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Postgraduate Education in Finland in the 70s
In: Science and public policy: journal of the Science Policy Foundation
ISSN: 1471-5430
Rising Wage Inequality and Postgraduate Education
In: IZA Discussion Paper No. 5981
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Organization of Distance Education in the System of Teacher Postgraduate Education
The process of development, theoretical substantiation and implementation of distance education system organization model into teacher postgraduate education has been considered in the paper. Postgraduate pedagogical study with wide-area distance study is greatly distinguished from present system by level of study quality, number of users, focus on personality, democracy, variance, application of modern information-communication technologies and telecommunication networks in study. The platform of distance education has to be applied for supplement and expansion of traditional process of institution study and communication in the teacher postgraduate education institutes. Implementation of distance education in the teacher postgraduate education system creates the educational system of retraining and professional development for teachers on-the-job, and improvement of educational services, proposed by educational institution.
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Rethinking postgraduate education for marine conservation
In: Marine policy, Band 43, S. 372-375
ISSN: 0308-597X
Ethics Assessment for Undergraduate & Postgraduate Education
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Rethinking postgraduate education for marine conservation
In: Marine policy: the international journal of ocean affairs, Band 43, S. 372-375
ISSN: 0308-597X
Language Communicative Competence in the System of Postgraduate Education
Postgraduate education in Ukraine is a specialized improvement of education and professional training of a person through deepening, expansion and renovation his professional knowledge, skills and abilities or getting another specialty based on previously acquired educational qualification and practical experience. Postgraduate education is carried out by higher educational establishment or by structural subdivisions of higher educational establishment with appropriate accreditation level in the form of training programs or internship. This article devoted to the formal expansion of skills within the resulting profile or retraining. Formation and polishing of the person's individual style of business communication occurs throughout adult life. Language communicative competence is complex education system, which requires constant improvement. Speaking more than one language involves the formation of a foreign language communicative competence. This problem requires a review of government and universities policy on planning and forming of language communicative competence among students of advanced training courses.
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Addressing the business‐sustainability nexus in postgraduate education
In: International journal of sustainability in higher education, Band 14, Heft 1, S. 25-41
ISSN: 1758-6739
PurposeThe purpose of this paper is to present a pedagogical approach for designing a coursework curriculum that aims to meet the growing need for skilled professionals that have competencies in both business and sustainability, and that understand the nexus between the two.Design/methodology/approachThe paper uses a pedagogical approach discussed in the education for sustainability literature to analyse the CESM program. The pedagogical approach focuses on developing students' knowledge, skills and attitudes (behaviours) in sustainability.FindingsThe Knowledge‐Skills‐Attitudes (KSA) framework is a suitable pedagogical approach to guide the design of sustainability management education programs that prepare students for systemic organizational change. A KSA approach to designing sustainability management education curricula can also address the criticisms of current business management curricula by other scholars.Originality/valueThe discussion of the MCESM program in this article provides guidance to faculty on one approach to creating sustainability‐centric business curricula and may provide a catalyst for sharing learning experiences in integrating sustainability into existing business curricula. It may also provide some ideas for developing new programs that address the business and sustainability nexus.
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Does Class Size Matter in Postgraduate Education?
In: IZA Discussion Paper No. 12628
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Postgraduate Education and Human Resources Development in Nigeria
In: Journal of policy and development studies: JPDS, Band 9, Heft 1, S. 84-91
ISSN: 1597-9385
Determinants of the Prices of Postgraduate Education in Tourism and Hospitality
In: RESPOL-D-23-02076
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Examining the Australian relationship with India in postgraduate education and research
In: http://hdl.handle.net/1885/95420
The importance of international education has increased during the last two decades due to the process of globalization. For Australia, the third largest exporter of educational services in the world, this has transformed its education, especially in tertiary level. Additionally, Asian countries are rising as the new economic power and Australia's future depends on its capacity to manage the relationship with the new giants in an array of aspects, such as social, economic, political and academic among others. India, one of the new powers in Asia, it will play a key role in Australia development, particularly in the education market as part of the internationalization of education process. This report commissioned by the secretariat of the Board of the Group of Eight (Go8) presents the results of the analysis of the Australian relationship with India in postgraduate education and research, and the recommendations for the national level, but particularly for the Go8 improve relationship with India. To do so, this report examines the international education process where international collaboration evolves, and discusses some major perspectives, then provides the theoretical analysis and lastly presents the data analysis. Collected data included quantitative and qualitative data and it was structured upon the framework of the General Agreement on Trade and Services and research (GATS) and collaboration model. This report shows that the relationship with India in postgraduate education and research is undeveloped in the national level and that, despite the competitive advantages of the Go8 universities for the Indian students and its remarkable performance in research collaboration, this Group lacks of strategy for India. This report recommends to maintain the level of commitment at the national level, in particular continue with the Australian Indian Strategic Research Fund, which is a key factor in the relationship with India, and for the Go8 it recommends design a strategy that work on the ground in India.
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