Reinventing Master's Degree Study for Experienced Teachers

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.

Superior human resources determine the progress of a country. Universities are the highest education providers that are expected to produce quality resources. The master's study program is at level 8 of the KKNI (Indonesian National Qualifications Framework). As a conclusion to studies in the master's program, students must write a thesis. Some students experience obstacles in writing their thesis. One of them is that most master students study while working. These two conflicts of interest often lead to academic procrastination, especially in thesis writing. This research examines the role of academic resilience and grit as barriers to academic procrastination. In other words, this research aims to determine the role of the two predictors of academic procrastination. A total of 123 students at a university in Jakarta who were working and randomly selected were involved in this research. This research used three scales, namely the academic resilience scale, grit scale and procrastination scale. The results of data analysis found that the two predictors, namely academic resilience and grit, had a negative role or influence on academic procrastination with R2 of 0.357 and p<0.05. This research also found that grit is the most dominant predictor in negatively influencing academic procrastination.

For more than two decades, University Aalborg has enrolled learners into their part-time engineering Master's programmes. These programmes are designed for employed learners who work full-time in the industry and who want to keep their job while they study on a Master's programme. Aalborg University's pedagogical approach is solely based on problem-based learning, which means that learners are, to a large extent, implementing real-life engineering problems as a means of learning. This paper will investigate what types of problem formations the learners are able to identify from their working-life, which is also aligned with the requirements of the part-time master's study programme.

This paper presents a detailed overview of the Micro- and Nano-electronics curriculum for Bachelor's and Master's degree studies programs in Vilnius Gediminas Technical University (VGTU). These programs focus on giving the ability and knowledge to students in designing an Integrated Circuits (ICs) using advanced EDA Tools. The Micro- and Nanoelectronics education programs cover all aspects of the IC design process: from the understanding of IC manufacturing processes and technologies to IC verification, physical design implementation and testing. Through cooperation with research institutes, industries, and governments both at home and abroad, these programs only become even stronger. These Micro- and Nano-electronics programs are designed to educate a large number of talented IC designers, to increase the number of startup companies in IC design and finally to establish a microelectronics industry ecosystem in Lithuania and in the European Union (EU).

Graduates of study fields focused on business and marketing face intense competition on the labor market, which is becoming more and more international. Hence, it is important to cultivate the ability of students to apply acquired knowledge and skills in key areas in the global context in order to know how to effectively analyze, justify and solve problems in different situations. The paper introduces the concept of global business literacy and evaluates it on a sample of students of the Corporate Business and Marketing master's degree study program at the Faculty of Business Economy of the University of Economics in Bratislava, with seat in Košice, who completed the course International Business. The aim of the paper is to identify, whether the completion of this classroom-based course contributed to cultivation of global business literacy of the affected students. For the purpose of the analysis, descriptive analysis as well as paired t-test are used. The results show positive shift toward higher level of global business literacy of the students after completing the course, especially in the dimension of international business competence. Implications for development of pedagogical activities in the global context are further discussed.

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.

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

IntroductionResearch indicates that nurses with a Master's degree can contribute to an increasing quality of care, thereby improving care pathways in hospitals. In 2014, the Master's programme in Nursing at the University of Southern Denmark was established to create a relationship between the university and clinical practice to improve nurses' ability to function at a higher clinical level. Therefore, this study aimed to explore the significance of the Master's degree on nurses' self-perceived competencies and their return to clinical practice. Design and methodsA longitudinal qualitative design was used with six focus groups including graduates from the Master's programme in Nursing. The study was conducted in two phases: The first phase in 2017 (n = 16) investigated how the Master's degree affected the graduates' self-perceived competences and their working life. The second phase in 2021–2022 (n = 10) was a follow-up and included a subset of the participants from the first phase. Data were analysed with an inductive approach inspired by Malterud's systematic text condensation. ResultsThe analysis revealed two main categories: Transition to Practice and The Impact of the Master's Degree, along with five underlying sub-categories. ConclusionGraduates perceived themselves as better nurses because of the Master's degree. The Master's programme in Nursing enhanced their competencies enabling them to provide more qualified and evidence-based nursing for the benefit of clinical practice. The transition and the conditions under which the graduates were employed, such as the ward culture and the ward management, had a significant impact on how they experienced their return to clinical practice.

BackgroundWhile evaluation is, in theory, a component of training programmes in health planning, training needs in this area remain significant. Improving health systems necessarily calls for having more professionals who are skilled in evaluation. Thus, the Université de Ouagadougou (Burkina Faso) and the Université de Montréal (Canada) have partnered to establish, in Burkina Faso, a master's-degree programme in population and health with a course in programme evaluation. This article describes the four-week (150-hour) course taken by two cohorts (2005–2006/2006–2007) of health professionals from 11 francophone African countries. We discuss how the course came to be, its content, its teaching processes and the master's programme results for students.MethodsThe conceptual framework was adapted from Kirkpatrick's (1996) four-level evaluation model: reaction, learning, behaviour, results. Reaction was evaluated based on a standardized questionnaire for all the master's courses and lessons. Learning and behaviour competences were assessed by means of a questionnaire (pretest/post-test, one year after) adapted from the work of Stevahn L, King JA, Ghere G, Minnema J: Establishing Essential Competencies for Program Evaluators. Am J Eval 2005, 26(1):43–59. Master's programme effects were tested by comparing the difference in mean scores between times (before, after, one year after) using pretest/post-test designs. Paired sample tests were used to compare mean scores.ResultsThe teaching is skills-based, interactive and participative. Students of the first cohort gave the evaluation course the highest score (4.4/5) for overall satisfaction among the 16 courses (3.4–4.4) in the master's programme. What they most appreciated was that the forms of evaluation were well adapted to the content and format of the learning activities. By the end of the master's programme, both cohorts of students considered that they had greatly improved their mastery of the 60 competences (p < 0.001). This level was maintained one year after completing the master's degree, except for reflective practice (p < 0.05). Those who had carried out an evaluation in the intervening 12 months reported a negative gap between their declared mastery and their actual application. However, this is only statistically significant for reflective practice (p < 0.05).ConclusionThis study shows the importance of integrating summative evaluation into the learning process. Skills-based teaching is much appreciated and well-adapted. Creating a master's programme in population and health in Africa and providing training in evaluation to high-level health professionals from many countries augurs well for scaling up the practice of evaluation in African health systems.

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".

Building the Genetic Counsellor Profession in the United Kingdom: Two Decades of Growth and Development

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.

RETURN TO ISSUEPREVNewsNEXTTwo-year master's program in engineeringCarnegie-Mellon starts new curriculum this fall specializing in either environmental studies or processingHOWARD J. SANDERSCite this: Chem. Eng. News 1972, 50, 20, 15–17Publication Date (Print):May 15, 1972Publication History Published online7 November 2010Published inissue 15 May 1972https://pubs.acs.org/doi/10.1021/cen-v050n020.p015https://doi.org/10.1021/cen-v050n020.p015newsACS PublicationsCopyright © 1972 American Chemical SocietyArticle Views4Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access options SUBJECTS:Computational chemistry,Curriculum,Students Get e-Alerts

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.