TRAINING TRANSLATORS AND INTERPRETERS (BACHELOR AND MASTER DEGREE PROGRAMS): CONTENT AND TEACHING METHODS OPTIMIZATION

2017 ◽  
pp. 36-42
Author(s):  
S. P. Zapolskykh
Keyword(s):  
Teaching Methods ◽  
Degree Programs ◽  
Master Degree

scholarly journals Translator’s and Interpreter’s Professional Competence (Case Study: Bachelor and Master Degree Programs)

2017 ◽  
Vol 4 (1) ◽  
pp. 186-194
Author(s):  
Svitlana Zapolskykh
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Degree Programs ◽  
Master Degree

The author focuses on the content of translator and interpreter’s competence, the relevance of the content of Bachelor and Master Degree Programs, formation of translator’s and interpreter’s competences according to the professional demand of the modern environment. The components of translator and interpreter’s competence have been analyzed, the problems related to professional training have been outlined, and possible solutions have been suggested

Education and Teaching Methods of Full-Time Engineering Professional Master

2014 ◽  
Vol 971-973 ◽  
pp. 2579-2582
Author(s):  
Ping Cao ◽  
Yong Gang Yan ◽  
Qi Jun Chen
Keyword(s):  
Graduate Education ◽  
Teaching Methods ◽  
Research Training ◽  
Full Time ◽  
Training Method ◽  
Master Degree ◽  
Initial Stage ◽  
Training Mode ◽  
New Form

As a new form of graduate education, full-time professional master degree of Shandong Jianzhu University is in the initial stage, so it is necessary to study the training objectives, curriculum and teaching methods of professional master systematically. The paper describes the characteristics of professional master's education of the engineering and introduces the training method of professional master of engineering on the basis of research, training mode and other aspects in detail, and then states the curriculum composed of several aspects, including degree courses, non-degree courses and compulsory part. Finally, the paper explores the education and teaching methods of engineering professional master.

scholarly journals The Making of a Successful Analytics Master Degree Program

2017 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Michelle LF Cheong
Keyword(s):  
Information Systems ◽  
Design Process ◽  
Degree Program ◽  
Research Assessment ◽  
Degree Programs ◽  
Business Analytics ◽  
Master Program ◽  
Master Degree ◽  
Clear Vision ◽  
Landscape Research

Singapore Management University's School of Information Systems is a young school within a young and small university in Asia. Being young and small, establishing a successful analytics master degree program required extensive landscape research, assessment of its own strengths and weaknesses, having a committed team, and having a clear vision to meet the ever-changing needs of the industry. The Master of IT in Business (Analytics) program, established since 2011, has grown from an annual intake of 16 to 128 students in six years. This article attempts to describe the design process, challenges faced, decisions made, and the key actions taken, which resulted in an extremely successful analytics master program. The experiences and lessons drawn can become valuable references for other universities who are also planning to launch analytics master degree programs. The article also summarizes the 11 key takeaways which can be used as a strategic guideline.

Service Science, Management and Engineering Education

2010 ◽  
Vol 1 (2) ◽  
pp. 51-69 ◽  
Author(s):  
Jianliang Wei ◽  
Jianhua Chen ◽  
Qinghua Zhu
Keyword(s):  
Teaching Methods ◽  
Service Management ◽  
Service Industry ◽  
Service Science ◽  
Degree Programs ◽  
Management Service ◽  
Service Workers ◽  
Arts And Humanities ◽  
Science Management ◽  
Phd Programs

Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.

scholarly journals Emotional Intelligence as a Factor Influencing Coping Strategies in Novice Educational Psychologists

2021 ◽  
pp. 66-76
Author(s):  
М.М. Карнелович ◽  
В.И. Казаренков
Keyword(s):  
Emotional Intelligence ◽  
Coping Strategies ◽  
Empirical Data ◽  
Theoretical Research ◽  
Degree Programs ◽  
Mathematical Methods ◽  
Master Degree ◽  
Educational Psychologists ◽  
And Coping ◽  
Intelligence Development

В статье рассматриваются проблемные вопросы развития эмоционального интеллекта и стиля совладания с трудностями у будущих психологов сферы образования при обучении по направлениям бакалавриата и магистратуры и зависимости выбираемых ими стратегий копинга от уровня развития эмоционального интеллекта. Цель исследования — определить силу, направленность и содержание влияния эмоционального интеллекта на стратегии совладающего поведения у будущих психологов сферы образования с учетом этапов их профессионального обучения. Методы исследования: теоретический анализ научной литературы, методы сбора эмпирических данных и математико-статистической обработки данных (критерий сравнения U Манна — Уитни, дисперсионный факторный анализ). Приведены результаты эмпирического исследования эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов на начальном и итоговом этапах бакалавриата и на этапе обучения в магистратуре. Представлены выявленные различия уровня развития эмоционального интеллекта и доминирующих стратегий совладания у будущих специалистов-психологов на разных этапах и ступенях обучения. Проведен анализ влияния уровня развития компонентов эмоционального интеллекта на стратегии копинга будущих психологов. Результаты исследования углубляют научные знания об эмоциональном интеллекте, а также факторах и механизмах совладающего поведения у будущих психологов сферы образования; о различиях эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов первого и выпускного курсов бакалавриата и магистрантов; о силе, содержании и направленности влияния эмоционального интеллекта на выбор студентами-психологами стратегий совладания с учетом ступени профессионального образования. Полученные результаты могут представлять интерес для специалистов сферы непрерывного профессионального образования и использоваться в процессе сопровождения будущих психологов и других специалистов сферы образования. The article treats the development of emotional intelligence and coping strategies in novice educational psychologists (bachelor and master degree programs). It also investigates the correlation between coping strategies used by students and their emotional intelligence. The aim of the research is to investigate the degree to which novice educational psychologists’ emotional intelligence can influence their choice of coping strategies at various stages of their education. Methods of research: theoretical research analysis, empirical data collection, mathematical methods for statistical data processing (Mann-Whitney-U test, dispersion factorial analysis). The article analyzes empirical data pertaining to emotional intelligence and coping strategies used by novice educational psychologists at different stages of their education (bachelor and master degree programs). It singles out various levels of emotional intelligence development and prevailing coping strategies used by novice educational psychologists at different stages of their education The article investigates the correlation between novice educational psychologists’ coping strategies and the degree of their emotional intelligence development. The research serves to enhance scholars’ knowledge of emotional intelligence and the factors and mechanisms pertaining to novice educational psychologists’ coping strategies. It also serves to enhance scholars’ knowledge about the differences in emotional intelligence and coping strategies in novice educational psychologists (first year students and graduates of bachelor and master degree programs). It also serves to enhance scholars’ knowledge of the correlation between coping strategies used by students and their emotional intelligence. The obtained results can be used in lifelong learning programs and will be helpful to novice educational psychologists and educators.

scholarly journals Colombian English Teachers’ Professional Development: The Case of Master Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
John Jairo Viáfara ◽  
José David Largo
Keyword(s):  
Professional Development ◽  
Language Policy ◽  
Research Work ◽  
English Teachers ◽  
Survey Study ◽  
Degree Programs ◽  
Graduate Courses ◽  
School Communities ◽  
Master Degree ◽  
Teachers Professional Development

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

Summary of Recommendations for Change

2019 ◽  
pp. 210-212
Author(s):  
Paul Woodruff
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Degree Programs ◽  
Human Situation ◽  
Leadership Experience

This book makes three basic recommendations. First, all degree programs should make room for a curriculum that deals with leadership—both in skills such as communication and in the understanding of the human situation. This curriculum will be especially heavy in the humanities: writing, speaking, history, literature, philosophy. Second, teaching methods in all courses should foster independence and creativity. Any course can be modified to include an element of leadership experience if students are organized in teams with rotating leadership. Third, students everywhere in higher education should be allowed time to flourish outside the classroom in existing clubs or in organizations that they start themselves. At the same time, older organizations that segregate by sex or race should be phased out as quickly as possible.

Konsequenzen der Bologna-Reform:Warum bestehen auch am Übergang vom Bachelor- ins Masterstudium soziale Ungleichheiten? / Consequences of the Bologna-Reform: Why Do Social Differences Exist at the Transition from Bachelor to Master Degree Programs?

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
Markus Lörz ◽  
Heiko Quast ◽  
Jan Roloff
Keyword(s):  
Soziale Ungleichheit ◽  
Degree Programs ◽  
Social Differences ◽  
Master Degree ◽  
Soziale Ungleichheiten ◽  
Bologna Reform

ZusammenfassungIm Zuge der Bologna-Reform wurden mit den neuen Bachelor- und Masterstudiengängen zusätzliche Selektionsschwellen und zwei Hochschulabschlüsse eingeführt, die mit unterschiedlichen Karrierechancen einhergehen. Obwohl die Reform soziale Ungleichheit vermindern sollte, verzichten insbesondere Bachelorabsolventen aus weniger privilegierten Elternhäusern auf ein Masterstudium. Hierfür lassen sich aus theoretischer Sicht verschiedene Erklärungen anführen, jedoch finden sich bislang kaum empirisch abgesicherte Erkenntnisse über die in dieser Übergangsphase stattfindenden Entscheidungsprozesse. Der vorliegende Beitrag skizziert aus der Perspektive einer rationalen Entscheidungstheorie, vor dem Hintergrund kultureller Reproduktionsprozesse sowie aus einer Lebensverlaufsperspektive verschiedene Mechanismen, die den Herkunftsdisparitäten zugrunde liegen könnten. Die verschiedenen Erklärungsansätze werden anhand eines repräsentativen Studienberechtigtenpanels hinsichtlich ihrer empirischen Evidenz betrachtet. Die Ergebnisse zeigen, dass die sozialen Disparitäten am Bachelor-/Masterübergang vorwiegend auf vorgelagerte Bildungsentscheidungen, leistungsbezogene Unterschiede und höhere Kostensensibilität weniger privilegierter Herkunftsgruppen zurückzuführen sind.

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