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Abstract Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future.

PurposeThis paper seeks to highlight the significance of the recent debate on the "academic‐practitioner divide" for postgraduate marketing education in terms of informing objectives, chosen scope and structure and service provision.Design/methodology/approachData were collected on 60 programmes at 45 UK higher education institutions (HEIs) by desk research and from 129 PG students enrolled at five British Universities by means of a questionnaire.FindingsIt was found that these were close parallels between PG and UG programmes in the UK. From the perspective of students intending to become marketing practitioners, five key strengths and weaknesses of current marketing education provision were identified.Research limitations/implicationsData on current PG marketing programmes was only collected from a sample of UK HEI's and not internationally. Data from students was collected only from five UK Universities.Practical implicationsSuggestions are made for the ways and means by which PG programmes can be enhanced pedagogically and made more relevant to practice. Brief proposals are also made in respect of improving input into programme and class design by current practitioners – especially programme alumni.Originality/valueIt is hoped that all sections of this paper will be of value to postgraduate programme leaders in directing, leading and developing their courses strategically and tactically.

PurposeTo describe the development and structure of a new Master's‐level subject entitled "Aspects of sustainability: an international perspective" as a potential model, adoptable by other tertiary‐level educators.Design/methodology/approachThis paper describes the evolution and re‐shaping of a subject designed for postgraduate students from diverse programmes (from science‐based to sociology‐based). It was re‐designed in 2004, in part to support the co‐introduction by Lincoln University of two new, globally innovative Masters degrees, but also as a contribution to the Decade of Education for Sustainable Development (DESD, 2005‐2014). The two new degrees are taught and awarded jointly by Lincoln University and a partner European University, and thus are based on unique Northern‐Southern hemisphere linkages. We describe the subject content (including its major assignment), and its evaluations by students.FindingsA successful subject has been developed, but it required a step change in its structure in order to (a) retain connectedness and common themes across its wide‐ranging topics, and (b) meet the expectations and aspirations of multi‐disciplinary, multi‐national classes.Practical implicationsThis paper details the key ingredients of a subject designed to prepare postgraduate students for careers involving sustainability at international or regional level. The subject's structure is a potential model for adoption in other tertiary programmes.Originality/valueThe subject's structure is highly appropriate for a multi‐disciplinary, multi‐national student group, and demonstrates one university's efforts to contribute to DESD. The format of the main assignment is offered as a model for adoption by others engaged in education for sustainability.

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research, the paper then presents an overview of the postgraduate WBL programmes offered by three English universities. There follows a presentation and analysis of the views of teaching staff and managers with respect to the operation of these programmes. A number of benefits were identified, including flexibility, student career development, and student's enhanced influence over the learning process and content. A number of problems were also identified, including a lack of awareness of, interest in, and resistance to the programmes on the behalf of the wider university academic community.

The Naval Postgraduate School (NPS) is a unique graduate school — an institution dedicated to providing education and research with a focus on relevance to the defense and security arenas and on recognizing and innovatively solving problems in support of our military forces, our country's global partners, and our national security. In October 2007, the U.S. Navy, the U.S. Marine Corps and the U.S. Coast Guard published an "historical first," an initiative titled A Cooperative Strategy for 21st Century Seapower, which outlines how these services will collaborate to assist the United States in preventing wars as well as winning them, and in protecting U.S. vital interests and global prosperity. At the heart of the success of this maritime strategy are adaptability and flexibility from the unified forces, and a blend of peacetime engagement and major combat operations capabilities. ; Approved for public release; distribution is unlimited. ; Approved for public release; distribution is unlimited.

NPS is a unique graduate school — an institution dedicated to providing education and research with a focus on relevance to the defense and security arenas and on recognizing and innovatively solving problems in support of our military forces, our country's global partners, and our national security. In October 2007, the U.S. Navy, the U.S. Marine Corps and the U.S. Coast Guard published an "historical first," an initiative titled A Cooperative Strategy for 21st Century Seapower, which outlines how these services will collaborate to assist the United States in preventing wars as well as winning them, and in protecting U.S. vital interests and global prosperity. At the heart of the success of this maritime strategy are adaptability and flexibility from the unified forces, and a blend of peacetime engagement and major combat operations capabilities. ; Approved for public release; distribution is unlimited. ; Approved for public release; distribution is unlimited.

EnglishThis study was conducted to examine postgraduate theses in Taiwan. Results showed that most of the studies were qualitative researches and there were few studies adopting mixed-methods research approaches. There were few studies on social work methods; and the use of English references was not widespread.FrenchCette étude avait pour objectif d'examiner les thèses d'étudiants postgradués à Taiwan. Les résultats ont révé lé que: la majorité des recherches étaient de nature qualitative, quelques recherches ayant adopté une approche de modè les mixtes; peu de recherches ont été consacrées aux méthodes d'intervention en travail social; et les sources anglaises étaient rares.SpanishEste estudio se llevo a cabo para examinar las tesis de postgrado en Taiwán. Los resultados mostraron que: la mayoría de los estudios fueron investigaciones cualitativas y que solo hubo algunos estudios que adoptaron métodos mixtos de investigación; hubo solo algunos estudios en métodos de trabajo social; el uso de referencias en inglés no fue muy difundido.