Master's Graduates Research Articles

Academic benchmarks for leaders in Otolaryngology - Head & Neck Surgery: a Canadian perspective

BackgroundThe present study summarizes the demographics, subspecialty training, and academic productivity of contemporary leaders in Canadian Otolaryngology – Head & Neck Surgery (OHNS) training programs across Canada.MethodsDemographic data regarding chairpersons (CPs) and program directors (PDs) were obtained from publicly-available faculty listings and online sources, and included employment institution, residency training, fellowship training status, gender, and years of post-graduate experience. Research productivity was measured using the h-index and number of publications, obtained from Scopus. Characteristics of CPs and PDs were compared using statistical analysis.ResultsCross-sectional data was obtained from a total of 27 CPs and PDs from 13 accredited OHNS training programs across Canada active on July 1, 2019. All academic leaders completed at least 1 year of fellowship training. Head and neck oncology represented 77% of CPs and 59% of academic leaders overall, while pediatric otolaryngology represented 43% of PDs. Females represented 11% of academic leaders. There was a significant association between location of residency training and employment, with 56% (15/27) of physicians working where they had trained (p = 0.001, Fisher’s exact test; φ = 2.63, p = 0.001). On average, individuals with a graduate (Master’s) degree had a significantly higher H-index (17.7 vs 7.4, p = 0.001) and greater number of publications (106 vs. 52, p = 0.02). Compared to PDs, CPs had a significantly higher average h-index score (14.5 vs. 8.14, p = 0.04) and accrued more years of post-graduate experience (29.7 vs. 21.3 years, p = 0.008). There were no differences in the proportions of CPs and PDs with graduate degrees. There appeared to be a decline in research productivity beginning 3 years after academic appointment.ConclusionsThis cross-sectional overview of academic leaders in Canadian OHNS programs demonstrates the following key findings: 1) all leaders completed fellowship training; 2) head and neck surgical oncology was the most common fellowship training subspecialty; 3) leaders were likely to be employed at the institution where they trained; 4) a Master’s degree may be associated with increased research productivity; 5) there is a potential risk of decreased productivity after appointment to a leadership position; and 6) women are underrepresented in academic leadership roles.

Outbound Student Mobility in Russia: Creating a Path for Brain Circulation through Higher Education

Given the ambitious national strategies for science, innovations and university development inRussia, the availability for young highly qualified specialists who can be competitive at the global job market, is vital. At the same time, as of now,Russia, unlike many other countries, does not have a comprehensive set of initiatives addressing the brain drain among Russian students that obtain their degrees abroad. This article provides an analysis of motivations of Russian perspective graduate (master and doctoral) students who plan to study abroad and emigrate after graduation, as well as the factors that may positively affect their decision to return toRussia. In addition, the research provides an overview of international policies and practices to prevent the brain drain, and the opportunities for developing such policies in our country.

Investigation and Research on the Present Situation and Related Factors of Professional Identity of Nursing Master Graduates

The paper aims to investigate the status quo of professional identity of nursing graduates and analyze the related factors affecting their professional identity. During March 2019-September 2019, the professional identity questionnaire of nursing staff was used to investigate the professional identity of 320 nursing master graduates in Hubei Province, and the general information was investigated by general situation questionnaire. The total score of professional identity of 320 nursing master graduates in Hubei province was (36.11 ± 5.49). Logistic regression analysis showed that occupational risk, social status and professional title were the main factors affecting their professional identity (P < 0.05). The professional identity of nursing master graduates in Hubei Province is low, mainly affected by occupational risk, social status and professional title.

A Transatlantic Approach to Teaching and Learning about Norwegian Migration to the United States

133 t e a c h i n g a n d l e a r n i n g A Transatlantic Approach to Teaching and Learning about Norwegian Migration to the United States Jens Johan Hyvik and Kyle Ward During the spring semester of 2019 a group of students at Minnesota State University , Mankato (MSU), and the University of South-­ Eastern Norway (USN)1 took a course entitled Norwegian Migration to the United States, co-­ taught by Kyle Ward (MSU) and Jens Johan Hyvik (USN). The course was part of a project funded by Diku (the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education) under the partnership program for North America. The purpose of this grant was to enable the institutions to offer co-­taught courses that students from both universities could enroll in, as well as offer the students a unique educational experience by including Norwegian and American students in the same 134 teaching and learning course. All of this would be done while still allowing students to continue their regular coursework at their home institutions. In this article, we will discuss the experiences we had creating this course, as well as how the students experienced the course based on their evaluations. In sum: despite needing to overcome several logistical hurdles, the students and professors came away with positive teaching and learning experiences. The hybrid nature of the course, including perhaps most importantly study time in each country , enhanced U.S. and Norwegian students’ knowledge of the history of Norwegian migration as well as contributed to their better understanding of Norwegian and American politics and culture more generally. The Origins of the Course To begin, it is necessary to discuss the origins of the course and its eventual organization . The first contacts that led to the cooperation between the history departments at MSU and USN were made in 2016 when a delegation from USN (Nils Ivar Agøy, Herleik Baklid, and Jens Johan Hyvik) visited the history faculty at MSU. One of the main reasons the delegation from USN reached out to the faculty at MSU is because these two institutions already had an institutional agreement that allowed for some exchange programs between the two schools. From the start of our meetings in 2016, it seemed like there was a good institutional “match” between MSU and USN, both on an institutional level and an academic level in the respective history departments. MSU and the newly merged USN have approxi­ mately the same size student populations and they share a number of similar majors that prepare students for professional jobs. Both MSU and USN’s history departments offer history majors, in addition to having a strong focus on teacher education. MSU offers a large social studies education program, as well as a master ’s program in history, and USN offers a graduate Master of Teacher Education program, or “lektorprogam,” in history. In 2017 the Norwegian Center for Internationalization of Education, SiU (now Diku) published a call for projects under the Partnership Program with North America. Together MSU and USN developed a project we called the Partnership 135 a transatlantic approach Program in History. Jens Johan Hyvik was the project manager and coordinator from USN and Kyle Ward served as the coordinator from MSU. The project consisted of two activities: 1. Develop a course about Norwegian emigration to the United States to be co-­ taught by professors from the two universities and include two study-­ abroad trips, one to the United States and one to Norway. 2. Run a pilot program where student-­ teacher candidates from MSU could have a field experience teaching in a Norwegian school and Norwegian students who wanted to go to Minnesota could similarly gain classroom experience. To meet the demands of the teacher exchange, Nøtterøy High School and Mankato West High School were included in the project as Network Partners. While the focus of this article is the development of the Norwegian Migration to the United States course, it is worth mentioning that the student-­ teacher exchange has been far more successful than we originally expected. Our hope was to send one student each way, but by the end of...

Academic reawakening: Situated experiences of undertaking a post graduate masters course in dementia

Master's level education can play important function in developing the knowledge and skills for nurses and allied professionals working in advanced roles in dementia care. However, little is known about the challenges experienced by professionals when making the transition to post-graduate study. This was a qualitative study comprising individual interviews with 15 graduates, nine of whom were nurses, who had experience of attending a part-time Master's in Dementia Care in the Northwest of England. Four sequential themes emerged from the data: ‘Deciding what to do’, ‘Taking it on’, ‘Keeping going’ and ‘Endings and New beginnings’. Findings confirmed that Master's education for nurses and other professionals is significant in developing knowledge and instilling confidence in changing practice. Nevertheless, professionals experienced challenges in juggling the competing demands of education, family and work and were seen to navigate and negotiate their student journey by drawing on internal resources and external supports. The study adds to evidence that Master's level study is likely to benefit practice in dementia care; however, employers and Higher Education Institutions need to develop effective and flexible supports to enable nurses and allied professionals to engage effectively in part-time taught post graduate education.

Критерії, показники та рівні розвитку комунікативної компетентності офіцерів-прикордонників в умовах магістратури

Проблема розвитку комунікативної компетентності як основи взаєморозуміння і взаємодії сьогодні набуває все більшої актуальності. Особливі вимоги до володіння означено юкомпетентністю висуваються до офіцерів-прикордонників. У статті висвітлено та обґрунтовано наукові підходи у з’ясуванні критеріїв, показників і рівнів розвитку досліджуваного феномена. Визначено такі критерії: мотиваційний, когнітивний, діяльнісний, які безпосередньо співвідносяться зі структурними компонентами. Для вказаних критеріїв установлені відповідні показники, що їх характеризують, рівні розвитку (високий, достатній̆, задовільний), а також методи та засоби діагностики, що надасть змогу визначити сучасний̆ стан та передбачити динаміку розвитку комунікативної компетентності. Проаналізовано розвиток комунікативної компетентності офіцерів-прикордонників в умовах сучасної магістерської освіти.

Entering the labour market in the context of higher education reform and economic recession: young bachelor and master graduates in Portugal

ABSTRACT A higher education degree has been regarded as an investment that helps young people access good jobs. However, it is increasingly difficult for young graduates to enter the labour market and, more importantly, to access high quality jobs. This paper examines determinants of the wages of young bachelor and master graduates engaged in different contractual arrangements. Linked employer-employee data, namely Quadros de Pessoal (2007 and 2011), were used to compare the impact of standard and non-standard jobs on the wages of post-Bologna graduates who entered the labour market during the economic recession in Portugal. Most graduates start by getting a full-time job, be it stable or flexible. Empirical evidence shows wage differentials linked to the type of contractual arrangement, although the impact in 2007 is not the same in 2011. The contracts that combine flexibility with part-time work have been the most penalised in recent times. The transition of bachelors to the labour market is expected to be more precarious; however, according to data for 2011, master graduates appear to be protected against low quality jobs in Portugal.

Nursing Lecturers’ Transformasional Leadership In Classroom Management At Nursing And Health Faculty Of Muhammadiyah University Of Semarang

A nursing lecturer is an individual responsible for learning process management of nursing students who are expected to professionally provide health services (care provider) in the forms of biological, psychological, social, and spiritual services to individuals, families, and communities in the future. A nursing lecturer is expected to have competences as a classroom management leader who gives opportunities for students to properly actualize their emotions, the one who effectively utilizes resources, and who does not only focus on the working results (Cummings et al., 2010 and Wong, 2012) known as transformational leadership. Transformational leadership is widely acknowledged as one leadership model which improves human resources. This research aims to figure out the lecturers’ transformational leadership in classroom management at Nursing and Health Faculty of Muhammadiyah University of Semarang. This non experimental (descriptive) research is conducted with a survey approach on a population of 24 nursing lecturers fulfilling inclusion criteria. Result of the reseacrh showed that 79.2% of nursing lecturers are females with an average of 42 years old. 93.9% are master graduates. 54.2% of lecturers have good transformational leadership while the other 45.8% still have poor transformational leadership. 70% of lecturers have charismatic competence while the other 30% have less charismatic competence. 62.5% of lecturers have idealistic persuasive competence while the other 37.5% have less idealistic persuasive competence. 54.2% of lecturers have good inspirational motivation competence while the other 45.8% have less inspirational motivation competence. Most transformational leadership components in classroom management are classified into the good category. However, 45.5 % of them tend to be poor.

O brincar nas políticas educativas e na formação de profissionais para a educação de infância – Portugal (1997-2017)

No atual panorama socioeducativo identifica-se uma controvérsia na Educação de Infância em que a escalada da sua ‘escolificação’ vem sendo confrontada com a sua desconstrução e a defesa de uma pedagogia da infância na qual o brincar, como direito das crianças e expressão cultural infantil, é assumido como (com)texto informal de aprendizagens holísticas, essenciais à sua formação pessoal, social e cultural. Entrecruzando contributos dos Estudos da Infância e das Ciências da Educação, analisam-se políticas para a Educação de Infância (1997-2017) e relatórios da Prática de Ensino Supervisionada dos mestrados profissionalizantes para a docência com crianças até 6 anos, em instituições de ensino superior públicas e privadas de Portugal (2014-2017), visando, no primeiro caso, i) identificar a presença do brincar nas Orientações Curriculares para a Educação Pré-escolar (1997, 2016), e suas conceções; no segundo caso, i) mapear os relatórios dedicados ao brincar em contextos de creche e jardim de infância; ii) analisar e problematizar as conceções do brincar que são privilegiadas e, por consequência, as de criança, educação e educador/a, nas lógicas e sentidos atribuídos pelas estudantes por relação com a sua prática pedagógica. Advogando a educação de infância como promotora da cidadania das crianças, reivindica-se o brincar como direito de participação delas e como base empírica imprescindível para fundamentar práticas pedagógicas contra-hegemónicas mais equitativas e justas.

The Signal and the Noise: The Impact of the Bologna Process on Swiss Graduates’ Monetary Returns to Higher Education

Using longitudinal data on university leaver cohorts in the period from 2006 to 2016, we investigate the impact of the Bologna reform on Swiss graduates’ returns to higher education. Drawing on the job market signaling model, we expect lower returns for graduates who enter the labor market with a bachelor’s degree. Moreover, we expect that the initial wage difference between bachelor and master graduates will become less volatile over time, since employers constantly update their beliefs about graduates’ employability. Controlling for selection into employment and a number of different signals sent by the graduates, we find a persistent advantage of a master’s over a bachelor’s degree. The new degrees, and especially a bachelor’s degree, did indeed serve as a noisy signal about graduates’ productivity in the first years of the Bologna process.

Alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies With American Medical Informatics Association Health Informatics Core Competencies.

This study yielded a map of the alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies with American Medical Informatics Association Health Informatics Core Competencies in an effort to understand graduate-level accreditation and certification opportunities in nursing informatics. Nursing Informatics Program Directors from the American Medical Informatics Association and a health informatics expert independently mapped the American Association of Colleges of Nursing competencies to the American Medical Informatics Association Health Informatics knowledge, skills, and attitudes. The Nursing Informatics Program Directors' map connected an average of 4.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency, whereas the health informatics expert's map connected an average of 5.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency. Agreement across the two maps ranged from 14% to 60% per American Association of Colleges of Nursing competency, revealing alignment between the two groups' competencies according to knowledge, skills, and attitudes. These findings suggest that graduates of master's degree programs in nursing, especially those specializing in nursing informatics, will likely be prepared to sit for the proposed Advanced Health Informatics Certification in addition to the American Nurses Credentialing Center bachelor's-level Informatics Nursing Certification. This preliminary map sets the stage for further in-depth mapping of nursing informatics curricula with American Medical Informatics Association Core Competencies and will enable interprofessional conversations around nursing informatics specialty program accreditation, nursing workforce preparation, and nursing informatics advanced certification. Nursing informaticists should examine their need for credentials as key contributors who will address critical health informatics needs.

Estilos de vida en estudiantes de posgrado de una universidad pública

El estilo de vida saludable de las personas es un constructo multidimensional que involucra una cadena de factores psicológicos, sociales, culturales y económicos que tienden a mantener un estado de salud física y mental. Esto resulta de gran importancia, ya que permite definir a las personas y ubicarlas en categorías en función de la manera en que viven y desarrollan su conducta. Objetivo: Describir los estilos de vida de los estudiantes del Programa de Posgrado Maestría en Enfermería. Material y Métodos: Estudio cuantitativo, de tipo descriptivo-transversal, con una muestra de 14 participantes. Se aplicó el cuestionario de Percepción de Salud (PEPS-I) de Nola J. Pender, el cual está conformado por 48 ítems repartidos en 6 dimensiones: Nutrición, ejercicio, responsabilidad en salud, manejo del estrés, soporte interpersonal y auto actualización. Resultados: El 7,1 % de los estudiantes tiene un estilo de vida saludable y el 92,9 % puntuaron un estilo de vida no saludable. Conclusiones: Se obtuvo una puntuación no favorecedora para los estilos de vida de los estudiantes de posgrado, ya que de acuerdo a Pender (2015) menciona que para considerar un estilo de vida este debe puntuar por encima de la media en cada dimensión, concluyendo así que los estudiantes del Programa de Posgrado Maestría no tienen estilos de vida saludable.

Workforce survey of Australian graduate health information managers: Employability, employment, and knowledge and skills used in the workplace.

Employability, employment destinations and utilisation of knowledge-skill domains of new graduate health information managers (HIMs) have not been explored. To capture the timing from course completion to employment and employment locations of a 5-year cohort of health information management graduates of La Trobe University, Australia, in 2017-2018; identify professional knowledge and skills used by the graduates in executing their roles; and map these to four domains of the health information management curriculum. A mixed-methods descriptive study utilising a survey investigated early career pathways of new graduates of health information management courses from 2012 to 2016. Demographic data included age, year of graduation, lead time from course completion to employment, position title, number of positions held post-graduation and knowledge-skills used in the workplace. Eighty percent (n = 167) of graduates working in Australia with known contact details responded to the survey. Of these, 96.4% (n = 161) worked in at least one "health information management-related" position since graduation. Forty-five percent (n = 72) of graduates obtained a position before course completion, and over 94% (n = 150) were employed in the profession within 6 months of completion. Sixty percent (n = 97) of graduates had worked in two or more positions from 2012 to 2016. The large majority of new graduate HIMs (82.4%) were employed in the public healthcare sector in "health information management" (44%), or "health classification" (28.1%) roles. Most graduates (61%) had utilised at least three or four domains of professional knowledge-skills in the workplace. Whereas 16% (n = 26) of graduates used, solely, their health classification knowledge-skill set, almost 74% (n = 117) undertook some health classification-related activities. Only 16% (n = 26) of graduates were over 40 years of age, and there were no statistically significant differences between Bachelor and Master (Combined Degree Programs) graduates and Graduate-entry Master degree graduates in terms of lead time to employment, number of positions held, type of employing agency and professional knowledge-skills utilised in the workplace. Graduate HIMs have very high employability, demonstrate job mobility consistent with the national trends, are largely represented in the public sector but have presence throughout the healthcare system and utilise most or all of the specialised domains of professional knowledge and skills studied at university.

Do wages and job satisfaction really depend on educational mismatch? Evidence from an international sample of master graduates

Purpose The purpose of this paper is to find econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered. The analysis attempts to answer the question: do wage or job satisfaction really depends on educational mismatch? Design/methodology/approach The paper uses a panel data of 1690 early career Master graduates from Università della Svizzera italiana (USI), Switzerland. First, a wage equation with dummies representing educational mismatch and other control variables is estimated. On the other hand, a regression in which the dependent variable is the degree of self-assessed job satisfaction is run in order to identify the effect of mismatch on job satisfaction. Findings The analysis finds no robust econometric evidence of a negative influence of educational mismatch on either wage or job satisfaction, once potential sources of bias are adequately considered. Research limitations/implications The estimates have been conducted on a specific sub-population, i.e. a limited sample of Master graduates from a single Swiss university in the years 2006–2016; it is then not straightforward that results can be generalised to the whole population. Originality/value The influence of educational mismatch on job satisfaction has been extensively studied in the previous literature; however, most of the existing studies are likely to report biased results due to unobserved heterogeneity and measurement error. The authors address these two serious econometric issues by proposing a new instrumental variable for a self-assessed mismatch, i.e. time spent in job search after graduation.

Theory to practice

In technical communication, discussions on how to best prepare graduates to meet workplace challenges range from responding to changing technology and occupational needs to focusing on creating flexible workers. Part of this conversation centers on expertise: what kinds of expertise are most valued and how can graduates be trained to be experts? In this article, we explore our field's understandings of expertise by focusing on a recent master's graduate and practitioner, Megan. As first an intern then a full-time employee at HP Inc, Megan experienced clashes between the classroom and workplace, which she sought to reconcile. In addition, she also had to learn to assert herself as a subject matter expert (SME) while working alongside SMEs. This navigation was not something her education necessarily prepared her for, and when compared to surveyed graduates' experiences, may be something programs could emphasize. We conclude with recommendations for how academic programs can incorporate conversations about expertise and equip students to assert themselves as communication SMEs and build on that expertise after graduation.

Navigating and negotiating: Social processes to describe and explain the student experience of undertaking part-time, taught study on a Master's level degree course in dementia care.

Post graduate education in dementia care is delivered by a number of academic institutions worldwide. Aimed primarily at people in advanced and specialised roles in health and social care, it is designed to develop the knowledge and skills to advance practice and lead to positive changes and benefits to people living with dementia and their social networks. However, undertaking Master's level education can be challenging, particularly when this is undertaken alongside full-time work and family/domestic commitments. To illuminate this student experience further, this paper takes a case study approach to explore the experiences of three students who have successfully completed a Master's programme in dementia care in the North West of England. Their individual and collective experiences highlight the challenges of juggling competing demands and the dynamic processes of navigating the student journey and continually negotiating supports in order to successfully complete the course. The study highlights important implications for the design and supportive structures within post graduate Master's education in dementia care/studies, and potentially in other subject areas also, in order to support students' transition to post graduate study.

Issues and Optimization of Performance Evaluation System for Professional Master Graduates' Supervisors—Taking Chinese Academy of Sciences as Example

Issues and Optimization of Performance Evaluation System for Professional Master Graduates' Supervisors—Taking Chinese Academy of Sciences as Example

Factors Supporting and Preventing Master Thesis Progress in Mathematics and Statistics – Connections to Topic and Supervisor Selection

Mathematics and statistics major master graduates of a Finnish university answered a questionnaire about the master thesis process. Their response was analyzed to find connections of the topic and supervisor selection to the factors supporting and preventing the master thesis progress. Certainty of the thesis topic and of selecting a supervisor does not seem to predict smoother thesis progress than uncertainty of the selections. Students who are not very sure but still fairly sure about the both selections provisionally meet more supporting factors and less preventing factors than other students. An interesting observation is that there are factors which support the progress of some students but prevent the progress of some other students. Mathematics teacher specialization students’ experiences differ slightly from those of the other specializations students, in particular, their theses are graded lower and they hesitate more the selection of the master thesis supervisor.

Incorporating Indigenous and Non-Indigenous Worldviews Through Innovative Text Analysis: An Evaluation of Indigenous Public Health Curricula

In Australia, graduates of Master of Public Health (MPH) programs are expected to achieve a set of core competencies, designed to ensure they will be culturally safe practitioners when working with Indigenous communities. This study reviewed a sample of MPH programs to determine the level of integration that has been achieved since these core competencies were developed. In this article, we will focus on the innovative data analysis process used for the reviews. The reviews were undertaken by a national network of leading academics in Indigenous public health, including those from both Indigenous and non-Indigenous backgrounds. As each review team consisted of different members from the network, there was a need to ensure consistency in the data analysis process across all the reviews. The researchers chose to use the Leximancer V4 qualitative software data analysis tool to enhance the validity of the study outcomes. One of the limitations found using this approach was that the Indigenous voice was underrepresented in the output from the software tool; hence, a manual thematic analysis was subsequently applied to the discussion threads, to identify themes within the findings. By combining the conceptual and thematic analysis, the research team was able to bridge the gap created by the weaknesses of the two data analysis methods and incorporate both the Indigenous and non-Indigenous worldviews to the interpretation of the findings, while maintaining consistency throughout the review process.

Fostering youth leader credibility: Professional, organizational, and community impacts associated with completion of an online master's degree in youth development leadership

Youth development leaders (YDLs) take diverse pathways to obtain the knowledge and skills needed for youthwork, from progression through organizational positions with no formal educational training in the field to obtaining advanced degrees focusing on specialized knowledge. Youth development degrees at the higher education level improve outcomes for YDLs as well as the youth they serve. When YDLs gain knowledge and skills rooted in youth development theory and practice, they are better able to offer high-quality programs and more likely to advance in their careers. This study identifies the perceived individual, organizational, and community level impacts on graduates of an online master's degree in Youth Development Leadership. The study found that graduates perceived their degrees were related to positive outcomes in professionalism (increased knowledge and application of youth development theory, heightened self-confidence and credibility in professional abilities, improvement of professional skills, career advancement, and recognition); improved organizational practices (with respect to training, staff management, and program quality); and increased community engagement (increased availability of programs and community collaboration). The online master's degree in Youth Development Leadership provided an opportunity for youth workers to build credibility on multiple levels by connecting theory to practice.