10.1108/01435120510580852.

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49

Fernandes, Gabriela, and David O’Sullivan. "Benefits management in university-industry collaboration programs." International Journal of Project Management 39, no. 1 (January 2021): 71–84. http://dx.doi.org/10.1016/j.ijproman.2020.10.002.

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50

McCarthy, Claudine. "University president sheds light on athletics programs." College Athletics and the Law 16, no. 5 (August 2019): 12. http://dx.doi.org/10.1002/catl.30638.

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