ICTE and New Professional Degree Programs in Higher Education: Anthropological Approaches

2007 ◽  
Author(s):  
Pascal Plantard
Keyword(s):  
Higher Education ◽  
Degree Programs ◽  
Professional Degree

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

scholarly journals Professional Closure Beyond State Authorization

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Gitte Sommer Harrits
Keyword(s):  
Empirical Studies ◽  
Pierre Bourdieu ◽  
Degree Programs ◽  
Professional Degree ◽  
State Authorization ◽  
Different Sources

For decades, the Weberian approach to the study of professions has been strong, emphasizing state authorization and market monopolies as constituting what is considered a profession. Originally, however, the Weberian conception of closure, or the ways in which a profession is constituted and made separate, was broader. This article suggests a revision of the closure concept, integrating insights from Pierre Bourdieu, and conceptualizing professional closure as the intersection of social, symbolic and legal closure. Based on this revision, this article demonstrates how to apply such a concept in empirical studies. This is done by exploring social, symbolic and legal closure across sixteen professional degree programs. The analyses show a tendency for some overlap between different forms of closure, with a somewhat divergent pattern for legal closure. Results support the argument that we need to study these processes as an intersection of different sources of closure, including capital, lifestyles and discourse

scholarly journals The higher education space: connecting degree programs from individuals’ choices

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Cristian Candia ◽  
Sara Encarnação ◽  
Flávio L. Pinheiro
Keyword(s):  
Higher Education ◽  
Drop Out ◽  
First Year ◽  
Revealed Preferences ◽  
Degree Programs ◽  
Education Systems ◽  
Higher Education Systems ◽  
Female Candidates ◽  
High Prevalence ◽  
Governance In Higher Education

AbstractData on the applicants’ revealed preferences when entering higher education is used as a proxy to build the Higher Education Space (HES) of Portugal (2008–2015) and Chile (2006–2017). The HES is a network that connects pairs of degree programs according to their co-occurrence in the applicants’ preferences. We show that both HES network structures reveal the existence of positive assortment in features such as gender balance, application scores, unemployment levels, academic demand/supply ratio, geographical mobility, and first-year drop-out rates. For instance, if a degree program exhibits a high prevalence of female candidates, its nearest degree programs in the HES will also tend to exhibit a higher prevalence when compared to the prevalence in the entire system. These patterns extend up to two or three links of separation, vanishing, or inverting for increasing distances. Moreover, we show that for demand/supply ratio and application scores a similar pattern occurs for time variations. Finally, we provide evidence that information embedded in the HES is not accessible by merely considering the features of degree programs independently. These findings contribute to a better understanding of the higher education systems at revealing and leveraging its non-trivial underlying organizing principles. To the best of our knowledge, this is the first network science approach for improving decision-making and governance in higher education systems.

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.

Benchmarking Online Learning Practices in Higher Education

2012 ◽  
pp. 1005-1018
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

Benchmarking Online Learning Practices in Higher Education

2011 ◽  
pp. 120-133
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

How to Build Effective Interprofessional Healthcare Teams

2020 ◽  
pp. 1-34
Author(s):  
Stefanie R. Ellison ◽  
Christi L. Bartlett ◽  
Valerie L. Ruehter
Keyword(s):  
Quality Care ◽  
Degree Programs ◽  
Future Health ◽  
Healthcare Teams ◽  
Use Of Resources ◽  
Key Stakeholders ◽  
Professional Degree ◽  
Provide Quality Care ◽  
Interprofessional Healthcare ◽  
Improve Patient

Building effective interprofessional (IP) teams is an important process for healthcare systems across the world. In order to be truly effective, professional degree programs must teach our future health professionals to learn and collaborate on teams during their education. The goal of building effective IP healthcare teams will be achieved when each healthcare system effectively supports IP collaboration, the development of dynamic teams, and the appropriate use of resources. Advancing the effort to build effective IP healthcare teams will take an investment from key stakeholders such as educators, faculty and students, leaders and researchers in academic medicine, hospital and system administrators, policymakers, as well as patients and their families to create a culture of IP collaboration and provide the resources necessary to be sustainable and successful. This chapter will serve to show that effective IP healthcare teams can successfully improve patient outcomes, provide quality care, improve the healthcare team's experience, and reduce costs.

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