This article explores the employment experiences of government scholarship graduates from one master's degree programme at a flagship university in Kazakhstan. Analysis of interviews with graduates ...of a master's degree programme designed in response to a national policy agenda shows that graduates encountered numerous challenges transitioning from university to work despite obtaining a degree from a top Kazakhstani university. The key challenges included limited employment opportunities, hostile attitudes toward younger graduates, difficult working conditions and employers' misunderstanding of the new master's programmes. We argue that despite significant government financial investment in education, a weak enabling support system hinders graduates' career advancement and results in job mismatch and underutilization of skills. We suggest that policymakers need to shift debates on human capital development and graduate employability from supply-side factors to a more comprehensive model in which graduate employment is supported through the collaboration of the higher education system, industry, policymakers and graduates themselves.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Educational programs to prepare nurse practitioners (NPs) were historically built upon foundational nursing experience. Originally prepared as certificate programs in 1965, the educational ...requirements for nurse practitioners (NPs) rapidly shifted from certificate programs to the Master's degree (DellaBella, 2015; Fairman, 2008). As Doctor of Nursing Practice (DNP) degree programs increase in number, it is unknown whether this foundational nursing experience has changed, or if it differs by certification type for pediatric nurse practitioners (PNPs). This study aimed to evaluate the educational preparation and prior nursing experience of primary care and acute care certified PNPs.
A national survey of members of the Pediatric Nurse Practitioner Certification Board (N = 17,530) was completed (Mudd et al., 2022). A sub-analysis of this data was conducted (n = 1974). Results: There was no statistical evidence among either primary or acute care PNPs of an association between previous nursing experience and type of degree preparation (Master's or DNP). There was only a weak association between educational preparation and experience among acute care nurse practitioners. Most respondents were prepared at the Master's level, and 85% of all respondents had >1 year of nursing experience prior to returning for additional PNP education.
This study adds to the literature as it describes the educational preparation and foundational nursing experience of primary and acute care PNPs. It can serve as a benchmark as the move to the DNP continues for Advanced Practice Registered Nurse preparation.
•Most PNPs returned to school with more than a year of nursing experience, regardless of whether they were seeking pediatric primary or acute care educational preparation.•Most PNP's returned to school with more than a year of nursing experience, regardless of whether they were seeking Master's or DNP degrees.•Most PNP's (primary and acute care certified) continue to be prepared at the Master's level, despite the increase in Doctor of Nursing Practice (DNP) programs.
BACKGROUNDThe urgency of ensuring adequate professional competence in clinical nursing practice is evident. However, there is little formal professional competence framework for the education of ...master's degree students in nursing specialist programs in China. OBJECTIVETo develop a professional competence framework for the Master of Nursing Specialist (MNS) degree program in China. DESIGNA modified Delphi study. PARTICIPANTSAn expert panel discussion was held with 12 experts, and Delphi rounds were conducted with 24 experts. METHODSA literature review and an expert panel discussion were conducted to develop an initial competence framework. A two-round Delphi survey was employed to obtain a consensus on the framework through either an online or paper questionnaire. Descriptive statistics were used to analyze the data. The consensus threshold was set according to the mean (≥ 4.0), coefficient of variation (< 0.25), and consensus level of agreement (≥70 %). RESULTSA consensus on seven domains and 54 items of the professional framework for the MNS degree program was achieved. The framework domains included clinical practice (12 items), professional attitude (8 items), collaboration and communication (5 items), professional development (8 items), research (7 items), education (7 items), and administration (7 items). CONCLUSIONThe professional competence framework offers guidelines for MNS degree programs in China. Future research should focus on imbedding these competences in MNS degree programs to prepare qualified advanced practice nurses.
In the face of increasing and diversifying graduate application numbers, evidence‐based selective admissions have become a pressing issue. By conducting multilevel regression analyses on ...institutional admissions data from a Dutch university, this study aims to determine the predictive value of undergraduate academic indicators for graduate study success on research masters’ programs in the life sciences. The results imply that in addition to undergraduate grade point average, undergraduate thesis grade is a valid predictor of graduate grade point average. To a small extent, the examined undergraduate academic indicators also predict graduate degree completion and time to degree. The results from this study can be used by admissions committees for evaluating and improving their current practices of graduate selective admissions.
Practitioner points
There is substantial scientific evidence that undergraduate grade point average (UGPA) is a valid predictor of certain dimensions of graduate study success. This paper adds to this evidence by showing that undergraduate thesis grade is also a valid predictor of graduate grade point average (GGPA).
The predictive power of the type of prior higher education institution for the examined dimensions of graduate study success is small at best.
Undergraduate academic indicators are better predictors of GGPA than of graduate degree completion or time to degree.
The results of this study can be used for improving admissions decision‐making at graduate schools, especially ones with a research‐oriented curriculum.
Research indicates that nurses with a Master's degree can contribute to an increasing quality of care, thereby improving care pathways in hospitals. In 2014, the Master's programme in Nursing at the ...University of Southern Denmark was established to create a relationship between the university and clinical practice to improve nurses' ability to function at a higher clinical level. Therefore, this study aimed to explore the significance of the Master's degree on nurses' self-perceived competencies and their return to clinical practice.
A longitudinal qualitative design was used with six focus groups including graduates from the Master's programme in Nursing. The study was conducted in two phases: The first phase in 2017 (n = 16) investigated how the Master's degree affected the graduates' self-perceived competences and their working life. The second phase in 2021–2022 (n = 10) was a follow-up and included a subset of the participants from the first phase. Data were analysed with an inductive approach inspired by Malterud's systematic text condensation.
The analysis revealed two main categories: Transition to Practice and The Impact of the Master's Degree, along with five underlying sub-categories.
Graduates perceived themselves as better nurses because of the Master's degree. The Master's programme in Nursing enhanced their competencies enabling them to provide more qualified and evidence-based nursing for the benefit of clinical practice. The transition and the conditions under which the graduates were employed, such as the ward culture and the ward management, had a significant impact on how they experienced their return to clinical practice.
•The Master's programme enhances nurses' clinical skills and critical thinking.•Nurses with a master perceive themselves as more accomplished nurses•The return to clinical practice can be challenging•The terms of employment have an impact on the graduates' work-life•The ward culture has an impact on graduates' return to practice.
This exploratory study examines the dimensions that are relevant to brand reputation, particularly in the context of master's degree programmes. The data analysis is based on Vidaver-Cohen's ...'Business school quality dimensions and reputational attributes'. The qualitative data for the case study comprise a student questionnaire and semi-structured interviews with other internal and external stakeholders of the multidisciplinary programme in question. The results yield theoretical and practical implications in the area of higher education, and make it clear that brand reputation in this context is a complex and multidimensional construct.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Qualifications and training programs must be in line with the skills demanded by the
market, since finding a job has become a complicated and competitive process, and this increases the
chances of ...finding it. for this reason, and because of the importance that digital skills have acquired
in the tourism sector, the Master in Tourism at the University of Huelva aims to make an analysis of
digital skills in its training program, making a comparison between the domain of skills that students
have and mastery of skills demanded by the tourism sector. This analysis is developed through a
questionnaire made to 21 students in the last year of the master's degree and 10 teachers of the
master's degree who belong to the business field of the tourism sector in the province where it is
taught, and concludes that in general terms the students of this degree have the general digital skills
demanded by the sector and the digital skills necessary to make the process of finding a job as short
as possible, which can help the master's degree maintain its high level of employability among its
students.
Las titulaciones y los programas formativos deben estar acordes a las competencias que
demanda el mercado, ya que encontrar empleo se ha vuelto un proceso complicado y competitivo, y esto aumenta las posibilidades de encontrarlo. Por este motivo, y por la importancia que han
adquirido las competencias digitales en el sector turístico, desde el Máster de Turismo de la
Universidad de Huelva se pretende hacer un análisis de las competencias digitales en su programa
formativo, haciendo una comparativa entre el dominio de competencias que tienen sus estudiantes
y el dominio de competencias que demanda el sector turístico. Este análisis se desarrolla a través de
un cuestionario realizado a 21 estudiantes del último curso del máster y a 10 profesores del máster
que pertenecen al ámbito empresarial del sector turístico en la provincia donde se imparte, y
concluye que en líneas generales los estudiantes de esta titulación poseen las competencias digitales
generales que demanda el sector y las competencias digitales necesarias para que el proceso de
encontrar empleo sea lo más corto posible, lo que puede ayudar a que el máster mantenga su alto
nivel de empleabilidad entre sus estudiantes.
Objectives
This study aimed at examining how racial disparities in social workers’ licensing rates are explained by the major sources of the disparities: racial differences in educational ...eligibilities, the field of practice, and demographic vulnerabilities of social workers.
Methods
Drawing a nationally representative sample of 3990 social workers from the Current Population Survey, this study tested how the probabilities of their licensing were explained by the major sources of racial disparities.
Results
For master’s level social workers, African American–White differences in the field of practice and the type of employers explained away the disparity in required licensing rates. The Hispanic–White and other race–White disparities were largely due to non-White social workers’ limited educational eligibilities and the states of residence that might have imposed varying occupational regulations.
Conclusions
As licensing disparities reflect socioeconomic injustice that confronts many non-White social workers, they call for more purposeful research and interventions within the profession.
This study reports on an interview-based study of thesis supervisors' attitudes on initiating discussions on students' expectations and prior thesis writing experiences in international master's ...degree programmes. One aim of this study is to identify the various practices which supervisors implement and the reasoning they use to foster a supportive environment for their students during the students' studies and master's thesis process. This paper contributes to existing research on English-medium master's degree programmes in non-English speaking countries. Twenty interviews were conducted with thesis supervisors from five Finnish universities. Two main attitudes were observed regarding initiating discussions concerning students' expectations and previous thesis writing experience: diagnosing and adjusting supervision, and resisting and relying on students' initiative. Supervisors' responsiveness varies in intercultural supervision contexts, and more opportunities for reflection and collaboration between supervisors should be provided.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
