TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE

2020 ◽  
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.

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.

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.

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

scholarly journals ON THE STATE OF PHILOSOPHIC-METHODOLOGICAL AND GENERAL SCIENTIFIC PREPARATION FOR BACHELOR’S AND MASTER’S DEGREES (THE CASE OF KHERSON STATE UNIVERSITY)

2020 ◽  
pp. 42-47
Author(s):  
Polishchuk I.Ye.
Keyword(s):  
Scientific Practice ◽  
Scientific Work ◽  
Specific Weight ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Full Time ◽  
State University ◽  
Social Phenomena ◽  
Master's Degrees ◽  
General Scientific

Першорядною задачею освіти є формування мислення як самоцілі, що створює для особистості мож-ливості задля здійснення керованого впливу на соціальні явища та процеси, використовуючи сучасні знання та новітні технології. Здатність людини успішно соціалізуватися не можлива без інтелектуаліза-ції, яка має досягатися в освітньому процесі.Автором статті була розроблена анкета та проведене опитування магістрантів І року денної фор-ми навчання Херсонського державного університету (опитано 187 осіб, 44% від загальної чисельності в 2019–2020 навчальному році). Більшість здобувачів продовжує навчання за напрямом підготовки бака-лавріату. Однак опитування засвідчило, що основні теми дисципліни «Основи наукових досліджень» були засвоєні не досить глибоко з причини малої кількості аудиторних занять. Для багатьох магістрантів незрозумілим виявилося співвідношення філософських підходів, загальнонаукових та конкретно-нау-кових методів, а також зміст новітніх методологічних принципів та підходів. Більшість здобувачів не змогла відповісти на питання щодо наукових результатів, які вони отримували завдяки використанню зазначених ними методів. Це свідчить про недостатній зв’язок методології як теорії та наукової прак-тики. Було також виявлено, що більшість магістрантів не пов’язує майбутню професійну діяльність із науковими дослідженнями. Ця обставина зобов’язує викладачів посилити відповідальність за форму-вання гідного відношення здобувачів вищої освіти до науки як соціального і професійного інституту та теоретичного мислення як основи будь-якої високопрофесійної діяльності.Слід знайти оптимальне колегіальне рішення (у кожному університеті ексклюзивне) стосовно під-вищення в навчальних програмах різних напрямів освіти «питомої ваги» методологічного складника, а також сучасних форм підвищення методологічної підготовки викладачів теоретичних дисциплін. The primary task of education is the formation of thinking as an end in itself which creates opportunities for individuals to exert significant influence on social phenomena and processes using modern knowledge and the latest technologies. The ability of a person to successfully socialize is unthinkable without intellectualization which must be achieved in the educational process.The author of the article developed a questionnaire and conducted a survey of the first-year full-time postgraduates (master’s degrees) at Kherson State University (187 people were interviewed, which is 44% of the total amount in the 2019–2020 academic year). Most degree-seeking students continue their studies in the bachelor’s degree program. However, the survey showed that the main topics of the course “Fundamentals of Scientific Knowledge”, which was studied for bachelor’s degree programmes, are not sufficiently captured due to the small amount of class hours. For many postgraduates (master’s degrees) the relationship between the philosophical approaches themselves, general scientific and special scientific methods, as well as the content of the latest methodological principles, turned out to be incomprehensible. It is a matter of concern that many degree-seeking students were not able to answer the question about the results they obtained in scientific work through the use of the methods they specified. This indicates a lack of connection between methodological theory and scientific practice in the educational process. It was also found that the majority of postgraduates (master’s degrees) do not associate their future professional activities with scientific research. This circumstance obliges teachers to strengthen their responsibility for forming a decent attitude of degree-seeking students to science as a social and professional institution, as well as to theoretical thought as the basis of any highly professional activity.It is necessary to find an optimal collegial solution (exclusive at each university) to increase the “specific weight” of the methodological component in the curriculum documents of different branches of education, as well as regarding modern forms of improving the level of methodological competences of teachers of various theoretical disciplines.

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>

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