scholarly journals All New on the European Front?

2005 ◽  
Vol 50 (1) ◽  
pp. 210-222 ◽  
Author(s):  
Christiane Nord
Keyword(s):  
Master's Degree ◽  
Bologna Process ◽  
Legal Regulations ◽  
Postgraduate Level ◽  
Translator Training ◽  
Master’S Degree ◽  
Training Programmes ◽  
The Bologna Process ◽  
German Universities

Abstract After giving a brief survey of traditional translator training in Germany, the paper will discuss the changes introduced by the Bologna process. All German universities are reorganizing their translator training programmes, replacing the four-year Diplom degree by modular courses leading to a Bachelor’s and/or Master’s degree. Since legal regulations permit a variety of combinations with regard to duration, each German university is planning its own model. The main bone of contention in this process is the question of whether specialized translation should be taught at undergraduate or postgraduate level.

Authentic Assessment

2017 ◽  
pp. 373-391
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

Authentic Assessment

2020 ◽  
pp. 1148-1166
Author(s):  
Simona Iftimescu ◽  
Romiță Iucu ◽  
Elena Marin ◽  
Mihaela Monica Stîngu
Keyword(s):  
Historical Perspective ◽  
Master's Degree ◽  
Bologna Process ◽  
Authentic Assessment ◽  
Assessment Process ◽  
Master's Program ◽  
Master’S Degree ◽  
The Bologna Process ◽  
Degree Level

The purpose of this chapter is to analyze and discuss the concept of authentic assessment at Master's degree level. Firstly, this chapter attempts to provide a better understanding of the Master's program within the context of the Bologna system by providing a short historical perspective on the evolution of the Bologna process, as well as trying to identify the true beneficiaries. The chapter also addresses some of the challenges of the assessment process with two main themes: types and aim of the assessment process. Furthermore, the authors focus on the role of the authentic assessment, at a Master's degree level – as reflected by students' perception and correlated with its intended purpose. Drawing on the findings, the authors attempt to shape a description of what authentic assessment is and what it should be at Master's degree level.

scholarly journals A change from a nursing specialisation programme to a Master of Science degree in Nursing (MSc)

2020 ◽  
Author(s):  
Monica Evelyn Kvande ◽  
Charlotte Delmar ◽  
Martha Bogstrand ◽  
Inger Danielsen ◽  
Britt Fagerjord ◽  
...  
Keyword(s):  
Master's Degree ◽  
Bologna Process ◽  
The Arctic ◽  
Educational Systems ◽  
Practical Training ◽  
Specialist Training ◽  
Master Of Science ◽  
Academic Level ◽  
Master’S Degree ◽  
Room Nursing

Abstract Background: The Bologna process significantly influenced the change from specialist training in nursing to a master’s degree, as it established the goal of developing an easily readable and comparable degree structure in three cycles, identified as bachelor’s, master’s and doctoral degrees, in European higher education. Educational programmes in nursing specialisation in Norway are therefore evolving from nursing specialist training to a Master of Science (MSc) degree. Aim: To describe the development process from a nursing specialisation education to an MSc degree at the Arctic University of Norway (UiT). The paper discusses opportunities and challenges that may be of interest to other educational systems that want to replicate UiT’s experiences with changing education in a nursing specialisation to an MSc degree. Methods: The process of developing the nursing specialisation education at UiT into an MSc degree can be retrospectively described as working from a model inspired by action research as understood by Coghlan and Brannick’s four cycles of constructing, planning, taking action and evaluating action. The process lasted for more than three years, from construction in the beginning of February 2015 to the first enrolment of students in August 2018. Results: The result is a master’s programme in nursing, corresponding to 120 European Credit Transfer and Accumulation System (ECTS) credits, with six nursing specialisation lines with shared courses and staff: anaesthesia nursing, paediatric nursing, intensive care nursing, cancer nursing, operating room nursing and general nursing (GN). Challenges associated with ensuring a sufficient academic level balanced with a sufficient level of practical training are identified and discussed. Conclusions: An “umbrella” MSc programme in nursing offers opportunities for shared courses and staff to provide students with a high level of academic and practical skills. There is a need to evaluate the programme to examine whether this method of organising an MSc programme in nursing enhances academic as well as practical nursing skills. Keywords: Education; Master’s degree programme; Nursing specialisation

scholarly journals A PhD is just the beginning…

2020 ◽  
Vol 42 (4) ◽  
pp. 60-61
Author(s):  
Tabitha Jenkins
Keyword(s):  
Scientific Knowledge ◽  
Master's Degree ◽  
Career Path ◽  
Doctoral Training ◽  
Scientific Career ◽  
Future Career ◽  
Master’S Degree ◽  
Training Programmes

A PhD is the next logical step for many people to further their scientific career after a Bachelor’s or Master’s degree. Doctoral training programmes are a chance to tailor your scientific knowledge into more niche areas, learn new and exciting techniques and find your feet in the field of research. There are numerous resources available about how to get, survive and achieve your PhD; but at some point, you have to start considering and focusing on life post-PhD. While achieving your PhD is a brilliant milestone, sadly it does not guarantee you your dream job. What is guaranteed, however, is that if you apply for positions in academia and likely in industry or science, in general, your competitors will also have a PhD. So, how do you make yourself stand out from the crowd? It is important to utilize your time during a PhD to make yourself more marketable in your chosen career path. Coming into the last year of my PhD, I am starting to consider my options in academia, industry and beyond and scrutinize my CV for inevitable gaps. Speaking to fellow PhD students, postdocs and people who moved away from research, I have picked up some useful advice that could help boost your CV and better prepare you for your future career.

scholarly journals Structural and concepcional changes related to the University of debrecen and its sport organizations between the period 2000–2013

2014 ◽  
pp. 133-139
Author(s):  
Andrea Lenténé Puskás
Keyword(s):  
Bologna Process ◽  
Great Emphasis ◽  
Sport Organizations ◽  
Legal Regulations ◽  
Sports Law ◽  
Financing System ◽  
Structural Framework ◽  
Complex Structural ◽  
The University ◽  
The Bologna Process

The strategic and conceptional approach to sport has brought substantial changes in the sporting life of University of Debrecen during the period between 2005–2013. The restructualisation process aiming at the development of university sport as well as the measures related to creating a more transparent financing system demonstrates elements of improvement in comparison to the period prior to the Bologna process. The Sport Concept of the university operates the different areas of sport within a transparent, planed and complex structural framework in accordance with the principles outlined in both the National Sports Strategy (2007) and the legal regulations specified by the Sports Law and its modification (2004, 2011). The conceptional changes of sport at the University of Debrecen followed the main objectives and guidelines of the European Commission that lays a great emphasis on issues such as the integration of athletes into higher education allowing maintenance of parallel educational and athletic carriers for athletes.

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

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.

Student Experience Applying to Graduate School for Speech-Language Pathology

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.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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