Master’s Programs in Russia: Four Paths of Future Development

The publication raises the question of the role of master’s degree in the system of modern higher education. Based on a survey of opinions (three-party survey) of key stakeholder groups (employers; students in higher education programs; managers of master’s degree programs; master’s degree teachers), the authors consider possible options for developing master’s degree as one of the key stages of higher education in Russia. The authors conclude that university development programs in the field of master’s degree education should be designed taking into account the high level of uncertainty in the external environment, which means that they should provide for scenario modeling of the future of the entire scientific and educational ecosystem. The study uses the classification of four types of the future labor market (“technological world”, “world of social responsibility”, “world of entrepreneurship” and “world of corporations”) as the main hypothesis about the options for such scenario planning. The study results are visualized in the form of a roadmap for the strategic development of the Russian master’s degree programs, highlighting key trends for each of the development options. The practical result of the study was the identification of the main “gaps” in the positions of stakeholders on the status of the master’s degree program and effective models of its implementation. The conclusions and results of the publication will be interesting for the purposes of the university strategic management, the formation of a development strategy for the master’s degree, as well as the development of special programs for interaction with employers and students.

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Covid-19 Lockdown Challenges or New Era for Higher Education

Propósitos y Representaciones ◽

10.20511/pyr2021.v9nspe1.914 ◽

2021 ◽

Vol 9 (SPE1) ◽

Author(s):

Iryna Didenko ◽

Olena Filatova ◽

Lyudmyla Anisimova

Keyword(s):

Higher Education ◽

Distance Learning ◽

Master's Degree ◽

Degree Programs ◽

New Era ◽

Face To Face ◽

Master's Degree Programs ◽

Master’S Degree ◽

Face To Face Learning

The findings of this research allow to assume that after lockdown it might be worth reconsidering the format of learning for Master’s Degree Programs and shift from conventional face-to-face learning to blended or even distance learning.

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The Examination of Competencies in Master’s Degree Programs in the Context of Lifelong Learning Key Competencies

Journal of Education and Training Studies ◽

10.11114/jets.v7i3.3942 ◽

2019 ◽

Vol 7 (3) ◽

pp. 128

Author(s):

İbrahim Tuncel

Keyword(s):

Higher Education ◽

Lifelong Learning ◽

Cultural Awareness ◽

Master's Degree ◽

Bologna Process ◽

Degree Programs ◽

Education Programs ◽

Master's Degree Programs ◽

Key Competencies ◽

Master’S Degree

The importance and support of higher education in implementing the lifelong learning has been emphasized in Bologna Process, which is really effective in devising higher education programs. In the present study, it is aimed to find out the competencies of the higher education programs which support lifelong learning by examining the program competencies of the master’s degree programs under the Graduate School of Educational Sciences within the framework of the key competencies of lifelong learning. In the study, a multiple case holistic design has been used as one of the case study designs. The unit of analysis consists of the key competencies of lifelong learning. The master’s degree programs examined in 12 different fields constitute multiple cases. Document analysis has been used as the method in the study. Content analysis has been conducted on the documents by taking the lifelong learning key competencies into account. The data has been encoded by two different encoders having researches in the field of lifelong learning, and the consistency between the encoders has been examined. As a result of the analysis of the data, it has been concluded that the content of the program competencies in the graduate fields examined within the scope of the study is insufficient to include all the knowledge, skills and attitudes that are covered by the key competencies of lifelong learning and the results of the study indicate that in particular, social competency and cultural awareness and expression competency have not been included in the content of the program competencies examined.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

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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Experiential Education Approaches in Nonprofit Management and Leadership Education: An Examination of Master's Degree Programs Associated with the Nonprofit Academic Centers Council

10.22371/05.2011.004 ◽

2011 ◽

Author(s):

◽

Heather Carpenter

Keyword(s):

Experiential Education ◽

Master's Degree ◽

Nonprofit Management ◽

Leadership Education ◽

Degree Programs ◽

Master's Degree Programs ◽

Master’S Degree ◽

Management And Leadership

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Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

E3S Web of Conferences ◽

10.1051/e3sconf/202129505019 ◽

2021 ◽

Vol 295 ◽

pp. 05019

Author(s):

Olga Ilina ◽

Evgeniia Brazhnik

Keyword(s):

Sustainable Development ◽

Teacher Training ◽

Master's Degree ◽

Education For Sustainable Development ◽

Training System ◽

Educational Process ◽

Global Changes ◽

Degree Programs ◽

Master's Degree Programs ◽

Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

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