Master's Level Research Articles

The influence of internship on student’s academic performance in industrial and management engineering program in Italy

PurposeThe positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.Design/methodology/approachThe academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.FindingsThe results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.Originality/valueThis study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

Bibliometric Analysis of Master’s and Doctoral Theses on Vegan Nutrition in Turkey

This study aims to examine the bibliometric characteristics of thesis studies on vegan nutrition conducted in existing academies in Turkey and included in the National Thesis Center of the Council of Higher Education (YÖKTEZ) database. A total of 118 theses published between 2002 and 2023, related to vegan nutrition, were included in the research. Our study revealed that the majority of the published thesis studies on the topic were at the master's degree level and that predominantly female researchers showed interest in the subject. It was also found that the highest number of studies, both at the master's and doctoral levels, were conducted within the Food Engineering discipline. Quantitative research methods were mostly used, and an increasing interest in the topic was observed over the years.

Integrating the 4Ps in masters-level nursing education

BackgroundThe curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials. PurposeThe purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements. ProcessCourse expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master's level nursing curriculum while decreasing the total number of credits. OutcomesA total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation. ConclusionsIntegrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.

Intelligence artificielle et E-santé : quelles sont les formations disponibles ?

Artificial intelligence (IA) and e-health are not covered by the basic training for pharmaceutical studies. Pharmacists wishing to train on these two important themes are therefore looking for training courses whose hourly volume is compatible with their professional activity. We searched for the degrees offered by medical schools on their websites. We were thus able to individualize seven degrees attesting to teaching in AI and seven others sanctioning teaching in e-health. The hourly volume is between 30 and 300 hours with a median of 102 hours. The cost of these training courses is between 1,000 and 2,069 euros. This work does not discuss master's level degrees whose hourly volumes would be incompatible with the pursuit of a professional activity.

How Do Accounting Students Respond to Integrated Learning In Sustainability Accounting?

The aim of this research is to analyze the content of the curriculum and the messages conveyed by students in order to adapt the integrated curriculum for sustainability accounting courses. The research method used is content analysis which uses information from key informants as research data. In addition, a survey was conducted on sixty students taking social and environmental accounting courses. The sampling technique was carried out using simple random sampling. The results of the research are that sustainability accounting is considered important to be implemented in the accounting education curriculum at bachelor's and master's levels. Students are interested in sustainability accounting because it is a new paradigm in the field of accounting which focuses on social and environmental transactions. The main contribution of the research is aimed at improving the accounting study program curriculum to adopt sustainability accounting as a separate course following the development of the accounting profession.

English as a Foreign Language Students’ Usage of Chat Generative Pre-Trained Transformer in the Classroom and Homework Assignments

Understanding the interaction between artificial intelligence and humans was one of the study's objectives. Another was to examine the advantages and disadvantages of ChatGPT for English language learners. The primary aims of this study were to examine how English language learners utilize ChatGPT, why they use it, and how it impacts their academic progress. The phenomenon in question has been the subject of extensive research. The questionnaire used in this study was created with Google Forms and delivered electronically. More than 115 English as a foreign language students gave answers; the majority of them were students studying English at the bachelor and master levels. The questionnaire data represent how and how frequently students utilize ChatGPT, and the results show that a considerable proportion of them use the software. The data also show us the most common reasons why English language students use ChatGPT, and it appears that grammar is the first reason, while tasks requiring critical thinking are the second. Another very distinct reason is the use of ChatGPT for summarizing the books they are required to read during their English studies, which usually occurs at the bachelor's level where they learn Old and Modern English Literature. The results also revealed that students believe ChatGPT has had a beneficial impact on their academic advancement. After all, it is vital to note that artificial intelligence and its application are a developing phenomenon, particularly in the educational process; thus, the support of ChatGPT is assisting students in realizing their school projects, although not completely. This phenomenon should be viewed as both useful and detrimental. Artificial intelligence should not be used to limit student growth and critical thinking since it risks diminishing the value of human intelligence. Something artificial cannot be substituted with something natural, such as intelligence. As a result, our synthesizing mind is capable of far more than artificial intelligence.

Examining State Licensing Requirements for Select Master's-Level Behavioral Health Providers for Children.

The authors examined licensing requirements for select children's behavioral health care providers. Statutes and regulations as of October 2021 were reviewed for licensed clinical social workers, licensed professional counselors, and licensed marriage and family therapists for all 50 U.S. states and the District of Columbia. All jurisdictions had laws regarding postgraduate training and license portability. No jurisdiction included language about specialized postgraduate training related to serving children and families or cultural competence. Other policies that related to the structure, composition, and authority of licensing boards varied across states and licensure types. In their efforts to address barriers to licensure, expand the workforce, and ensure that children have access to high-quality and culturally responsive care, states could consider their statutes and regulations.

Who earns engineering degrees? Detecting longitudinal data trends with infographics

AbstractTypical data available to engineering educators about the state of degrees awarded is disseminated via various groups. The most salient limitations to each of these sources are a lack of disaggregating data by multiple personal identities and an annualized reporting schedule hindering interpretations over time. This analysis ascertains how female degrees earned in engineering changed for bachelor's, master's, and doctoral degree levels from 2005 to 2021. We sought to understand trends by disaggregating ASEE records by gender, race, and engineering discipline. Data gathered from EDMS were cleaned, analyzed, and visualized, following principles for data sense making and human factors. Results highlight women gravitating towards Biological, Environmental, and Computational engineering disciplines. The total number of all degrees awarded is increasing for all genders in all disciplines, but these trends are not evenly distributed across disciplines. While it is true that the overall proportion of women in engineering wavered near 20%, this statistic does not tell the whole story of what has been occurring in engineering. By disaggregating infographics, we tracked percentage growth in certain fields as well as overall increases in number of degrees awarded at all levels of higher education. Future research is needed to determine causes for women's choices in engineering.

Statistical Analysis of Speaking Strategies among Non-Native English Speaking Graduate Students in the Masters Legal and Judicial Governance and Banking, Finance, and Insurance Programs

This study aims to investigate the speaking strategies used by non-native English-speaking Master's students enrolled in the programs of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.) at the Faculty of Legal, Social, and Economic Studies of Mohammedia, Hassan II University of Casablanca, Morocco. The research employs an extensive questionnaire to analyze various aspects of speaking strategies employed by Master's students, including language translation, communication priorities, error correction mechanisms, and sources of language input. Descriptive statistics are applied to analyze responses and provide insights into the prevalence and effectiveness of these speaking strategies. Additionally, a comparative analysis is conducted to juxtapose the strategies employed by both Master's students. The findings underscore the diverse approaches adopted by Master's students via a Likert scale to enhance their speaking proficiency within the specific academic disciplines of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.). Furthermore, the research illuminates the factors influencing the selection of speaking strategies among Master's students. This study highlights the significance of its findings for language teaching and learning at the Master's level within the Faculty of Legal, Social, and Economic Studies of Mohammedia. It discusses implications for professors aiming to facilitate language development among Master's students and provides suggestions for future research in this field.

Adaptability of the Reform of Speaking Teaching Mode of Master's Foreign Language Based on Virtual Simulation Technology

The speaking teaching mode for mastering foreign languages at the master's level has been significantly enhanced through the integration of virtual simulation technology. By leveraging immersive simulations, students are provided with realistic scenarios and contexts for language practice and skill development. Through virtual environments, learners engage in interactive dialogues, presentations, and role-playing exercises, simulating real-life communication scenarios. This mode allows students to apply linguistic knowledge and cultural understanding in a dynamic and risk-free setting, fostering confidence and fluency in speaking. Moreover, virtual simulation technology offers personalized feedback and assessment, enabling instructors to tailor instruction to individual learning needs and track progress effectively. This paper explores the adaptability of the reformed speaking teaching mode for master's foreign language education, leveraging virtual simulation technology and Automated Statistical Deep Learning (ASDL). The integration of virtual simulation technology enhances the speaking teaching mode by providing immersive and interactive language learning experiences. ASDL algorithms analyze large-scale linguistic data and learner interactions within virtual environments to provide personalized feedback and optimize teaching strategies. Through simulated experiments and empirical validations, the adaptability of the reformed teaching mode is assessed. Results indicate significant improvements in student engagement, speaking proficiency, and learning outcomes compared to traditional methods. Students participating in virtual simulation-based sessions demonstrated a remarkable 35% increase in speaking proficiency compared to those in traditional classroom settings. Furthermore, learner engagement levels surged by 40%, indicating heightened interest and active participation in language practice activities facilitated by virtual environments. Automated Statistical Deep Learning (ASDL) algorithms, embedded within the virtual simulation platform, provided personalized feedback tailored to individual learner needs, resulting in a 25% enhancement in learning outcomes.

Using a music microanalysis protocol to enhance instrumental practice.

The strategies that enable musicians to adapt their behaviors so that they can break through, feel energized, and perform well collectively distinguish what it is to be a self-regulated learner. These strategies range from one's ability to monitor thoughts and actions to being able to navigate and control one's emotions, especially when feeling frustrated or anxious. Given the challenges of the music profession, it becomes imperative for teachers to equip their students with the necessary skills to self-regulate their own actions, feelings, and thinking so that they are eventually able to cope with the demands required of a contemporary professional musical career. In this study, we focused on the self-regulatory engagement of four master's level cellists who were enrolled in a prominent European higher music education institution. Our data comprised self-regulated learning-based diary-reports that describes the students' practice of self-chosen, especially demanding passages as they prepared for a public recital. Results depict differences between the musicians according to the efficiency of their practice leading up to a formal public recital.

Mothers' acceptability of using novel technology with video and audio recording during newborn resuscitation: A cross-sectional survey.

This study aims to assess the acceptability of a novel technology, MAchine Learning Application (MALA), among the mothers of newborns who required resuscitation. This study took place at Bharatpur Hospital, which is the second-largest public referral hospital with 13 000 deliveries per year in Nepal. This is a cross-sectional survey. Data collection took place from January 21 to February 13, 2022. Self-administered questionnaires on acceptability (ranged 1-5 scale) were collected from participating mothers. The acceptability of the MALA system, which included video and audio recordings of the newborn resuscitation, was examined among mothers according to their age, parity, education level and technology use status using a stratified analysis. The median age of 21 mothers who completed the survey was 25 years (range 18-37). Among them, 11 mothers (52.4%) completed their bachelor's or master's level of education, 13 (61.9%) delivered first child, 14 (66.7%) owned a computer and 16 (76.2%) carried a smartphone. Overall acceptability was high that all participating mothers positively perceived the novel technology with video and audio recordings of the infant's care during resuscitation. There was no statistical difference in mothers' acceptability of MALA system, when stratified by mothers' age, parity, or technology usage (p>0.05). When the acceptability of the technology was stratified by mothers' education level (up to higher secondary level vs. bachelor's level or higher), mothers with Bachelor's degree or higher more strongly felt that they were comfortable with the infant's care being video recorded (p = 0.026) and someone using a tablet when observing the infant's care (p = 0.046). Compared with those without a computer (n = 7), mothers who had a computer at home (n = 14) more strongly agreed that they were comfortable with someone observing the resuscitation activity of their newborns (71.4% vs. 14.3%) (p = 0.024). The novel technology using video and audio recordings for newborn resuscitation was accepted by mothers in this study. Its application has the potential to improve resuscitation quality in low-and-middle income settings, given proper informed consent and data protection measures are in place.

Authorship conflicts in academia: an international cross-discipline survey

Collaboration among scholars has emerged as a significant characteristic of contemporary science. As a result, the number of authors listed in publications continues to rise steadily. Unfortunately, determining the authors to be included in the byline and their respective order entails multiple difficulties which often lead to conflicts. Despite the large volume of literature about conflicts in academia, it remains unclear how exactly these are distributed over the main socio-demographic properties, as well as the different types of interactions academics experience. To address this gap, we conducted an international and cross-disciplinary survey answered by 752 academics from 41 fields of research and 93 countries that statistically well-represent the overall academic workforce. Our findings are concerning and suggest that conflicts over authorship credit arise very early in one’s academic career, even at the level of Master and Ph.D., and become increasingly common over time.

Teaching tools in the intercultural communication class – authentic materials

Specialists in intercultural communication seek to capitalize on authenticity so as to enable learners acquire the skills necessary to cope with the challenges of multicultural working environments. We have devised a complex activity plan aimed to promote interdisciplinary learning, cultural awareness, and other professional skills among master level students. The authentic materials which set the “real world” context of the activity are the answers provided in an interview carried out in 2023 aboard a merchant ship, with seamen with different cultural backgrounds (British, Indian, Ukrainian, Filipino). The paper describes the methods and materials used and draws some conclusions on the effectiveness of the experiential approach in the context of teaching intercultural communication to master level students at the Faculty of Economics and Business Administration, Alexandru Ioan Cuza University of Iasi, Romania.

Analysis of education and previous nursing experience of certified PNPs in the United States

BackgroundEducational 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. MethodsA 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. DiscussionThis 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.

Analysis of the higher education system managerial and organizational potential in the United Republic of Tanzania with the aim of implementing a model of students’ eco-awareness formation in the Russian language

Russia is one of the key players in Africa. The development of diplomatic, trade, cultural relations with African countries is important in creating Russian economic relations with the outside world. In 2020–2022, during the COVID-19 pandemic, the tourist flow from Russia to Tanzania increased, which led to an increased demand for service professionals who know the Russian language. The research conducted allowed to determine the historical peculiarities of relations between Tanzania and Russia and the organizational and pedagogical potential of higher education in Tanzania with the aim of implementing a model of eco-awareness formation in the Russian language. There are 9 bachelor’s, 6 master’s and one doctoral program of training specialists in the field of natural sciences, as well as management in the field of ecology and tourism. The application of the developed training programs, as well as the model of students’ eco-awareness formation will allow to get up to 10 specialists of bachelor level (with knowledge of Russian and natural-scientific terminology) within the period of mastering the basic educational program (three years); training a specialist of master level (with knowledge of Russian and natural-scientific terminology) has a planned indicator from three to five specialists within the period of mastering the basic educational program (two years); training a specialist of doctoral level (with knowledge of Russian and natural-scientific terminology) has a planned indicator from one to two specialists. The information obtained in the course of the research is of interest for the ministries and departments of the Russian Federation in terms of planning international events and cooperation.

THE EXPEDIENCY OF INCLUDING AN INDIVIDUAL SCIENTIFIC WORK AS A MANDATORY COMPONENT IN THE EDUCATIONAL AND PROFESSIONAL PROGRAM OF MEDICINE

Among the tasks of the "Concept of Sustainable Development", it is worth highlighting tasks 3 and 4: "Good health and well-being" and "Quality education". In this way, the training of students under the educational and professional program "Medicine" at the Poltava State Medical University meets two tasks from the "Concept of Sustainable Development".
 Modern specialists of the medical profile are in the conditions of the need to use a scientific approach and elements of critical thinking in their professional activities. At this stage, the educational and professional program "Medicine", which provides for the training of students at the Poltava State Medical University, does not include educational components that provide students with competencies related to scientific activity (scientific writing, critical analysis of literary sources, methods of scientific research).
 The purpose of this work is to justify the feasibility of including the mandatory component "Scientific training" developed on the basis of the mandatory component "Pathophysiology" in the educational and professional program "Medicine" at the Poltava State Medical University.
 The article uses general scientific theoretical research methods such as: analysis, synthesis, comparison of concepts, abstraction and generalization.
 We offer the following structure of the compulsory component "Scientific training", which consists of the following modules: Module 1 "Modeling of typical pathological processes in various organs and systems", Module 2 "Methods for the study of pathological changes in organs and systems", Module 3 "Principles of pathogenetic correction of typical pathological processes" and Module 4 "Methodical approach to the analysis of obtained experimental results". The total number of credits provided for studying the compulsory component "Scientific training" is 16 credits in accordance with the European credit transfer system. Approximately 2/3 of the hours provided for the study of the mandatory component "Scientific training" are planned to be used for independent work by students of higher education. Such a number of hours for independent work is argued by the need to write an individual research paper, which is an analogue of a master's thesis in other specialties.
 Modernization of the educational and professional program "Medicine" by including the mandatory component "Scientific training" is a promising way of improving the quality of education for students of the II (master's) level studying in the specialty 222 "Medicine".

MEDICAL PHYSIOLOGY: ADVANCEMENTS IN TEACHING APPROACHES AT MEDICAL UNIVERSITIES

This article addresses the pressing issues of training modern medical and dental doctors as well as masters in biology at higher medical institutions, examining contemporary theoretical and practical approaches to integrating medical physiology as a fundamental medical amd biological discipline. It delves into current challenges in teaching physiology within the modern educational landscape, particularly focusing on the Department of Physiology at the Poltava State Medical University. This discipline is delivered by the Department of Physiology for students of the second (Master) level of higher education in the field "Healthcare" and "Biology". Physiology is a cornerstone discipline that fosters interdisciplinary integration in medical education, bridging theoretical knowledge with practical application in clinical settings. Emphasizing a practically oriented teaching principle, the article underscores the pivotal role of physiology in preparing students for clinical practice. The department adopts a comprehensive approach, developing and updating educational materials and manuals, including laboratory work with detailed descriptions of physiological research methods. Highlighting the department's achievements, it mentions their contribution to the first Ukrainian translation of the renowned physiology textbook "Medical Physiology” by Guyton and Hall in two volumes. It concludes by stressing the importance of enhancing the quality of education in medical institutions through continuous improvements in teaching practices, integration of advanced scientific developments and technologies, and the provision of modern educational resources and facilities, particularly in the field of physiology, which serves as the theoretical backbone of clinical medicine.

Sociosexual Orientation and Relationship Satisfaction among College Students

Abstract: This qualitative investigation delves into the intricate interplay between sociosexual orientation and relationship satisfaction among a cohort of university students aged 18-25. Employing a phenomenological paradigm and leveraging a Semi-Structured Interview Method, this study conducts a rigorous examination using Braun and Clarke Thematic analysis to unearth nuanced themes. The research seeks to comprehend the Factors Contributing to Relationship Satisfaction, elucidate the Influence of Sociosexual Orientation on the Dynamics and Overall Satisfaction of college students' relationships, and scrutinise the challenges inherent in sustaining relationship contentment within the collegiate milieu. The findings underscore the profound impact of collegiate experiences on sociosexual orientation, catalysing processes of self-discovery, personal evolution, and adaptive coping mechanisms. Furthermore, emotional connectivity within relationships emerges as a pivotal factor fostering heightened receptivity to diverse experiences, aligning with established research on the significance of secure emotional bonds. The study reveals formidable challenges in preserving satisfaction during the college years, emphasising the pivotal role of effective communication and mutual understanding. Additionally, the exploration of varied perspectives on desires and relationship realities accentuates the dynamic nature of relationship satisfaction and underscores the profound influence of sociosexual orientation on behavioural patterns. This research contributes to the evolving body of knowledge in the field, shedding light on the intricate dynamics that shape and influence relationship satisfaction among college students at the master's and doctoral levels.

Female researchers are under-represented in the Colombian science infrastructure.

Worldwide women have increased their participation in STEM, but we are still far from reaching gender parity. Although progress can be seen at the bachelor's and master's level, career advancement of women in research still faces substantial challenges leading to a 'leaky pipeline' phenomenon (i.e., the continuous decrease of women's participation at advanced career stages). Latin America exhibits encouraging rates of women participation in research, but the panorama varies across countries and stages in the academic ladder. This study focuses on women's participation in research in natural sciences in Colombia and investigates career progression, leadership roles, and funding rates by analyzing data on scholarships, grants, rankings, and academic positions. Overall, we found persistent gender imbalances throughout the research ecosystem that were significant using classical statistical analyses. First, although women constitute >50% graduates from bachelors in natural sciences, <40% of researchers in this field are female. Second, women win <30% of research grants, and in turn, their scientific productivity is 2X lower than that of men. Third, because of the less research funding and output women have, their promotion to senior positions in academic and research rankings is slower. In consequence, only ~25% of senior researchers and full professors are women. Fourth, the proportion of women leading research groups and mentoring young scientist in Colombia is <30%. Our study deepens our understanding of gender gaps in STEM research in Colombia, and provides information to design initiatives that effectively target gender disparities by focusing on key areas of intervention, and then gradually building up, rather than tackling structural inequities all at once.