ДИСЦИПЛИНА «МЕТОДЫ НАУЧНЫХ ИССЛЕДОВАНИЙ» - АДАПТАЦИЯ В ПРОГРАММАХ МАГИСТРАТУРЫ УГНТУ ДЛЯ СТУДЕНТОВ ИЗ АРАБОЯЗЫЧНЫХ СТРАН

In this study, concepts were constructed that express learning experiences in nursing master's degree programs utilized in occupational health nursing activities with the aim of clarifying those characteristics. This was based on the idea that elucidation of the characteristics of learning experiences in nursing master's degree programs used in occupational health nursing activities would be meaningful in providing high-quality occupational health services that respond to the needs of society. Semi-structured interviews were conducted with 10 people who fulfilled the three conditions of having completed a master's degree programs, working as an occupational health nurse after completion of the program, and not continuing on to a doctoral program. The nursing conceptualization method of Naomi Funashima was used. From the obtained data, 512 code items expressing learning experiences in master's degree programs utilized in occupational health nursing activities were identified. These items included five core categories (concepts), 34 categories, and 69 subcategories. The five concepts constructed were "Pursuit of expertise and self-evaluation," "Mutual understanding of various people that leads to human resources utilization," "Theoretical and academic learning that influences changes in activities," "Research learning that lead to activities based on scientific evidence," and "Learning that leads to high-quality activities making use of expertise." It was found that various learning experiences in the master's program to pursue the specialty of occupational health nurses in order to recognize their roles as well as the experiences to take the initiative in learning had been integrated in their activities after completion of the course and had contributed to their high-quality occupational health nursing activities. It was suggested that the learning experiences in the master's program, which had been revealed in this study, were the experiences necessary for providing high-quality occupational health nursing activities to satisfy the social needs.

Background: The nursing master's degree program of the National Autonomous University of Mexico conducted this self-assessment as part of a larger evaluation research project. The results based on the Psychological Evaluation Manual (PEM), which is used since 2010 and which estimates the general characteristics of the psychological profile of the aspirant students, are shown. Objective: The objective of this study was to analyze the levels of performance of the aspirants to the nursing master's degree program and simultaneously, identify the related academic trajectory variables, based on the Psychological Assessment Manual, and in line with the nursing master's degree formative self-evaluation frame. Methods: The study was descriptive and transversal. The sample was constituted by 169 aspirants to the nursing master's degree program from 2015 to 2020 generations. Results: Some dimensions of the Psychological Evaluation Manual are significant to predict a successful academic trajectory. From the linear regression, it was observed that the variables Abstract reasoning and Avoidance of challenging work explain 18.9% of the variance in the average of the master's, with Abstract reasoning having a higher positive impact beta = .011) while in Avoidance of challenging work it was -.014. According to the, the expected profile of the aspirants to the nursing master's degree program implies medium-high scores on the scales of Academic aptitude, Adjustment to the reference social norms, as well as with Facilitating aspect, while medium-low scores in the scales of Deviation from the reference social norms and Limiting aspects. Conclusions: The study is that the Psychological Assessment Manual inputs valuable information which contributes to better estimate the profile of the aspirants to the program.

Factors Influencing the Uptake of Taught Master's Programmes Among Physiotherapists

In the area of tourism, the process of graduate programs consolidation is accelerated, because, in 2013, there were six programs offering masters and only two offering the doctorate; yet in 2018, there were eleven master's degree programs, including those of a professional and academic nature, and four programs offering the doctorate. Given the scenario, we questioned, in this study, how the programs of master's an doctor's degrees in tourism in Brazil are structured from the analysis of teaching production. The general objective of this study is the analysis of the bibliographic production of the professors of the programs of master's and doctor's degrees in tourism in Brazil from January 2013 to December 2016. The specific objectives define a quantitative and qualitative exam that (re)know the academic structure of these programs, from the know-how of their professors. The selected corpus was the set of data published in the curricula of the permanent professor, inactives and collaborators of nine programs of master's and doctor's degrees in tourism in Brazil: Universidade

Connie Van Fleet is well known to RUSO readers. She edited the journal (in conjunction with Danny P Wallace) for twelve years. Upon completing her final term as editor, she assumed leadership for the Association for Library and Information Science Education (ALISE). ALISE is the premier organization for faculty teaching in graduate programs in library and information science in North America. Connie graciously took time out of her busy schedule to respond to my questions about library education and LIS students. All of a sudden librarianship is becoming portrayed as a hot occupation. Last spring, U.S. News & World Report (see Best Careers for 2007, in the issue dated March 19, 2007) ranked librarianship as one of the top twenty-five careers for 2007. This summer, the New York Times (see A Hipper Crowd of Shushers, in the July 8, 2007 issue) ran a story on how librarianship is becoming a career choice for Generation Xers. Have library schools noticed a marked increase in applications over the last year or two? I loved those articles and really got quite a kick out of sharing the NYT piece with my students. It's great to see librarianship getting attention and respect. I think those articles, however, reflect recognition of a trend, rather than drive enrollment figures. Enrollment in ALA-accredited programs has been increasing steadily since an inexplicable dip in 1999. In fact, according to the ALISE statistics, enrollment in accredited masters' programs grew by about 8% per year between 1999 and 2006, resulting in an increase of over 65%. The 2007 statistics have just been collected from the schools and have not yet been analyzed, but it is my sense that this upward trend is continuing. Who is attending graduate programs in library and information science these days? Is there a demographic profile of the typical student enrolled in a master's degree program? Is librarianship a second career for many individuals? There is a very diverse group of individuals who attend graduate programs in library and information science for a variety of reasons. The profession may still be overwhelmingly female and white, but we are seeing more men and ethnic groups represented in the program. I think the data gathered in Fall 2006 probably gives a pretty accurate picture of this year's class. It shows that enrollment in MLIS programs was 71% female and 29% male. Of those students for whom ethnicity data is reported (such reporting is illegal in Canada), 74% of the students were identified as white, with about 4.4% black, 4.34% Hispanic, and 3.37% Asian. Nearly 5% were international students. Perhaps the most dramatic change is in the age of those attending graduate programs in library and information science: 40% were under the age of 30; 69% were under 40; and 87% under 50 years old. The majority (73.7%) of students reside in the state or province in which they attend school. Librarianship still remains a second career for many individuals. We don't have statistics on students who come into our programs with advanced degrees or from other careers, but my experience at three different universities and my impression from speaking with other faculty indicate that a number of students come to us from a variety of professions, including law, music, education, business, and retail sales. We also see a number of library workers who enroll in school for advancement or professional development. It appears that there has been an explosion in online course offerings in library and information science. Are there data on how many students are enrolled in distance versus residential programs? Are there some master's degree programs that are a hybrid? Has ALISE or any other body sponsored research evaluating the quality of online programs? We don't have figures that indicate the balance of enrollment in distance and residential programs that have been aggregated on the national level, nor do we have directly comparable data on those enrollments. …

Textbook "The trajectory of the Master's degree in Economics: corporate Finance. Part I" will contribute to the deep and consistent development of the university master's program by future highly qualified economists, addressed to financial managers, managerial economists, individual entrepreneurs and heads of organizations, bachelors and specialists studying in the master's degree program "Corporate Finance".

The purpose of this paper is to present the methodology and results of a study on the role played by higher education institutions — universities and business schools from different master's degree programs —, when responding to the demands of potential entrepreneurs who are seeking to get the tools and develop the skills necessary to eventually become successful. We have proposed the use of a methodology based on a survey of students currently enrolled in master's programs, to get to know their entrepreneurial drive, the tools they consider appropriate to achieve their degrees and what they think is the best way to start a new business. Also the ultimate goal of the study is based on the results: making a proposal of academic content, theoretical and / or practical as deemed necessary, to add to these programs in order to improve the training required by future entrepreneurs.

The object of this research is the professional training of Russian mediators within the framework of Master's Degree and vocational education. The subject of this research is the organizational and methodological problems of training and professional becoming of mediators, substantiated by the specificity of current legislation in this field, as well as the established practice of professional training. Application of general scientific methods allows examining the requirements of current Russian legislation in the sphere of professional training of mediators, comparing with the fundamental changes proposed in the draft law of the Ministry of Justice of the Russian Federation, and relevant practice. The author outlines the key vectors of professional training of future mediators offered by the Russian universities in the Master's Degree program. Based on the critical analysis of research and empirical methods (expert evaluation, survey), the authors determine the key personal and professional characteristics of the mediator, essential for successful their successful activity. The novelty of this work lies in drawing parallels between the requirements to professional training of mediators in the current legislation and according to the new draft law; as well as in the analysis of peculiarities and difficulties of professional training of mediators within the framework of the Master's Degree program “Mediation in Social Sphere” and competences that are considered of prime importance. The authors underline the need for raising requirements to the process of professional training of mediators, and their legislative consolidation. The top results can be achieved by acquiring basic legal or psychological education, as well as completion of the basic course of mediation prior to the advanced training.

ZusammenfassungZiel der Studie Ziel dieser Untersuchung war es, die derzeit akkreditierten Versorgungsforschungsstudiengänge in Deutschland im Hinblick auf ihre Strukturdaten und Inhalte zu analysieren. Methodik Im Rahmen eines deskriptiven qualitativen Designs wurden die aktuellen Studienverlaufspläne, die Modulhandbücher und die Steckbriefe akkreditierter Masterstudiengänge der Versorgungsforschung inhaltsanalytisch ausgewertet. Ergebnisse Die 6 analysierten Studiengänge zeigen sich hinsichtlich ihrer strukturellen Merkmale und lehr-lerninhaltlichen Ausrichtung in den wesentlichen Punkten als homogen. Ziel aller Studiengänge ist es, fach- und disziplinübergreifende personale und soziale Kompetenzen zu fördern, um Versorgungsbedarfe im Gesundheitswesen zu identifizieren, Innovationen der Versorgung zu entwickeln, zu initiieren, zu evaluieren und kritisch zu reflektieren. Schlussfolgerungen Trotz ähnlicher Lehr-Lerninhalte bestehen spezifische Ausrichtungen, für die sich die Studierenden vor dem Hintergrund ihrer individuellen Präferenzen entscheiden können. Diese Ergebnisse könnten unter Berücksichtigung aktueller Diskurse und weiterer Erkenntnisse als Grundlage für Empfehlungen zur Entwicklung eines Kerncurriculums dienen.

Several papers have been written about the shortage of knowledgeable computer science teachers at the secondary and junior college level. Additional reports have been written describing workshops, courses, and various other methods to help reduce this shortage. See for example papers by Moursund, Dennis, Piorot and others in various publications by ACM and the proceedings of recent National Educational Computing Conferences.(l,2)Very few papers have reported on the existence of degree programs for teachers who are interested in developing the necessary background to teach computer science. Even fewer master's degree programs exist to help train teachers in computer science education. Moursund has described the master's degree at Oregon(3), Lykos has established a degree at Illinois Institute of Technology, and the University of Illinois has a degree for teachers.(2)This paper describes a unique master's degree program at Northwest Missouri State University. Details are given on the development and present status of the program. Also, several suggestions are indicated for possible future directions for such a program.

The internationalization of European higher education and the corresponding proliferation of international Master's degree programmes are creating plurilingual educational environments that potentially enhance linguistic diversity. However, there is concern that the focus on English as the sole medium of instruction in such programmes could have the opposite impact on linguistic diversity, and could even reduce students' academic competence in their mother tongue. These issues are examined in our article from the viewpoint of 60 international Master's students at the University of Helsinki, who responded to an electronic questionnaire during 2011–2012. Here, we focus on the responses to questions concerning why the students applied to study in an international Master's programme in Finland, what challenges, advantages and disadvantages they perceived in doing so, and whether they felt linguistically able to cope with their studies. Furthermore, we present students' attitudes towards learning new languages, and their perceptions of how the use of English as the sole medium of instruction in international Master's programmes might influence linguistic diversity in general.

Toward the ideal professional master's degree program

The authors of the study describe the methodical and linguodidactic specifics of course design "Profession-oriented German" within the FL course for postgraduate engineering students. The relevance of the study lies in the fact that this course was designed jointly by teachers and students and was the result of distance work during the COVID-19 pandemic. The novelty of the study lies in the fact that the communicative-activity approach in independent work has been transferred to the distance learning. The purpose of the research is to describe the internal structure of the course; show what professional, linguistic and speech competencies are formed with this distance course; do a pedagogical experiment demonstrating the course possibilities in the implementation of "Profession-oriented German" distance learning for postgraduate students; prove the innovativeness and productivity of the distance learning model in the Master's degree programme. The materials of the research are e-learning manuals, createded by the teachers of the department; the discipline work program; results of students' questionnaire. Descriptive, project-based, comparative, and statistical methods are applied in the study. While doing the experiment, the innovation and productivity in the transformation of a classroom course into a distance one was proved, which are manifested in the following: 1) the ability to develop students' professional, communicative and linguistic competencies; 2) the development of students' individual trajectory; 3) expanding socio-cultural potential; 4) the development of students' intellectual potential; 5) the intensification of the learning process. As a result of the experiment 1) the methodology and technique of using distance technologies in organizing the project activities for postgraduate students are described; 2) an algorithm for constructing a distance course in linguistics in the Master's degree programme is designed 3) methodologies and techniques for the use of ITs in the formation of a new Russian university model is developed.

Purpose– The purpose of this paper is to explore the dilemmas that challenge reputation management in the context of higher education (HE).Design/methodology/approach– The paper introduces one Finnish multidisciplinary master's degree programme as a case in point. The empirical data comprises a student survey and semi-structured interviews with internal and external stakeholders whose work relates to the master's degree programme in question.Findings– The findings identify different types of dilemmas arising from collaboration between stakeholders of HE.Practical implications– The paper demonstrates how the dilemma-reconciliation method can be used to enhance reputation management in HE.Originality/value– The novelty of the paper is in applying dilemma theory (Hampden-Turner and Trompenaars, 2000) in parallel with reputation theories. Dilemma theory attributes reputation risks to conflicting aims.

Point/Counterpoint