Outcomes Measurement in Higher Education: Graduate Program Admission Issues

1998 ◽  
Vol 2 (1) ◽  
pp. 9-10
Author(s):  
Linda Cleeland ◽  
Ellen Meyer Gregg
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Outcomes Measurement

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

scholarly journals Apontamentos metodológicos e curriculares discentes para os cursos de pós-graduação em Escrita Criativa no Brasil

Navegações ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Luiz Antonio de Assis Brasil ◽  
Bernardo Bueno ◽  
Luís Roberto de Souza Júnior ◽  
Moema Vilela Pereira ◽  
Ángela María Cuartas Villalobos ◽  
...  
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Graduate Program ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Graduate Studies ◽  
Second Stage ◽  
Catholic University ◽  
Curricular Structure ◽  
Methodological Procedures

Este artigo analisa os resultados da segunda etapa da pesquisa Escrita criativa na Academia: a formação do escritor, desenvolvida desde 2015 no Programa de Pós-graduação em Letras (PPGL) PUCRS, cujo objetivo geral é verificar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor e do pesquisador na área de Escrita Criativa na universidade. Nesta etapa, procurou-se verificar qual a percepção dos discentes acerca das disciplinas oferecidas, bem como os procedimentos metodológicos adotados no curso, visando melhor adequação dessas propostas, bem como apontar caminhos para uma implantação ampla da Área da Escrita Criativa no Brasil. *** Alumni methodological and curricular notes for postgraduate courses in Creative Writing in Brazil ***This article analyses the results of the second stage of the research Creative Writing in Academia: the writer’s education, developed since 2015 at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) Graduate Program in Letters. The general objective is to verify the curricular structure and the teaching conditions offered by the Masters and Doctoral courses focusing on the education of writers and researchers in the area of Creative Writing at PUCRS. At this stage, we sought to ascertain the students’ perceptions about the modules and methodological procedures adopted in the course, aiming at a better development of these proposals, as well as to point out ways for a wider implantation of Creative Writing in Brazil.Keywords: Creative Writing; Higher Education; Graduate Studies; PUCRS; Brazil.

scholarly journals Evaluating Access, Quality, and Equity in Online Learning: A Case Study of a MOOC-Based Blended Professional Degree Program

2020 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Justin Reich
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Formal Education ◽  
Graduate Program ◽  
Online Courses ◽  
Developed Countries ◽  
Degree Program ◽  
Highly Educated ◽  
Professional Degree ◽  
Technological Affordances

Many higher education institutions have begun offering opportunities to earn credit for in-person courses through massive open online courses (MOOCs). This mixed-methods study examines the experiences of students participating in one of the first iterations of this trend: a blended professional master's degree program that admitted students based on performance in MOOC-based online courses. We found that the blended master's program attracted a cohort of highly educated mid-career professionals from developed countries who were looking for more flexible alternatives to traditional graduate programs. Success in the online courses was correlated with higher levels of prior formal education and effective use of learning strategies. Students who enrolled in the blended graduate program reported being academically prepared for their coursework and had higher GPAs (3.86, p<0.01) than students in the residential program (3.75). The findings of this study suggest that the technological affordances of MOOC-based online and blended degrees will neither transform higher education nor solve its most stubborn equity challenges, but there may be particular niches where they provide a valuable service to learners in particular programs and contexts.

The status of entrepreneurship education in Jordanian universities

2019 ◽  
Vol 61 (2) ◽  
pp. 169-186 ◽  
Author(s):  
Wejdan Alakaleek
Keyword(s):  
Higher Education ◽  
Small Business ◽  
Graduate Program ◽  
Early Stage ◽  
Entrepreneurship Education ◽  
Educational Programs ◽  
Content Type ◽  
Stage Of Development ◽  
Small Business Management ◽  
The Status

Purpose The purpose of this paper is to examine the developmental level of entrepreneurship education within the context of Jordanian higher education. The level of development in such education is investigated based on two areas: the educational courses and programs themselves and the formal structures within which they are embedded. Design/methodology/approach The quantitative approach is based on a survey scan of all 29 Jordanian universities, including their course plans, educational programs, departments and centers. A list of entrepreneurship centers, programs and course subjects is provided and analyzed. Findings The main findings of study are: in Jordan, entrepreneurship education is still at an early stage of development, and its offerings are limited to a few courses covering some introductory subjects in small business and entrepreneurship courses. Of the Jordanian universities, one university offers a major educational graduate program in entrepreneurship and 27.5 percent have centers for innovation and entrepreneurship, but lack any entrepreneurship departments. Entrepreneurship education is new in Jordan: the first provided course was a small business management; the first center was established in 2004 and later in 2012, it offered the first educational programs in entrepreneurship. Research implications This paper assists all stakeholders in higher education to build an understanding of the nature of entrepreneurship education in Jordan and supports the design of appropriate strategies for encouraging entrepreneurial subjects to be incorporated into the country’s universities educational programs. Originality/value The value of this study stems from its aim to provide an overview of the status of entrepreneurship education in Jordanian universities. It also makes a contribution to knowledge as the first nationwide study in this context.

scholarly journals Absenteeism as a mechanism of repression of demand in the Brazilian public sector: accounting reflex in federal education public institutions

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Nara Cristina Ferreira Mendes ◽  
André Luiz Marques Serrano ◽  
Lucas Oliveira Gomes Ferreira ◽  
Pedro Paulo Murce Meneses
Keyword(s):  
Higher Education ◽  
Time Series ◽  
Data Analysis ◽  
Graduate Program ◽  
Panel Data Analysis ◽  
Executive Branch ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Critical Problem ◽  
Research Findings

Absenteeism is seen as a critical problem in public organizations, since the factors that generate it negatively impact the productivity of organizations. In this sense, considering that Federal Institutions of Higher Education represent almost half of the entire workforce existing in the Federal Executive Branch, this article aims to identify absenteeism, as well as its typification, in addition to measuring its accounting reflex. The methodology adopted was panel data analysis, through the analysis of the absenteeism index with time series from 2008 to 2018. The research findings reinforce that absenteeism is more representative when it is due to a stricto sensu graduate program and medical licenses. Furthermore, it was found that the absenteeism rate doubles every 5 years.

scholarly journals 20. Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

2012 ◽  
Vol 5 ◽  
pp. 114
Author(s):  
Majorie Angel Brown
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Professional Socialization ◽  
Leadership Capacity ◽  
Professional Competency ◽  
Socialization Process ◽  
Strategic Development ◽  
Diversity And Inclusion ◽  
Effective Leader ◽  
Competency Area

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.

scholarly journals Impact Of Graduate Program Delivery Models On Teacher Candidates Success And Perception

2011 ◽  
Vol 4 (1) ◽  
pp. 39 ◽  
Author(s):  
Mitra Fallahi ◽  
Beverly Gulley
Keyword(s):  
Higher Education ◽  
Teacher Certification ◽  
Graduate Program ◽  
Life Experience ◽  
Traditional Model ◽  
Institutions Of Higher Education ◽  
Cohort Model ◽  
Substitute Teacher ◽  
Program Delivery ◽  
Post Baccalaureate

In recent years the demographics of individuals pursuing teacher certification has changed. Many individuals with a bachelors degree who are interested in a change of career pursue teaching after receiving a college degree in areas other than teacher certification. Institutions of higher education have made a distinction between their traditional 18 to 22 year old college students and those career changers seeking teacher certification with a completed degree, life experience, and sometimes even experience in the classroom as a substitute teacher or teachers aid, or even a teacher. There are graduate programs designed for these post baccalaureate candidates leading to a degree and certification. In an effort to increase the retention of these non-traditional students and to ensure their success in achieving their goal of becoming a teacher, institutions of higher education have adopted different models of program delivery for non-traditional post-baccalaureate students. One such option of is cohort models in higher education. On some campuses candidates have the option of pursuing their education in a cohort model or traditional model. Does the model of program delivery make a difference in candidates success in achieving their goal of becoming a teacher? Does the model of delivery impact candidates perception about their educational experience? The questions investigated in the research are whether or not there is a difference in performance of students who complete the program in cohort model with those completing the program in traditional model and whether there is a difference of perception of the program between the two groups completing the program.

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