From Diploma or Associate Degree to Bachelor's Degree

1971 ◽  
Vol 71 (11) ◽  
pp. 2184
Author(s):  
Rosalyn Koffman ◽  
Olga Andruskiw
Keyword(s):  
Associate Degree ◽  
Bachelor's Degree

Academic Partnerships: Social Determinants of Health Addressed though Service Learning

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Henny Breen ◽  
Melissa Robinson
Keyword(s):  
Service Learning ◽  
Associate Degree ◽  
Leadership Skills ◽  
Community Organizations ◽  
Bachelor's Degree ◽  
Community Resources ◽  
Learning Program ◽  
Academic Partnerships ◽  
Returning To School ◽  
The Impact

AbstractAim To evaluate the impact of service learning through academic partnerships Background Although there is an abundance of literature regarding service learning as a pedagogical strategy for teaching pre-licensure students, there is a gap in the literature in regarding Associate Degree nurses returning to school to earn a bachelor’s degree. Method A qualitative study which included student assignments and interviews, written feedback and focus groups with staff from community organizations was used to evaluate the Service-Learning Program. Results Five primary themes emerged from the data which included a deeper understanding of vulnerable populations, increased knowledge of challenges in access to care, improved leadership skills, improved awareness of community resources, and impact on nursing practice. Conclusion Community organizations recognized the expertise of the RN to BSN students and benefited from their work and at the same time, students recognized their expertise and leadership in ways they had not done before.

An Emotive Operation of Neoliberalism in Higher Education: Seeking a Second Chance in Hong Kong

2020 ◽  
pp. 009155212096487
Author(s):  
Yi-Lee Wong
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Hong Kong ◽  
Community College Students ◽  
Associate Degree ◽  
Bachelor's Degree ◽  
Educational Expansion ◽  
Policy Makers ◽  
Second Chance

Objective: Educational expansion as a policy is believed to address the issue of the youth’s blocked social mobility. But, the argument that the transition to university is emotionally straining in a deindustrialized neoliberal context suggests an emotive aspect of neoliberalism in higher education. This article seeks to offer an illustration of such an emotive operation of neoliberalism through examining the emotional struggles of community-college students in Hong Kong. Method: This study draws on two qualitative analyses based on data collected from 83 community-college students in Hong Kong pursuing a bachelor’s degree through a newly available transfer function of an associate degree. Results: Given an emphasis of neoliberalism on individualism and competition, the respondents showed the following negative emotions: perverse feelings of inferiority about the new option, stress about the competitiveness of this pursuit and strategic/calculating in organizing their learning and dealing with their classmates, and anxiety of being seen as inadequate despite their successful transferals. Contributions: The emotional struggles of the respondents suggest that in view of a lack of well-paid prestigious professional or managerial jobs in a deindustrialized capitalist context, educational expansion as a policy—expanding the sector of community college in particular—wrapped up in a neoliberal discourse is not merely giving the youth a false hope but inflicting on them unnecessarily strained emotions. This suggestion urges policy makers to rethink the effectiveness of adopting an educational policy with a neoliberal approach to address an economic issue.

scholarly journals Administrators' Perceptions of Motives to Offer Online Academic Degree Programs in Universities

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Hakan Özcan ◽  
Soner Yıldırım
Keyword(s):  
Degree Completion ◽  
Associate Degree ◽  
Bachelor's Degree ◽  
Teaching Staff ◽  
Degree Programs ◽  
Prospective Students ◽  
Structured Interviews ◽  
Academic Degree ◽  
Associate Degree Programs ◽  
Degree Completion Programs

<p class="3">Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators’ motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators’ perceptions of motives for offering online academic degree programs in universities in Turkey in terms of online associate degree programs, online master's degree programs, online bachelor's degree completion programs, and online bachelor's degree programs. A qualitative research method was employed for this study. Semi-structured interviews were conducted with 16 administrators from different universities’ distance education centers in Turkey and thematic analysis was applied to the data.  The research found that administrators’ motives for offering online academic degree programs mainly involve in answering to the high demand of prospective students. Six major themes were identified with regard to influencing factors for administrators’ motives: demands for programs, mission to support education, readiness of infrastructure, teaching staff as well as applicability of content, overcoming the shortage of classroom space and teachers, obtaining revenue, and gaining prestige.</p>

A national survey of demographics composition of Kenyan journalists

Journalism ◽  
2016 ◽  
Vol 18 (2) ◽  
pp. 241-261 ◽  
Author(s):  
Kioko Ireri
Keyword(s):  
National Survey ◽  
Associate Degree ◽  
Roman Catholic ◽  
Bachelor's Degree ◽  
Full Time ◽  
College Level ◽  
Daily Newspapers ◽  
Ethnic Grouping ◽  
Administrative Unit ◽  
Time Basis

This national survey conducted in 2012–2013 (N = 504) examines demographic characteristics of the Kenyan journalists. Findings indicate that the typical Kenyan journalist is male (66%), married (57%), and in his mid-30s (M = 34 years). He tends to have a Bachelor’s degree (46%) and has received college-level training in journalism or communication (91%). However, when it comes to majoring in journalism or communication, most of the journalists were trained at the level of associate degree (45%), followed by Bachelor’s degree (38.5%) and Master’s degree (13.6%). Thirty-three percent of the Kenyan journalists work in daily newspapers, with 73 percent of them employed on full-time basis. In ethnic grouping, about a quarter (24.9%) of Kenyan news people belong to the Kikuyu tribe, followed by Luhya tribe (20%). The results also indicate that the majority of the journalists are from the Rift Valley province (21.4%) – Kenya’s largest administrative unit – followed by Western (19.5%) and Central (15.5%). By religion affiliation, 62.3 percent of the journalists are Protestants and 22.5 percent Roman Catholic. While the majority of the Kenyan journalists (22%) fall in the monthly salary bracket of $375–$625, a significant number of them (17%) earn less than $375 a month.

Performance, Graduation, and Transfer of Immigrants and Natives in City University of New York Community Colleges

2002 ◽  
Vol 24 (4) ◽  
pp. 359-377 ◽  
Author(s):  
Thomas Bailey ◽  
Elliot B. Weininger
Keyword(s):  
New York ◽  
New York City ◽  
Race And Ethnicity ◽  
Associate Degree ◽  
Important Determinant ◽  
The United States ◽  
Bachelor's Degree ◽  
Foreign Born ◽  
Minority Community ◽  
The City

The City University of New York (CUNY) plays an essential role in educating the burgeoning immigrant population of New York City. During the 1990s, the foreign-born share of CUNY’s undergraduate population rose from one third to almost one half. Nevertheless, little research has been carried out on this population. Focusing on foreign-born and native minority community college entrants, we compare these groups in terms of the number of credits earned and the likelihood of transferring to a four-year program and of completing an associate degree and a bachelor’s degree. We find that nativity, race, and ethnicity are all related to these outcomes. Moreover, whether a foreign-born student attended high school in the United States or abroad is an important determinant of educational outcomes.

scholarly journals Job Satisfaction Level Of Government Employees: The General Directorate Of Sport And Sports Federations Sample

2016 ◽  
Vol 12 (2) ◽  
pp. 32 ◽  
Author(s):  
Murat Kalfa ◽  
Dilek Tufan ◽  
Merve Karaman
Keyword(s):  
Job Satisfaction ◽  
Marital Status ◽  
Educational Level ◽  
Associate Degree ◽  
Age Groups ◽  
Bachelor's Degree ◽  
Government Employees ◽  
General Internal ◽  
Significant Difference ◽  
Education Levels

The purpose of this study is to determine the job satisfaction levels of employees of sports federation and general directorate of sport, and to analyze according to some variables. “Minnesota Job Satisfaction Questionnaire” was used to determine the job satisfaction levels of employees. Since the data didn’t fulfill the parametric assumptions, nonparametric Kruskall-Wallis and Man-Whitney U tests were used on the analysis according to job satisfaction levels. According to results of analysis, 98.8% of employees’ job satisfaction levels are medium and high. It was revealed that there is a statistically significant difference between employees’ general job satisfaction, internal and external sub-dimension points according to age groups, marital status, situation of selecting their jobs willingly and educational level. As a result; it was seen in terms of general job satisfaction and internal satisfaction that internal satisfaction levels of employees who are 40 or more in comparison with employees who are between 22-40 age groups, internal satisfaction levels of employees whose marital status are married in comparison with employees whose marital status are single, general satisfaction and internal satisfaction levels of employees who selected their job willingly and general, internal and external satisfaction levels of employees whose education levels are associate degree in comparison with employees whose education levels are bachelor’s degree and postgraduate are higher.

scholarly journals A standardized educational system for radiology programs worldwide: An opinion

2021 ◽  
Vol 8 (3) ◽  
pp. 01-01
Author(s):  
Abdulwahab Alahmari
Keyword(s):  
Educational System ◽  
Associate Degree ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Radiologic Technologist ◽  
Certificate Program ◽  
American System ◽  
Master’S Degree ◽  
Post Baccalaureate

The educational system in radiology programs worldwide are different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) −in some colleges then a diploma (Dip) − after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and −rarely in America due to the shortage of Ph.D. programs− a doctorate of philosophy in radiology.

scholarly journals Transition from master craftsman to engineering degree

2021 ◽  
Vol 2 (2) ◽  
pp. 1277-1287
Author(s):  
Clément Imbert ◽  
Reynold John
Keyword(s):  
Advanced Placement ◽  
Associate Degree ◽  
Bachelor's Degree ◽  
Tertiary Institution ◽  
Master's Degrees ◽  
Vocational Qualifications ◽  
Master Craftsman ◽  
Institute Of Technology ◽  
A Company ◽  
Technology Programme

There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.

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