scholarly journals The Use Of The Erp-crm-cim Systems Within The Master’s Degree Programmes

2007 ◽  
Vol 2 (9) ◽  
pp. 443-448
Author(s):  
Chichernea Virgil
Keyword(s):  
Master's Degree ◽  
Master’S Degree ◽  
Master’S Degree Programmes

Students’ views on thesis supervision in international master’s degree programmes in Finnish universities

2017 ◽  
Vol 28 (3) ◽  
pp. 334-352 ◽  
Author(s):  
Kalypso Filippou ◽  
Johanna Kallo ◽  
Mirjamaija Mikkilä-Erdmann
Keyword(s):  
Master's Degree ◽  
Master’S Degree ◽  
Master’S Degree Programmes

scholarly journals Structural and functional model of developing pedagogical skills of teachers of economics in Master’s degree programmes

2021 ◽  
Vol 104 ◽  
pp. 02013
Author(s):  
Leila Sultanova ◽  
Lidiia Khomych ◽  
Oksana Tsiuniak ◽  
Oksana Romaniuk
Keyword(s):  
Master's Degree ◽  
Functional Model ◽  
Interactive Technologies ◽  
Professional Orientation ◽  
Theoretical Substantiation ◽  
Active Teaching ◽  
Functional Development ◽  
Pedagogical Skills ◽  
Master’S Degree ◽  
Master’S Degree Programmes

The article represents a structural and functional development model of pedagogical skills of teachers of economic disciplines in Master’s degree programmes with carrying out and proving its theoretical substantiation and the expediency of its use. The interconnected, namely theoretical, semantic and effective blocks of the suggested model are analyzed. The components, criteria and levels of pedagogical skills are described as well. The article identifies such approaches to the development of pedagogical skills of teachers of economic disciplines in Master’s degree programmes, as psycho-didactic, competence, activity and innovative; the principles that must be followed in the development process of pedagogical skills of teachers of economic disciplines in Master’s degree programmes, namely, professional orientation, subjectivity, priority of active teaching methods, interactive technologies and self-improvement are also characterized. The effectiveness of the structural and functional model introduction of pedagogical skills development of teachers of economic disciplines in the Master’s degree programmes was tested experimentally.

scholarly journals Adapting to a new learning environment: Mainland Chinese students studying in master’s degree programmes in Hong Kong

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Manhong Lai ◽  
Genshu Lu
Keyword(s):  
Hong Kong ◽  
Intercultural Competence ◽  
Master's Degree ◽  
Chinese Students ◽  
Research Approach ◽  
Mainland Chinese ◽  
Mainland Chinese Students ◽  
Master’S Degree ◽  
Campus Activities ◽  
Master’S Degree Programmes

This article investigated the learning experiences of mainland Chinese students in master’s degree programmes in Hong Kong. Using a qualitative research approach, 20 mainland Chinese students in master’s degree programmes in a first-tier Hong Kong university were interviewed. It observed, first, that mainland Chinese students appreciate the teaching and learning approaches adopted in Hong Kong, but that they take some time to adapt. Thanks to heavy financial support from parents and parental expectations, they are pressed to adapt as soon as possible and get high marks in the one-year programmes in Hong Kong. Second, the mainland Chinese students’ previous experiences of participating in campus activities in mainland China and their instrumental views of learning restrict their involvement in informal learning through campus activities. Third, their limited interaction with local and foreign students constrains the development of their intercultural competence.

Incorporation Project as a Tool for Students' Integration into the Company's Business Processes

2021 ◽  
Author(s):  
Sergei Kartavy ◽  
Irina Eremina ◽  
Pavel Sorokin ◽  
Anna Zalevina ◽  
Mikhail Pisarev ◽  
...  
Keyword(s):  
Business Processes ◽  
Civil Engineering ◽  
Master's Degree ◽  
Full Description ◽  
Conceptual Engineering ◽  
Key Skills ◽  
Master’S Degree ◽  
Capital Construction ◽  
Oil Company ◽  
Master’S Degree Programmes

Abstract The name Incorporation refers to the major purpose of project, which it to early integrate university students into the business processes of a vertically integrated oil company. Developed jointly with partner universities, the project was created as a response to several challenges of the company related to providing cross-functional cooperation and training of highly qualified personnel for the company as well as soft early adaptation into company. Incorporation involves the integration of Industrial and Civil Engineering students into the phase of field concept design, and the further development of a strategy of a construction project based on the oil company's real case. So far, the Incorporation project has been applied in the perimeter of the Capital Construction and Conceptual Engineering functions of a major oil company, but as an educational tool it can be extended to other functions. As a result of two full annual streams of the project, the students of Master's degree programmes Conceptual Engineering for the Oil and Gas Industry at University of Tyumen (UTMN) and Industrial and Civil Engineering of Oil Production Facilities at Industrial University of Tyumen (IUT) developed key skills and got a system view for the value chain. This promotes the career guidance of students and their subsequent employment in accordance with their expectations and skills. This article highlights Incorporation background, its goal and objectives, principles and actors, includes a full description of one project stream as well as results over two years of Incorporation implementation in a large oil company. The purpose of the article is to demonstrate existing best practices in the training of hard skills and team as well as personal soft skills among students of specific Master's degree programmes who makes a talent pool of oil company.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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