The role of the master's degree in doctoral training.

1959 ◽  
Vol 14 (8) ◽  
pp. 501-503 ◽  
Author(s):  
Keyword(s):  
Master's Degree ◽  
Doctoral Training ◽  
Master’S Degree

scholarly journals Student perspective on plagiarism

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Torunn Skofsrud Boger ◽  
Anne-Lise Eng
Keyword(s):  
College Students ◽  
Great Britain ◽  
Master's Degree ◽  
National Interest ◽  
Colleges And Universities ◽  
Private College ◽  
Student Perspective ◽  
The Us ◽  
Master’S Degree

Autumn 2008, four employees at Østfold University College (HiØ), one with a Master's Degree in Sosiology, one with a Master's Degree in Nursing and two librarians, interviewed 33 Norwegian College students about the subjects cheating and plagiarism. This is the first such survey conducted in Norway. There are plenty of comparable reseach from countries such as the US, Great Britain, Canada and even Sweden, but the Norwegian focus on these issues has been missing until a few years ago. We started working with this subject about two years ago, about the same time as some incidents of cheating at a private College and a University Faculty got national interest, and HiØ started to review some of the effects of the reform Kvalitetsreformen. Our survey is part of this project named "Kvalitetsreformens vurderingsformer i høgskolen" (http://www.hiof.no/index.php?ID=14004=nor). Some of the topics treated in our survey are collaboration and collusion, consequenses of cheating, information given to students about plagiarism and the role of the libraries. We find that students, staff and teachers care about these subjects, but perhaps in slightly different ways and with different perspectives. Our aim is to let the students speak, and try to listen and understand, and hopefully find some ideas or starting points to start work with. Many colleges and universities are starting working with plans to deal with these issues, and we believe it is important to include the student perspective in this work. We are planning to release our research in a report in the HiØ's Report Series spring 2010.

THE ROLE OF SET PHRASES IN THE PROCESS OF MASTER’S DEGREE (PHILOLOGY) STUDENTS FOREIGN TEXTS COMPREHENSION (EBGLISH AND CHINESE)

2019 ◽  
Vol 18 (28) ◽  
pp. 196-209
Author(s):  
Tatyana Yablonskaya
Keyword(s):  
Foreign Language ◽  
Master's Degree ◽  
Distinctive Features ◽  
New Words ◽  
The Past ◽  
Inner World ◽  
Master’S Degree ◽  
Chinese And English ◽  
English Culture

The role of set phrases in the process of Master’s degree (Philology) students foreign texts comprehension (English and Chinese) is determined in the article. The types of phraseological units and their distinctive features in both languages are dealt with. It is proved that phraseological system of the English and the Chinese languages is being developed and also motivates the Master’s degree (Philology) students to understand national and cultural specificities of the countries whose languages are studied and increases their perception. The article proves that both English and Chinese are considered to be one of the richest languages in the world. One can assert it owing to a great variety of phraseological units and phraseological turns. Idioms take a huge layer in their structure. All events, taking place both in Great Britain and China, often reflect social, political, sport, cultural, astrological and everyday life of these countries. Many words become obsolete but a lot of them are replaced by new ones. It happens because a lot of new words are bright, alive and witty. They arouse a genuine interest in the Masters’ degree (Philology) students’ minds. The students begin to learn them with pleasure and to penetrate in their essence. Their speech becomes emotional, colourful, expressive and figurative. The application of idioms significantly saves time and enhances the perception of a foreign language. So, one can say with certainty that both languages phraseological system will develop and acquire new shapes. As for the students they will also have a wonderful opportunity of enriching their inner world. It also concerns each individual resident of the Foggy Albion and China. A great exuberance of phraseological stock is peculiar to Chinese and English. Chinese phraseological units are people’s mirror. They are also the legacy of the past. Such Chinese realities as dragon, jasper, jade and the well-known heroes are captured in them. Phraseological units in English are mostly traditional. They acquired so-called typical English flavor, which reflects the features of English culture. They are all connected with the traditions, customs and beliefs of the English people, as well as with legends and historical facts. That’s why it’s expedient to pay attention to the issue, connected with set phrases, idioms, proverbs and sayings.

Authentic Assessment

2017 ◽  
pp. 373-391
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

Hai Gui or Hai Dai? Chinese Student Migrants and the Role of Norwegian Mobility Capital in Career Success

Young ◽  
2017 ◽  
Vol 25 (2) ◽  
pp. 174-189 ◽  
Author(s):  
Aihua Hu ◽  
David Cairns
Keyword(s):  
Career Development ◽  
Qualitative Study ◽  
Career Success ◽  
Master's Degree ◽  
Chinese Student ◽  
Student Migration ◽  
Master’S Degree ◽  
Degree Level ◽  
Level Analysis

In this article, we look at an example of student migration between Asia and Europe: movement between China and Norway, with the main objective of illustrating the value of studying in Norway to career development upon return to the sending country. Adapting terminology associated with Bourdieu, we discuss this experience as ‘mobility capital’, exploring the value of skills and capacities acquired while abroad in career success. Evidence is drawn from a recent qualitative study of former student migrants from across China, all of whom had previously studied in Norway at Master’s degree level. Analysis of our material demonstrates the strengths and weaknesses of what we term Norwegian ‘mobility capital’, with discussion of these outcomes organized using two heuristic categories: ‘Hai Gui’, a term that refers to a returnee experiencing career success, and ‘Hai Dai’, which relates to returnees who cannot find a secure job upon return.

Authentic Assessment

2020 ◽  
pp. 1148-1166
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

Adding school to work–family balance: The role of support for Portuguese working mothers attending a master’s degree

2017 ◽  
Vol 23 (2) ◽  
pp. 143-161
Author(s):  
Cláudia Andrade ◽  
Marisa Matias
Keyword(s):  
Working Mothers ◽  
Master's Degree ◽  
Critical Factor ◽  
Early Career ◽  
Structured Interviews ◽  
Career Women ◽  
Family Balance ◽  
Master’S Degree ◽  
Work Family

This qualitative study examines the work, family, and study experiences of Portuguese professional women in two different career stages: early career and mid-career. Using semi-structured interviews with a sample of 22 working mothers enrolled in a master’s degree, this study explores their experiences of combining the roles of mother, worker and student and the role of support for a successful integration of work–family and school. Support from peers was found to be a critical factor for successfully integrating work–family and school responsibilities. Differences in the use of partner and family support were found between early and mid-career women. Lack of or limited support from the workplace was a barrier that emerged in both groups.

scholarly journals A PhD is just the beginning…

2020 ◽  
Vol 42 (4) ◽  
pp. 60-61
Author(s):  
Tabitha Jenkins
Keyword(s):  
Scientific Knowledge ◽  
Master's Degree ◽  
Career Path ◽  
Doctoral Training ◽  
Scientific Career ◽  
Future Career ◽  
Master’S Degree ◽  
Training Programmes

A PhD is the next logical step for many people to further their scientific career after a Bachelor’s or Master’s degree. Doctoral training programmes are a chance to tailor your scientific knowledge into more niche areas, learn new and exciting techniques and find your feet in the field of research. There are numerous resources available about how to get, survive and achieve your PhD; but at some point, you have to start considering and focusing on life post-PhD. While achieving your PhD is a brilliant milestone, sadly it does not guarantee you your dream job. What is guaranteed, however, is that if you apply for positions in academia and likely in industry or science, in general, your competitors will also have a PhD. So, how do you make yourself stand out from the crowd? It is important to utilize your time during a PhD to make yourself more marketable in your chosen career path. Coming into the last year of my PhD, I am starting to consider my options in academia, industry and beyond and scrutinize my CV for inevitable gaps. Speaking to fellow PhD students, postdocs and people who moved away from research, I have picked up some useful advice that could help boost your CV and better prepare you for your future career.

scholarly journals The Role of Media Literacy in the Public Relations: What Is Happening in the Portuguese Universities?

2020 ◽  
Vol 8 (2) ◽  
pp. 70
Author(s):  
Rita Monteiro Mourão ◽  
Sandra Lopes Miranda
Keyword(s):  
Public Relations ◽  
Media Literacy ◽  
Public Universities ◽  
Master's Degree ◽  
Strategic Communication ◽  
Media Relations ◽  
The Public ◽  
The Media ◽  
Master’S Degree

Media literacy has a key role in education. It is known that the public relations profession often involves a position of media relations. In this context, this type of expert must obtain skills in the critical and active use of media. Afterwards it arises the need to understand what kind of investment in media literacy has been done by Portuguese Public Universities. This will be the objective of this exploratory qualitative study. For the collection of information, we have proceeded to the analysis of the curricula of Degree’s and master’s degree in Public Relations courses of 15 Portuguese Public Universities. In general, it was concluded that there is still little investment at this level. Of the 15 Portuguese public universities analyzed, only three universities hold courses on media education in their curricula, within the degree in public relations / organizational communication / strategic communication. Regarding to the master’s degree we found that only four of the 15 Portuguese Public Universities consider the media literacy in their curricula. This research focuses specifically in Public Universities. However, in future studies it will be also important to include private universities to compare the main differences.

Sign in / Sign up

Export Citation Format

Share Document