Economics Journals

The study was undertaken to address the following questions: 1) Does the scope of practice of the clinical laboratory scientist require an entry-level master's (MS) degree? 2) How would a change to an entry-level MS degree in clinical laboratory science (CLS) affect educational programs, the practice field, and students? and 3) Based on this study, what recommendations can be made to CLS educators? Surveys were developed to assess the opinions of educators, managers, and practitioners on the need for an entry-level MS degree in CLS. Surveys were also sent to students to assess their interest in an entry-level MS degree and their perceptions of the advantages and disadvantages of this type of program. Surveys sent to educators included questions addressing the effect of a change to an entry-level MS degree in CLS on enrollment and program viability. Managers were asked questions concerning job expectations and compensation for graduates with an entry-level MS degree and practitioners were asked about their interest in this type of program. The sample for the survey included 280 directors of National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) educational programs, 600 managers randomly selected from the Clinical Laboratory Management Association (CLMA) mailing list, 600 practitioners randomly selected from the American Society for Clinical Laboratory Science (ASCLS) mailing list, and 1400 CLS students selected by program directors. Educators, managers, and practitioners were asked to read 12 statements related to educational preparation for entry into CLS and indicate their level of agreement on a five point scale. Mean responses to these questions were compared for educators, managers, and practitioners, for educators in hospital-based and university-based programs, and for managers with BS and advanced degrees. Responses to demographic and other forced-choice type questions related to entry-level MS programs were counted and reported. Response rates of 58% (educators), 28% (practitioners), 39% (managers), and 40% (students) were obtained. Educators, managers, and practitioners all agreed that the scope of practice of CLS does not require an entry-level MS degree and that the MS degree is appropriate for those practitioners who wish to further their education. There were no major differences in educators', managers', and practitioners' responses to questions on the need for an MS in CLS. Students indicated that they would be interested in an entry-level MS program if the additional education would give them higher salaries and more job opportunities. Students who entered their CLS program with a baccalaureate (BS) degree were more interested in the entry-level MS option than students who entered with an associate degree or high school diploma. Managers indicated that they would not pay a graduate with an entry-level MS degree more than a graduate with a baccalaureate degree. There is currently no support for an overall change from the BS degree to the MS degree as the entry-level requirement for CLS practitioners. Entry-level MS programs in CLS may be attractive to students who already have BS degrees.

This year's NLN Annual Survey of Schools of Nursing finds the nation's nursing education capacity expanding and some of the long-standing unmet demand for seats in nursing schools beginning to subside. Waiting lists for entry into nursing programs were persistently long throughout the late aughts, with both national statistics and news reports and anecdotes from around the country describing a widespread lack of capacity in nursing education programs. From 2009 to 2011, the percentage of nursing programs that turned away qualified applicants was peaking across all types of nursing education programs, with shortage levels most acute among programs that prepare students for initial licensure. In 2011, 43 percent and 48 percent of master's and doctoral programs, respectively, rejected qualified applicants. More dramatically, well over 80 percent of programs offering practical nursing and associate degrees were forced to turn away qualified candidates, as did almost two thirds of baccalaureate programs. Current Data Show Some Reduction in the Acuity of Capacity Shortages The number of pre-licensure RN programs grew throughout the mid-aughts, peaking at a growth rate of 10 percent in 2006. Although growth then slowed to just 1 to 2 percent per year, admissions statistics indicate that capacity shortages have begun to ease. In 2012, the percentage of programs that turned away qualified applicants dropped substantially for every program type with the exception of those offering the baccalaureate degree. Moreover, as a measure of volume, the percentage of all qualified applications rejected by programs also declined, almost across the board. With some states considering the requirement of a baccalaureate degree for RN practice, only RN-to-BSN programs maintained their 2011 seating shortage levels. And, in another indication that nursing education capacity has grown to meet demand, the percentage of programs that could not fill all available seats for new students also fell in 2012. In a new analysis conducted this year, the NLN examined capacity shortage indicators by the urban-rural location of nursing programs. About two thirds of PN and associate degree programs are located in urban centers (64 percent and 67 percent, respectively), in contrast to 80 to 90 percent of baccalaureate and higher degree programs. Approximately one in five PN and ADN programs are located in large rural areas, with 10 percent in small rural locations. Although one might expect metropolitan-based programs to benefit from their proximity to dense population centers, in actuality, urban programs experienced student vacancy rates that were similar to their more rural counterparts. Moreover, among urban-based diploma and RN-to-BSN programs, the percentage of programs that could not fill all available spots for admission was notably higher than in programs located in less dense population centers. (See Figure 1.) Shortage of Clinical Placement Settings Increasingly Crimps PN and ADN Program Expansion Deans and directors of schools providing programs that did not accept all eligible applicants were asked to identify the primary obstacle to expanding their program's capacity. Since 2010, the percentage of those directing ADN and PN programs who cited a shortage of clinical sites as the primary impediment to expansion has steadily increased. For PN programs in particular, the percentage jumped to 52 percent in 2012, a 10 percent rise over 2011 levels. By contrast, graduate programs consistently cite a lack of faculty as the primary obstacle to expansion. However, the percentage of all types of programs citing a faculty shortage has declined since peaking in 2009. Age of Associate Degree Students Rises Last year saw a substantial increase in the percentage of associate degree students who were over 30 years old--an unexpected finding given that adult students typically leave school and return to the labor market as recessions ebb, reducing the overall age of the college student population. …

The report of the Commission on Graduate Education in Economics addressed questions related to doctoral programs but did not address terminal masters' degree programs in economics. This article fills this void and addresses the missions and methods of those masters' programs. A surprising lack of variation in the various programs is found despite different stated program goals and institutional characteristics.

Information and opinions were sought on the need for graduating and practicing respiratory therapists to obtain 66 competencies necessary for practice in 2015 and beyond, the required length of respiratory care programs, the educational needs of practicing therapists, current and future workforce positions, and the appropriate credential needed by graduating therapists. Survey responses from respiratory therapy department directors or managers are the basis of this report. After pilot testing and refining the questions, a self-administered, Internet based, American Association for Respiratory Care (AARC) endorsed survey was used to gather information from 2,368 individuals designated as respiratory therapy department directors or managers in the AARC membership list as of May 2010. A total of 663 valid survey responses (28.0%) were received. On average, the vacancy rate of surveyed hospitals was only 0.81 full-time equivalents (FTEs). Responses by directors on 66 competencies described in the second 2015 conference as needed by graduate and practicing respiratory therapists indicated 90% agreement on 37, between 50% and 90% agreement on 25, and < 50% agreement on 4 competencies. There was no consensus among directors on the academic preparation of new graduates, with 245 (36.8%) indicating a preference for a baccalaureate or master's degree, 243 (36.7%) indicating a preference for an associate degree, and 176 (26.5%) indicating no preference. There were 270 (41.8%) respondents who indicated that a baccalaureate or master's degree in respiratory therapy should be required to qualify for a license to deliver respiratory care. The survey indicated that 523 (81.2%) of directors are in favor of the RRT credential being required to practice in 2015 and beyond. There was good agreement that graduate and practicing therapists should obtain the vast majority of the 66 competencies surveyed and that the entry level credential should be the RRT. Similar numbers of managers favored an entry level baccalaureate degree as favored an associate degree.

Promoting dual doctoral degree programs is a critical strategy adopted to not only internationalize Taiwan's higher education system but also improve the low enrollment rates in doctoral programs in the country. However, limited research attention has been paid to the experiences of Taiwanese students enrolled in dual degree programs. Therefore, the present study adopted a qualitative approach to explore the experiences of Taiwanese students enrolled in a Taiwanese-Belgian joint dual doctoral program. A total of seven Taiwanese students and Belgian scholars participated in this study. The findings indicated that all student informants intended to study abroad before deciding to participate in the joint dual doctoral program; however, due to time and money restrictions, they participated in the joint dual doctoral programs established by their home universities in Taiwan. This study highlighted that students were motivated to participate in international, cooperative doctoral programs because obtaining dual learning experiences at both domestic and overseas universities differentiated them from purely domestic doctoral students. In this manner, the experience of studying abroad enhances their unique value in the academic market. While studying abroad, intercultural communication, in addition to differences in doctoral training schemes and supervision styles, were vital challenges that affected student informants' learning experiences and adaptation to life. During this process, the students constructed their adaptation and negotiation strategies to address those challenges. These strategies made them (re)define and (re)confirm their academic positions and identities. However, the limited period for studying abroad reduced students' motivation to participate and engage in local activities and establish social networks with local residents and friends in the host society. Moreover, the public and academic colleagues' limited understanding of the joint dual doctoral program may not only negatively affect students' academic mobility in terms of obtaining positions in the academic market but also influence prospective students' willingness to participate in such programs. Moreover, this study provides constructive suggestions for the development of joint dual doctoral programs on the basis of students' own practical experiences. Finally, the study's limitations and suggestions for future research are discussed.

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

Electrical Engineering in JapanVolume 109, Issue 6 p. 17-27 Article On-line P-Q decoupled preventive control considering the operating cost Hiroyuki Kita, Hiroyuki Kita Faculty of Engineering, Hokkaido University Hiroyuki Kita obtained a Master's degree in 1988 in Electrical Engineering from the Engineering Research Division of Hokkaido University. He is presently in the doctoral program at the University. He is engaged in research on analysis and control of electric power systems.Search for more papers by this authorEiichi Tanaka, Eiichi Tanaka Faculty of Engineering, Hokkaido University Eiichi Tanaka obtained a Master's degree in 1977 in Electrical Engineering from the Engineering Research Division of Hokkaido University and in April of the same year became a Research Associate in the Department of Electrical Engineering of the Faculty of Engineering. He is engaged mainly in research on the operation and control of electric power systems. He is a member of the Society of Instrument and Control Engineers.Search for more papers by this authorJun Hasegawa, Jun Hasegawa Faculty of Engineering, Hokkaido University Jun Hasegawa obtained a Dr. of Eng. degree in 1971 in Electrical Engineering from the Engineering Research Division of Hokkaido University, and in April of the same year became a Lecturer in the Department of Electrical Engineering of the Faculty of Engineering. In 1985, he became a Professor at Hokkaido Univ. He is engaged mainly in research on the operation, planning, control, analysis of electric power systems, and energy storage systems. He is a member of IEEE, etc.Search for more papers by this author Hiroyuki Kita, Hiroyuki Kita Faculty of Engineering, Hokkaido University Hiroyuki Kita obtained a Master's degree in 1988 in Electrical Engineering from the Engineering Research Division of Hokkaido University. He is presently in the doctoral program at the University. He is engaged in research on analysis and control of electric power systems.Search for more papers by this authorEiichi Tanaka, Eiichi Tanaka Faculty of Engineering, Hokkaido University Eiichi Tanaka obtained a Master's degree in 1977 in Electrical Engineering from the Engineering Research Division of Hokkaido University and in April of the same year became a Research Associate in the Department of Electrical Engineering of the Faculty of Engineering. He is engaged mainly in research on the operation and control of electric power systems. He is a member of the Society of Instrument and Control Engineers.Search for more papers by this authorJun Hasegawa, Jun Hasegawa Faculty of Engineering, Hokkaido University Jun Hasegawa obtained a Dr. of Eng. degree in 1971 in Electrical Engineering from the Engineering Research Division of Hokkaido University, and in April of the same year became a Lecturer in the Department of Electrical Engineering of the Faculty of Engineering. In 1985, he became a Professor at Hokkaido Univ. He is engaged mainly in research on the operation, planning, control, analysis of electric power systems, and energy storage systems. He is a member of IEEE, etc.Search for more papers by this author First published: November/December 1989 https://doi.org/10.1002/eej.4391090603 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume109, Issue6November/December 1989Pages 17-27 RelatedInformation

The textbook introduces modern methods and techniques for analyzing the activities of a commercial organization using the information contained in its financial statements prepared in accordance with International Financial Reporting Standards. Considerable attention is paid to the disclosure of calculation and analytical procedures for identifying and quantifying the impact of factors on the level of business performance. The presentation of each chapter is accompanied by practical calculation and analytical materials using the "cross-cutting task" technique, the initial information base of which is the actual financial statements of the company prepared in accordance with IFRS. After each chapter, there are control questions and tests for self-control. The tutorial includes a practical business game in the form of a built-in "Workbook". It is a solution of interrelated tasks using practical materials — the financial statements of a real commercial organization — and illustrates all the methodological methods of analysis contained in the textbook. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's and master's degree programs in Economics, as well as teachers and postgraduates of economic specialties, students of the system of professional training and advanced training of accountants, auditors, financial managers, practitioners of financial and analytical services of organizations.

Subject. As part of any audit engagement, the auditor needs to obtain reasonable assurance that financial statements are free from material misstatements. For this, they assess the tolerable threshold of errors for financial statements, which, if exceeded, will influence the correctness of users' conclusions and adequacy of their subsequent decisions. International Standards on Auditing guide the assessment of the materiality threshold. However, the approach they stipulate fails to accommodate for the sectoral specifics and distinctions of some audited entities. Objectives. We assess the stable structural correlation of key financial reporting indicators through a sample of 130 agricultural entities operating in the Krasnodar Krai. The study presents a technique for assessing the materiality by variance from the average values of the sector as the size of a company may be. Methods. We apply general and special methods, such as induction, deduction, analysis, synthesis, computational graphics, monographs, algorithms. Results. In some cases, the resultant data appeared to significantly diverge at the estimated materiality level. Having analyzed the causes, we proved the reasonableness of the computations done by out technique. As a conclusion, we sum up strengths and weaknesses of the materiality assessment technique. Conclusions and Relevance. The enhanced materiality assessment technique accommodates for the sectoral specifics of agricultural entities. Assessing the materiality level, we revealed the structural correlation of various assets and liabilities. The technique is based on actual data and adaptable, if needed, to the given algorithm. It is more precise for non-standard entities. The findings can be used in the auditing theory and practice, serve for setting the accounting process and financial reporting in various entities. It will also be useful for the Master's Degree Programs in Economics.

Electronic books (e-books) are vital information resources in every university library as they are utilised by users in search of information for conducting research activities, teaching, learning and assignment. This study investigated the relationship between utilisation of e-books and users’ satisfaction in university libraries in North East Zone, Nigeria. Correlational research method was used. The population of the study comprised of five thousand three hundred and seventy nine (5,379) registered library users spread across the five sampled university libraries under study. Stratified random sampling technique was used in drawing the samples and the sample size for this study was one thousand three hundred and seventy two (1,372) registered library users drawn using Krejcie and Morgan (2006) table. Questionnaire was used as the research instrument. Data collected were analysed using descriptive statistics to answer the two research questions, while, inferential statistics of Pearson Product Moment Correlation Coefficient (PPMC) was used to test the formulated null hypothesis at 0.05 level of significance. Findings from the study revealed that users’ utilisation of e-books and users’ satisfaction with utilisation of e-books for research, learning, assignment and information in university libraries in North East Nigeria were generally moderate. The study also established that there was significant relationship between utilisation of e-books and users’ satisfaction in university libraries in North East Zone, Nigeria. The study recommended teaching of information literacy for library users, acquisition of adequate and relevant e-books in the university libraries as well as discouraging users from using information obtained from online sources such as Google and other search engines as they are mostly ineffective for their research activities, teaching, learning and assignment.

Information professionals in a globalized world: Kosova libraries: Where practical steps are most needed

The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.

The purpose of this study was to examine the epistemological beliefs of technical college instructors and to compare them by educational level. Data were collected and analyzed using two methods of inquiry. First, using the Learning Environment Preferences survey instrument, there was a significant difference in intellectual development among levels of education. Specifically, instructors with a master's degree scored significantly higher than instructors with either a baccalaureate or less than a baccalaureate degree. Second, focus groups were used to explain and interpret the findings. Two themes emerged showing different epistemological beliefs about ways of thinking and learning styles.

Retaining Master and DNP Registered Nurses in Direct Patient Care: Utilizing Nurses to the Fullest Extent of Their Education

ABSTRACT: This paper updates information on accounting education reported in previous surveys published in 1968, 1971, 1974, and 1978. It was carried out as part of an assignment made by the Committee on Supply of Doctoral Students of the American Accounting Association, of which committee the author was a member. Data are provided on schools offering doctoral degrees, candidates in coursework stage, candidates in dissertation stage, degrees awarded between 1977 and 1979, and a tabulation of number of foreign students active in doctoral programs. Doctoral degrees granted in 1977 rose slightly above 1976. The number increased materially in 1978, but fell back to near 1976 levels in 1979. An increase is forecast for both 1980 and 1981. Total enrollment in doctoral degree programs has increased 38 percent since 1969, with the number of degrees granted increasing only 14 percent in the same period.