Comment on: “The Five-Year Program Debate Continues: An Updated Analysis of the Supply of and Demand for Master's Degrees in Accounting”

2003 ◽  
Vol 18 (4) ◽  
pp. 409-415 ◽  
Author(s):  
James A. Howard ◽  
Bruce H. Lubich
Keyword(s):  
Master's Degree ◽  
Supply And Demand ◽  
Master's Degrees ◽  
Two Factors ◽  
Master’S Degree ◽  
Accounting Graduates

This paper comments on Miller's update of his 1996 analysis of the supply and demand for accounting graduates. His claim that there continues to be an imbalance between supply and demand is shown to be an overestimate resulting from two factors: (1) not using the best data available and (2) limited definitions of those who demand accounting degrees and what qualifies as a Master's degree in accounting.

Monetary and Nonmonetary Costs and Benefits of a Public Health Master’s Degree in the 21st Century

2020 ◽  
Vol 110 (7) ◽  
pp. 978-985
Author(s):  
Angela J. Beck ◽  
Jonathon P. Leider ◽  
Heather Krasna ◽  
Beth A. Resnick
Keyword(s):  
Public Health ◽  
Master's Degree ◽  
Supply And Demand ◽  
Public Health Education ◽  
The United States ◽  
Early Career ◽  
Costs And Benefits ◽  
Net Benefit ◽  
Master's Degrees ◽  
Master’S Degree

As postsecondary tuition and debt levels continue to rise, the value proposition of higher education has been increasingly called into question by the popular media and the general public. Recent data from the National Center for Education Statistics now show early career earnings and debt, by program, for thousands of institutions across the United States. This comes at an inflection point for public health education—master’s degrees have seen 20 years of growth, but forecasts now call for, at best, stagnation. Forces inside and outside the field of public health are shifting supply and demand for public health master’s degrees. We discuss these forces and identify potential monetary and nonmonetary costs and benefits of these degrees. Overall, we found a net benefit in career outcomes associated with a public health master’s degree, although it is clear that some other master’s degrees likely offer greater lifetime earning potentials or lower lifetime debt associated with degree attainment. We outline the issues academic public health must engage in to successfully attract and train the next generation of public health graduates.

Time to Graduation of Three Different Master’s Degrees in Psychology at a Public University

2012 ◽  
pp. 808-818
Author(s):  
Dennis G. Fisher ◽  
Grace L. Reynolds
Keyword(s):  
Graduation Rates ◽  
Associate Degree ◽  
Event History Analysis ◽  
Master's Degree ◽  
The United States ◽  
Public University ◽  
Degree Programs ◽  
Master's Programs ◽  
Master's Degrees ◽  
Master’S Degree

There has been a considerable amount of interest in graduation rates of baccalaureate degree programs in the educational literature. There has also been some attention given to graduation from doctoral programs and from associate degree programs. However, there is almost no literature on the graduation rates for Master’s degree programs. This report uses a method of analysis known as survival analysis or event history analysis to examine the time to event for two different events leading to completion of a Master’s degree. One event is the time to preliminary examination, and the other event is the time to final thesis defense or final examination. The data compare three different Master’s programs in a psychology department of one of the largest campuses of one of the largest public university systems in the United States.

scholarly journals ACCREDITATION, LICENSING, AND SPECIALIZATION FOR EMPLOYMENT

1969 ◽  
Author(s):  
Jim Graham ◽  
Marolo Alfaro
Keyword(s):  
United States ◽  
Mechanical Engineering ◽  
Master's Degree ◽  
The United States ◽  
Specialist Training ◽  
Master's Programs ◽  
Master's Degrees ◽  
International Projects ◽  
Master’S Degree ◽  
Undergraduate Programs

The Canadian Engineering Accreditation Board directs undergraduate programs towards a broadly based education in engineering. Employers accept the need for a broad education but also want young engineers to have specialist training for practice. These very different requirements appear at first sight to be in conflict. In the United States and Europe, but not yet in Canada, licensing bodies are moving towards requiring a master’s degree or equivalent for licensing. Companies that engage in international projects are concerned they may be unable to compete if other countries require master’s degrees for licensing, while Canada does not. Universities should develop broad educational undergraduate programs that can actually be completed in four years in principal areas like civil, electrical, mechanical engineering. Additional effort should be directed towards specialist master’s programs that provide training for employability.

The Five-Year Program Debate Continues: An Updated Analysis of the Supply of and Demand for Master's Degrees in Accounting

2003 ◽  
Vol 18 (2) ◽  
pp. 211-220 ◽  
Author(s):  
Paul B. W. Miller
Keyword(s):  
Supply And Demand ◽  
Master's Degrees ◽  
Bachelor's Degrees ◽  
Accounting Graduates

This comment updates an analysis of the supply of, and demand for, accounting graduates that was published in 1996. This analysis shows that the imbalance between supply and demand continues. It also shows that the slight increases in supply of, and demand for, master's degrees has been accompanied by large decreases in the supply of, and demand for, bachelor's degrees. The data do not suggest that mandated five-year programs can be justified by a change in the demand for graduates.

scholarly journals Master's degrees in science

2013 ◽  
Vol 35 (1) ◽  
pp. 33-34
Author(s):  
Alexa Hime
Keyword(s):  
Master's Degree ◽  
Bachelor's Degree ◽  
Research Project ◽  
Master's Degrees ◽  
Part Time ◽  
Master’S Degree ◽  
Scientific Subject

A Master's degree in science is a postgraduate taught qualification offered by many universities, which allows you to specialize in a certain aspect of your Bachelor's degree course, or a related scientific subject. Usually the course consists of several taught modules and a research project. The organization of a Master's course is similar to that of a Bachelor's academic course, except that it generally lasts 1 year, depending on the course, institution, nature of the research project and whether it is being studied full or part-time.

scholarly journals Ações desenvolvidas pelo Instituto Superior de Ciências da Educação do Cuanza Sul (ISCED CS) em conjunto com as universidades brasileiras parceiras / Actions developed by the Higher Institute of Educational Sciences of Cuanza Sul...

2019 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Lourenço Lino de Sousa ◽  
Amélia Jesus Oliveira Freire Sakongo ◽  
Miguel Casimiro António
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Master's Degree ◽  
Master's Degrees ◽  
Postgraduate Students ◽  
University Center ◽  
Mathematics History ◽  
Master’S Degree ◽  
Educational Sciences ◽  
Psychology Pedagogy

O presente trabalho tem como objetivo apresentar ações desenvolvidas pelo Instituto Superior de Ciências da Educação do Cuanza Sul (ISCED CS), Unidade Orgânica da Universidade Katyavala Bwila (UKB), em conjunto com as Universidades Brasileiras Parceiras. A instituição emana do então “pólo universitário do Cuanza Sul” dependente da Universidade Agostinho Neto, tendo na altura iniciado com 107 estudantes e hoje alberga 2.262 estudantes de graduação (licenciatura) e 134 de pós-graduação (mestrandos). Ministra os cursos de graduação em Ensino da Psicologia, Pedagogia, História, Geografia, Matemática, Química e Sociologia. Tem ainda aprovados para o arranque breve os cursos de Ensino da Língua Portuguesa, Língua Inglesa e Física. No que concerne à pós-graduação, a Instituição ministra três mestrados: Mestrado em Educação Pré – Escolar, Mestrado em Ensino Primário e Mestrado em Ciências da Educação com especialização em Ensino da Matemática, História, Geografia e Língua Portuguesa. A Instituição tem tirado bom proveito dos convênios com as Universidades do Brasil, o que tem contribuído muito na produção e divulgação do conhecimento. Entre as ações desenvolvidas podemos destacar o seminário de formação de professores Angola – Brasil (organizado anualmente desde 2016), a lecionação de disciplinas nos mestrados, a elaboração e participação em projetos de investigação e ainda a viabilização de publicação de artigos e/ou trabalhos científicos em revistas destas universidades. Podemos aferir que os convênios para o ISCED CS têm trazido grandes benefícios sobretudo na produção, difusão e socialização do conhecimento para o aprimoramento curricular e buscando a melhoria da qualidade da instituição.Palavras-chave: Ações Formativas; Convénios; Seminário; ISCED-CS. ABSTRACT: The present work aims to present actions developed by the Higher Institute of Educational Sciences of the Southern Cuanza (ISCED CS), Unit of Katyavala Bwila University (UKB), together with the Brazilian Universities Partners. The institution emanates from the University Center of Cuanza Sul, which was dependent of the Agostinho Neto University. At that time, it started with 107 students and now there are 2,262 undergraduate students and 134 postgraduate students. ISCED CS has seven (7) undergraduate courses: Teaching Psychology, Pedagogy, History, Geography, Mathematics, Chemistry and Sociology. It also has approved the undergraduate courses in Teaching of: Portuguese Language, English Language and Physics it might start soon. In terms of postgraduate studies, the Institution teaches three master's degrees: Master's Degree in Pre-School Education, Master's Degree in Primary Education and Master's Degree in Educational Sciences with specialization in Mathematics, History, Geography and Portuguese Language. The Institution has taken advantage of the agreements with the Universities of Brazil, which has contributed greatly in the production and dissemination of knowledge. Among the activities carried out we can highlight the seminar of teacher training Angola - Brazil (organized annually since 2016), the teaching of subjects in the masters programs, the elaboration and participation in research projects and also the feasibility of publishing scientific articles and/or works in magazines of these universities. We can verify that the agreements for ISCED CS have brought great benefits mainly in the socialization of knowledge for curricular and institutional improvement.Keywords: Formative actions; Agreements; Seminar; ISCED-CS.

scholarly journals Diagnosis of the Skills of the Master’s Degree: Case Study at the University Pablo of Olavide

2017 ◽  
Vol 6 (2) ◽  
pp. 159-164
Author(s):  
Eva Ordóñez Olmedo ◽  
Miguel Baldomero Ramírez Fernández
Keyword(s):  
Master's Degree ◽  
Theoretical Description ◽  
Work Team ◽  
Master's Degrees ◽  
Postgraduate Studies ◽  
Master Level ◽  
Master’S Degree ◽  
The University ◽  
Academic Year

The work team of the Postgraduate Studies Centre (henceforth CEDEP) of Pablo de Olavide University (henceforth UPO) has submitted a questionnaire in order to identify the training needs of the directors of the master’s degrees which are implemented in The UPO during the academic year 2016/2017. This article aims to analyze how the lessons are planned and how the acquisition of the competencies defined in each master’s degree are achieved, in order to assess the current situation and propose solutions for university quality improvement. This research presents a mixed design: quantitative and qualitative non-experimental descriptive through a questionnaire. Further to the study analysis conducted, the need to create a manual of recommended practice to arrange curricula by competencies at the master level is presented, as 62.16% of the participants reflect a great lack of knowledge about the theoretical description of the competencies classification and 73% support a complementary material need for the design of the curriculum.

Research Methodologies Used in Library and Information Studies Masters' Degree Dissertations at the University of Botswana

2020 ◽  
pp. 384-403
Author(s):  
Olefhile Mosweu ◽  
Tshepho Mosweu
Keyword(s):  
Master's Degree ◽  
Research Approach ◽  
Research Methodologies ◽  
Master's Degrees ◽  
University Of Botswana ◽  
Course Work ◽  
Library And Information Studies ◽  
Information Studies ◽  
Master’S Degree ◽  
The University

Although universities have different models for their Master's degrees, most programmes consists of course-work and research-based components. The Master's degree of the University of Botswana's (UB) Department of Library and Information Studies requires students to carry out research and write a dissertation in the final year. Research methodology is an integral component of research, including in postgraduate research. Using the descriptive content analysis technique from a census of dissertations, this chapter examines the Master's dissertations submitted in the field of library and information studies at UB between 2008 and 2018 in order to determine the trends in the research methodologies used. The findings of the study showed that although DLIS Master's degree dissertations generally conformed to globally accepted research methods in humanities; most of them did not specify the research philosophy adopted for the studies. This study found that the most dominant research approach was combined qualitative and quantitative approaches.

scholarly journals Registered nurses’ experiences with master’s degree competence in the specialist health service: A qualitative descriptive study

2020 ◽  
Vol 40 (4) ◽  
pp. 221-228
Author(s):  
Siri Kjellaas ◽  
Gunilla Fredheim ◽  
Øyfrid Larsen Moen
Keyword(s):  
Health Service ◽  
Registered Nurses ◽  
Evidence Based Practice ◽  
Master's Degree ◽  
Clinical Skills ◽  
Evidence Based ◽  
Positive Contribution ◽  
Master's Degrees ◽  
Expectation Gap ◽  
Master’S Degree

The application of master’s degree competence in nursing practice has been a hot topic of debate in various forums in recent years. International findings suggest that nurses with master’s degrees can make a positive contribution to the quality of services and patient safety, and an association has been suggested between higher education in nursing and a reduced mortality rate in hospitals. Therefore, this study aimed to investigate registered nurses’ (RNs’) experiences with how a master’s level education affected their work in the specialist health service. An inductive qualitative study design was used. Data were collected through focus group interviews with 18 participants in five groups and analysed using content analysis. This study is reported in accordance with COREQ. The results showed an ‘expectation gap’ between the RNs with master’s degrees and their managers. Our findings also reflected the RNs’ ambivalent experiences of being both a threat and a resource. The application of the competence describes the desire to utilise and recognise the master’s qualification. Furthermore, expectations for the future in the specialist health service were focussed on more evidence-based practice. The results of this study highlight that enhanced competence is a priority area aimed at meeting current and future needs for evidence-based practice and effective services. Clinical master’s degrees place emphasis on both the RNs’ clinical skills and their ability to obtain and apply new knowledge.

scholarly journals The perceived barriers and facilitators in completing a Master’s degree in Physiotherapy

2018 ◽  
Vol 74 (1) ◽  
Author(s):  
Nicolette Comley-White ◽  
Joanne Potterton
Keyword(s):  
Master's Degree ◽  
Perceived Barriers ◽  
Barriers And Facilitators ◽  
Research Environment ◽  
Master's Degrees ◽  
Personal Support ◽  
Time Period ◽  
Data Saturation ◽  
Master’S Degree ◽  
Major Factors

Background: Participating in postgraduate study is daunting and as yet there is a dearth of literature on what students’ experiences are when obtaining their Master’s degree in Physiotherapy.Objectives: The aim of this study was to gain insight into the perceived barriers and facilitators in completing a Master’s degree in Physiotherapy.Method: Semi-structured, in-depth interviews were conducted with 10 physiotherapists who had completed a Master’s degree in Physiotherapy from a university in South Africa, representative of coursework and dissertation Master’s degrees, completed within the stipulated time period as well as taking longer to complete the degree. The topics covered a range of speciality areas. The interviews were transcribed, sent for member checking and analysed thematically.Results: Within 10 interviews data saturation was reached. Two themes were identified: research environment and support, both of which were seen as either a facilitator or a barrier, depending on the participant. The theme of research environment was divided into categories of workplace and data collection. The second theme, support, was also seen as either a barrier or a facilitator. This theme encapsulated the categories of supervisor support, workplace support and a personal support network.Conclusion: The research environment and support are two major factors that can influence the experience of obtaining a master’s degree in physiotherapy, both positively and negatively.Clinical implications: With increasing numbers of physiotherapists obtaining postgraduate degrees, universities need to facilitate the process of obtaining the degree, which will ensure more physiotherapists with postgraduate degrees, thereby strengthening the profession.

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