Suchergebnisse

To plan for future mobile learning two military educational schools conducted a study of current mobile device ownership and use by their students. Survey results show that a majority of students say they would use mobile learning if it were available, with a higher fraction of students interested in mobile learning the younger the student body, which suggests demand for mobile learning will continue to grow in the future. The results seem to align with general higher education institutions, with younger students showing increasing use of mobile devices and interest in accessing online learning materials. Besides e-mail and web browsing on their mobile devices, students want to be able to access course management systems; sync course calendars across their devices; access course reading materials; and use mobile applications that support class work and provide remote access to class lectures.

This article considers some of the challenges faced by managers operating in rapidly changing "edge of chaos" organizations and assesses whether postgraduate education can be designed to engender the abilities and skills required in such environments. In particular, can a management development process be aligned with an educational process in order to emphasize the individual self-development and reflective capability that is crucial in rapid-change situations? The discussion of these issues is framed around the learning achieved in the design and delivery in Ireland of a postgraduate program for experienced human resource managers. The outcomes of the program suggest that it is possible to incorporate management development processes into an executive education program and that this approach has positive outcomes at individual, group, and organizational levels of learning.

"No. 91. Washington, Wednesday, March 19, 1947." ; Caption title. ; Mode of access: Internet.

The general intention with the follow-up study is to shed light on the contract education program of the FoU (Lic) and on the academic supervision out of the perspectives of the five Licentiate candidates. The focus is on their implicit knowledge, explicated as their habitus towards participating in the academic world as research students and, at the same time, professionally working in the field that is as well the field of their scientific interest as that of political interests and social demands.

Document containing information on bachelor and postgraduate education, research and transfer, extension and management at UNLP's Faculty of Economics in 2007. Faculty of Economics ; Documento que contiene información sobre la enseñanza en carreras de grado y posgrado,investigación y transferencia, extensión y gestión en la Facultad de Ciencias Económicas de la UNLP durante el año 2007. Facultad de Ciencias Económicas

In the last two decades there has been a paradigm shift where for masters of law can be from non-law graduates, so that the postgraduate education system of law school will have multidisciplinary students input. On the other hand, students who are not from legal studies have limited knowledge of legal principles, theories, concepts, ways of thinking, and do not even know the laws and regulations as the basis for legal research. In particular, normative juridical research requires sharp intuition of the law, which unfortunately for non-law students conducts research that mostly does not touch the substance of the philosophy of legal study. The research questions posed in this paper are: How to improve the quality of Law Graduate Program students with non-law backgrounds? This paper aims to provide solutions to obstacles in quality and effective postgraduate law education both in society and for the development of legal science itself. Furthermore, it is concluded that it is not easy to transform the nature of legal science to non-law students who enter legal education, given the weak understanding of principles, rules, institutions and legal processes. Thus, it is recommended from this study that: 1). Graduates with non-law backgrounds may not be leaders in drafting laws and regulations, especially those working in any government agency, and 2). Postgraduate Law must rearrange the curriculum for students who are not graduates of Law, for example by providing basic matriculation of law within two semesters or stopping multidisciplinary programs altogether.

The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations' BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers.

Background: To understand the role of infrastructure, manpower, and education and training (E& ; T) in relation to Antimicrobial Stewardship (AMS) in Indian healthcare organizations. Methods: Mixed method approach using quantitative survey and qualitative interviews was applied. Through key informants, healthcare professionals from 69 hospitals (public & ; private) were invited to participate in online survey and follow up qualitative interviews. Thematic analysis was applied to identify the key emerging themes from the interviews. The survey data were analyzed using descriptive statistics. Results: 60 healthcare professionals from 51 hospitals responded to the survey. Eight doctors participated in semi-structured telephone interviews. 69% (27/39) of the respondents received E& ; T on AMS during undergraduate or postgraduate training. 88% (15/17) had not received any E& ; T at induction or during employment. In the qualitative interviews three key areas of concern were identified: (1) need for government level endorsement of AMS activities ; (2) lack of AMS programs in hospitals ; and, (3) lack of postgraduate E& ; T in AMS for staff. Conclusion: No structured provision of E& ; T for AMS currently exists in India. Stakeholder engagement is essential to the sustainable design and implementation of bespoke E& ; T for hospital AMS in India.

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas

There have been recent steps toward the integration of tertiary education in the EU & Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree & two-year postgraduate degree as a European standard. Course credits are to be common & transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established & run schemes to promote the mobility of students, teachers, & workers in their education. These schemes, & the integration of tertiary education, are being extended to Central & Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history & definitions of an appropriate research process as well as perspectives on the development of culture & identity. Specific regional challenges await the extension of the process to Southeastern Europe. 44 References. [Copyright 2003 Sage Publications, Inc.]

The article considers the situation of inclusive education implementation in general secondary education institutions of Ukraine, which should provide quality education to all applicants. Providing quality and accessible education, including secondary education, realises every individual's right full, economically independent life through obtaining an education, and the profession later on. This will allow one to become a complete actor in all social processes; it will help overcome social exclusion. The author specifies the definition of exclusion and outlines social groups of excluded, which are represented not only by people with health problems but also by those who find themselves in difficult life circumstances, such as migration, resettlement, and being in a new socio-cultural environment, etc. Special attention is paid to the social group of talented children who require particular professional sensitivity. Paper emphases the peculiarities of the organisation of education of children with disabilities according to the traditional system, which was inherited from the Soviet Union, and forms the idea of changing approaches to the special children's educational process. The situation regarding the real state of implementing inclusive technology, which was massively initiated in educational institutions of general secondary education, is outlined. The results of expert interviews are analysed, which allows the author to determine the achievements in implementing the concept of inclusion in the educational process; the first challenges faced by direct participants in the inclusive educational process, the main risks and expectations of managers in education. Recommendations for optimising the educational process based on the inclusion are offered.

The Council on Higher Education (CHE)'s report on the doctoral programme review states that offering postgraduate programmes seems to be a challenge to some South African universities. Amongst others, the report expresses that postgraduate supervision at universities suffers from many challenges, some of which result in students being delayed or not completing their studies. Underpinned by Archer's (1998) theory of the interplay between structure, culture, and agency (support programmes), the study seeks to examine factors that hinder postgraduate students' completion of their dissertations and theses. The study adopted narrative research where the qualitative design was used. Postgraduate students (Master and Doctoral) who have registered for these programmes repeatedly in the university served as participants in the study. The purposive sample was used to sample eight postgraduate students who have frequently registered for more than the required residency period. Semi-structured questions were formulated to guide data collection. Data was collected through a focus group of eight Master and Doctoral students. Collected data were analysed using the content analysis method. The study found that the university does not have adequate (or weak) supporting structures for students to complete their degrees in record time.

The article explains the characteristics of carrying out PhD postgraduate students' theses preliminary examination. It considers the students who are expected to be highly qualified research and teaching personnel of higher military education institutions (research establishments). Reasonable suggestions for reducing the risk of failure to fulfil an individual adjunct work plan (regardless of the cause) concerning the thesis defence were justified. ; У статті окреслено особливості проведення попередньої експертизи дисертацій здобувачів вищої освіти ступеня доктора філософії для забезпечення потреб вищих військових навчальних закладів (науково-дослідних установ) висококваліфікованими науково-педагогічними та науковими кадрами. Обґрунтовані пропозиції щодо зменшення ризиків невиконання індивідуального плану роботи ад'юнктом щодо захисту дисертації протягом періоду підготовки в ад'юнктурі з незалежних від нього причин.

The article explains the characteristics of carrying out PhD postgraduate students' theses preliminary examination. It considers the students who are expected to be highly qualified research and teaching personnel of higher military education institutions (research establishments). Reasonable suggestions for reducing the risk of failure to fulfil an individual adjunct work plan (regardless of the cause) concerning the thesis defence were justified. ; У статті окреслено особливості проведення попередньої експертизи дисертацій здобувачів вищої освіти ступеня доктора філософії для забезпечення потреб вищих військових навчальних закладів (науково-дослідних установ) висококваліфікованими науково-педагогічними та науковими кадрами. Обґрунтовані пропозиції щодо зменшення ризиків невиконання індивідуального плану роботи ад'юнктом щодо захисту дисертації протягом періоду підготовки в ад'юнктурі з незалежних від нього причин.