Master's Degree Program Research Articles

Faculty Perspective on Interprofessional Education Competencies: Respiratory Therapy Compared to Other Allied Health Professions.

Interprofessional Education (IPE) provides a framework for collaborative education between health care specialties to improve patient care. In 2010, the Interprofessional Education Collaborative Expert Panel established the competencies of communication, ethics, roles and responsibilities, and teams and teamwork. Studies have assessed knowledge and attitudes about IPE in several allied health educational programs including respiratory therapy (RT). We compared RT faculty to athletic training (AT), nutrition (NT), occupational therapy (OT), physical therapy (PT), and dental hygiene (DH) faculty. Faculty were asked to rank the IPE competencies according to importance. RT faculty ranked communication first, then teams and teamwork, roles and responsibilities, and last ethics. A Kruskal-Wallis Dwass-Steel-Chritchlow-Fligner pairwise analysis showed statically significant differences among allied health faculty rankings of IPE competencies. In communication, RT faculty responded statistically higher than AT (P < .001), DH P < .001), NT P < .001), and OT (P = .003). In ethics, RT faculty responded statistically lower than DH (P < .001), NT (P = .01), and PT (P < .001). In roles and responsibilities, RT faculty responded statistically higher than AT (P = .007) and OT (P < .001). In teamwork, RT faculty responded statistically higher than AT (P = .02), DH (P < .001), OT (P = .002), and PT (P < .001). RT faculty who teach at different degree levels (associate's degree programs vs bachelor's and master's degree programs) had the same ranking of competencies, but they had a statistically significant difference for teamwork, with associate's degree faculty ranking teamwork lower than bachelor's and master's degree faculty.

Undergraduate and Postgraduate Studies Abroad in Theology: The Case of Germany

Germany is one of the Western countries where undergraduate and graduate education is given at the university level in the field of Islamic Theology. Germany deserves special attention because of the more than five million Muslim population it hosts and because it has a well-established tradition in orientalist studies of Islam. In addition, the Muslim population of Turkish origin due to business immigration from Turkey that started in the 1960s, the recommendation of the Science Council in 2010, and the Islamic Theology Centers opened with the financial support of the Federal Ministry of Education and Research, highlight the example of Germany in our paper. It is possible to talk about an Islamic theological education in Germany that is structured in three ways. The first is the Oriental Institute, which was established as a sub-discipline of the Christian teleology department at the Eberhard Karls University of Tübingen as early as 1477. In addition to the Orientalist departments working with an orientalist perspective, the “Islamic Sciences/Islamwissenschaft” departments exist in more than 20 universities today and the “Islamic Theology Institutes/Centers,” which started to be opened in the early 2000s, are the third structure. In our paper, we will focus on Islamic Sciences departments instead of Orientalist departments, which are shaped with an orientalist perspective, and Islamic Theology, which was established primarily to train Islamic religion teachers and religious officials. There are Bachelor’s and Master's Degrees in different universities and colleges named Islamic Sciences, Islamic Religious Education, Islamic Studies, Islamic-Religious Studies, Islamic Oriental Studies, Asian Studies, Arabic Studies, Iranian Studies, Turkish History Studies, Languages and Cultures of the Islamic World, Religious Sciences. In addition, there are master's degree programs in the names of the Modern Islamic World, the Islamic World in the Modern Era, Arab-Islamic-Semitic Studies, and the Diversity of the Islamic World. It should be accepted that these faculties will have different contributions to Islamic Theology in accordance with their founding goals, mission, and curricula and that they should have mutual relations with the Faculties of Theology / Islamic Sciences in Turkey. Our communique aims to discuss the contribution of Theological education in Germany to Theological education in Turkey, taking into account the differences between the Faculties of Islamic Sciences and Theology. Despite the Islamic Sciences Departments, where academics and students do not have to be Muslim, Islamic Theology Centers take into account the views of religious communities in Germany while forming their academic staff in accordance with the aims of training religious officials/imams. In addition, while a “denominational” education is emphasized in the departments that provide teacher education, a “supra-sectarian” education emphasis in Islamic Theology departments draws attention to their programs. Again, in Islamic Theology, different from Islamic Sciences departments, tafsir, Systematic theology (basic theology, dogmatics, ethics/ethics, Islamic ecumenism), Historical theology (sunnah, kalam, mysticism, philosophy, etc.), Islamic law and legal methodology, Practical 'theology' and Religious Education fields exist based on Science Council recommendation.

The acoustics program at the Institute of Acoustics, Tongji University, China.

The acoustics research at Tongji University began in the mid-1950s. The Institute of Acoustics (IOA) of Tongji University, which is one of the earliest institutions engaged in acoustics research in China, was formally established in 1984. The IOA has decades of experience in acoustics education, including offering a master's degree program for approximately 40 years, a Ph.D. program for 35 years, and a postgraduate program for 25 years. The IOA is one of the oldest acoustic research facilities in China with outstanding acoustics laboratories. Research at the IOA is performed in many areas of acoustics, which focus on detection acoustics and marine acoustics, laser ultrasonics and photoacoustics, medical ultrasonics and bioacoustics, architectural acoustics, environmental acoustics, noise control, functional and microstructural acoustic materials, aeroacoustics and aeronautical acoustics, and vehicle acoustics. This paper presents acoustics education at the undergraduate and graduate levels of Tongji University and its outstanding acoustics research facilities in detail.

Editorial introductions

Editorial introductions

Formation of future teachers’ worldview culture by means of foreign-language education

Introduction. The formation of students’ worldview culture, which manifests itself in broad erudition, orientation at humanistic principles, aspiration for knowledge, realisation of essential potential along with spiritual perfection, is an important and personality developing purpose of foreign-language education at higher educational institutions. The aim of the article is to reveal and analyse the pedagogical conditions of forming the world-outlook culture of future teachers in the process of realisation of the methodological model for development of intrinsic intellectual culture of bachelor degree students majoring in pedagogical profile by means of foreign-language education. Materials and methods. The research methodology was based on the ontological, event-based, anthropological, synergetic, hermeneutic, humanistic, axiological, culturological, personality-developing approaches. The study involved 687 students of the following profiles: humanities, pedagogical-, social-, technical-, physical-, mathematical-, natural sciences, majoring in Bachelor-, Specialist- and Master Degree programmes at Petrozavodsk State University. Eighteen students – future teachers were the participants of the main experimental training. To handle the research objectives, a set of methods was used: questioning, polls, D.A. Leontiev’s test of meaning-life orientations, quantitative analysis of paper projects, Pearson correlation coefficient. Results. The comparative analysis of the diagnostic test results revealed an improvement in the experimental group students with respect to the indicator of integrity of knowledge (85.72%) manifested in the solidity of acquired knowledge, stability of ideas on integrity of the world, self-awareness as a subject of perception and the urge towards self-reflection based on self-comprehension. Moreover, the moral orientation rates increased by 14.29%, including motivational and value-based attitude to the teacher’s profession; the social activity of future teachers increased significantly (by 42.86%) – manifested through the translation of the internal worldview into one’s vital activity. The positive dynamics of change in the extent of correlation of the number of students by level at the initial (0.614) and final stages (0.474) was identified, which is accounted for by the increased number of students with high level and absence of students with low level, as a result of the experimental training. Conclusions. The formation of worldview culture of future teachers is achieved through actualisation of cognitive, gnoseological, regulatory, communicative, educational, creative, hermeneutic, humanistic and other orientations of foreign-language education at the university.

ONLINE SCHOOL BETWEEN PROBLEMS AND SOLUTIONS. THE STUDENTS’ PERSPECTIVE

The pandemic situation brought significant changes regarding the teaching activities, led to the emergency transition to the online system and with it, multiple challenges, both for teachers and students.The students, the main beneficiaries of the online lectures and seminar activities, understood that they have a greater responsibility in learning than before they had and that if they are not fully involved in teaching activities, they will not be able to achieve the desired results. In this context, we considered it necessary to identify and analyze the students' perspective in relation to their experience related to the online school. Thus, a micro-research was carried out, the purpose of which is to analyze the students' opinions regarding the lectures, respectively the online seminars during the pandemic, related to the following aspects: the vertical and horizontal educational relations; the teaching strategies used during classes, the seminars; the students 'access to support materials, the emotional feelings and students' motivation, the difficulties encountered during the period in which the lectures and seminars took place online. The main research method was the questionnaire survey. The target group consisted of students from Valahia University of Târgoviște, Faculty of Political Sciences, Letters and Communication, from all years of study, undergraduate and master's degree programs. The results show that students are aware of both the limits of online teaching activities (stress, numerous tasks and homework, connection issues, etc.), but also their benefits (quick and easy access to information resources, development of digital skills, participation in teaching activities from the comfort of your own home, etc.).

Рhysical therapу graduate students' and examiners' perception of objective structured clinical examination: a feedback for process improvement

Purpose: to analyze the first experience of administering Objective Structured Clinical Examination (OSCE) for the students (studs) enrolled in the master's degree program majoring in physical therapy at National University of Ukraine on Physical Education and Sport. Material and methods. The survey included 21 examiners (examrs) and 46 studs involved in OSCE administering. The questionnaire consisted of the questions assessing the quality of station equipment, clarity of the exam format, other aspects. Results. All the examrs informed of total clarity of the examination format, but only 13 (61.9%) of them noted a similar level of clarity for the studs. Тhe examrs identified 3 main reasons for unsuccessful attempts to perform a skill/task: insufficient training, new format of checking knowledge/examination, slightly different focus of training. The distribution of answers concerning the clarity of the format of the examination and its tasks provided by the studs did not differ statistically from those provided by the teachers. The vast maj ority of the examrs indicated that the skills were of sufficient difficulty for the purpose of the examination. 5 examrs had significant difficulties assessing skill performance according to the provided form, while 7 of them had slight difficulties and the rest had no difficulties. The majority of the studs noted that the number of stations and equipment was sufficient (no statistical differences were determined between the answers of the studs and the examrs). Conclusions. The survey revealed the need for introducing certain changes in OSCE assessment form, in the educational program, conducting special preparatory classes for studs. The obtained results can be used to improve the development of OSCE in physical therapy in Ukraine.

Case-based, asynchronous sleep education outcomes among primary care nurse practitioner students.

Primary care nurse practitioners (NPs) receive little sleep education in graduate programs but are often first-line providers for patients presenting with sleep-related symptoms. A pre-/postevaluation study was conducted using asynchronous, case-based sleep education modules in a cohort of primary care NP students enrolled in a single academic institution's nursing master's degree program. Six virtual, case-based modules addressed adult sleep health and disorders, prioritized based on prevalence and primary care presentation. Kirkpatrick Training Evaluation Model guided outcome selection. Descriptive and paired comparative analyses were conducted. Participants were first-year NP students (n = 149; 88% female; 82% ≤ 35 years of age) in an adult primary care program that included psychiatric/mental health track. Participants reacted positively to course delivery methods and content. Insomnia was endorsed by 87% as most relevant to practice with healthy sleep (88%) and obstructive sleep apnea (50%) also frequently endorsed as practice relevant. Posttest knowledge scores significantly improved for all modules (P < .001). Self-rated confidence for future practice application was high. This novel asynchronous, virtual curriculum met Kirkpatrick levels 1 and 2 (positive reaction and knowledge transfer) in NP students who predicted an impact on their practice (Kirkpatrick level 3). Studies are needed to assess the benefits of increasing primary care NP knowledge in sleep medicine on quality of care and access to care (Kirkpatrick level 4). Future use of this novel sleep curriculum in other professional curricula, new-to-sleep clinical researchers, and practicing primary care providers may further potentiate care quality and sleep care access. Sawyer AM, Saconi B, Lyons MM, etal. Case-based, asynchronous sleep education outcomes among primary care nurse practitioner students. J Clin Sleep Med. 2022;18(10):2367-2376.

Relevance of the master's degree program in agroecology and sustainable development of the state technical university of Quevedo, Ecuador

Agroecology as a synthesis science for the construction of food sovereignty allows setting guidelines for the sustainability and development of a country. The relevance of the Master's Degree in Agroecology and Sustainable Development of the State Technical University of Ecuador is based on the solution of the main problems presented in agroecosystems, so that trained professionals can offer scientific and technical solutions to the main problems presented in the agricultural production systems of the region, such as soil degradation, loss of biodiversity, contamination of agroecosystems and the management of regulations, economy and marketing of agricultural products, which result in low agricultural yields of crops. The Master's program is one of the first to be proposed in the agricultural area in an important agricultural zone of the country. It is projected for the professionals of zone 5 of the country, in need of training and who demand updated scientific preparation, responding to a need of the territory, for the training of professionals in the agricultural sector, both in production, with an integrating vision, which allows reaching greater efficiency in the productive processes, with levels of social and economic stability to reach food security and sovereignty.

Assessment of Knowledge of Radiography Students about Personnel Radiation Monitoring Devices and Their Use.

Background Personnel radiation monitoring equipment monitors the level of exposure to radiation and personnel will have to wear a personnel device for radiation detection while working. Personnel monitoring equipment is usually worn by a worker for 3 months. Aim This study aims to evaluate the knowledge of radiology students about personnel radiation monitoring devices and their use. Materials and Methods A questionnaire-based cross-sectional study was performed in the College of Paramedical Sciences, Teerthanker Mahaveer University, Delhi–Road Moradabad, Uttar Pradesh, India. This questionnaire-based study was performed for the period time of 1 year from June 2020 to May 2021. A validated questionnaire was circulated among undergraduate and postgraduate radiology students. Result In this study the questionnaire was filled by a total of 140 students who were pursuing bachelor's and master's degree programs, including 61% (86) males and 39% (54) females from the radiology department. According to the data master's knowledge levels are greater than the bachelor's level. The level of knowledge of monitoring devices among MRIT (M.Sc. in Radiology and Imaging Technology) second year (81%) is more than those of MRIT first year (80%), BRIT (B.Sc. in Radiology and Imaging Technology) third year (65%), and BRIT second year (66%). Conclusion It is concluded that there is a lack of awareness about personnel radiation monitoring systems. The level of knowledge of personnel radiation monitoring devices among students remains at a medium level from the results of our students as it has been concluded that master's knowledge level is greater than the bachelor's level. The level of knowledge of monitoring devices increases with the age of the students and the year completed.

Editorial introductions.

Editorial introductions.

INTERNATIONAL MASTER DEGREE PARTNERSHIP THROUGH DOUBLE DIPLOMA PROGRAMME OF INTERNATIONAL FINANCIAL MANAGEMENT (ON THE EXAMPLE OF BULGARIA AND UKRAINE)

The Bulgarian-Ukrainian master's degree program for double degree between D. A. Tsenov Academy of Economics, Svishtov, Bulgaria and Vasyl` Stus Donetsk National University, Vinnytsia, Ukraine was approved in 2017. In the academic year 2017/2018 the first alumni of Ukrainian students was accepted, and in the academic year 2019/2020, respectively the second class of Ukrainian students was admitted. The curriculum includes three semesters of full-time study, of which the first and third are provided by the Ukrainian partner, and the second semester - by the Bulgarian side. Each semester includes compulsory or elective courses, which lead to the accumulation of 30 ECTS credits. The training is in the field of social sciences, professional field "Economics", specialty "Finance" in the master's program "International Financial Management". Teaching and learning documentation is in English only. On the Bulgarian side, all training courses are provided with textbooks prepared by members of the Department of Finance and Banking, which are available in electronic and paper format. Each Ukrainian student is provided with a free set of textbooks by the Bulgarian partner. The first two semesters of the training are in academic disciplines, ending with an exam. In the third semester there is an undergraduate internship, scientific guidance and review of the thesis. The end of the training is a public defense of a thesis. The theses are defended via video conferencing through Microsoft Teams between Svishtov and Vinnytsia. For the purposes of their holding, two composition of state examination commissions is determined. Each graduate has two supervisors - respectively from the Bulgarian and Ukrainian side. All graduates prepare presentations on their master's theses and answer questions posed in their reviews. The review is by the Ukrainian department, as the representatives of the Bulgarian partner participate in the stage of public defense, ask questions and agree on the final assessments. The training of the first class of Ukrainian students in 2018 is conducted in person, and for the second semester Ukrainian students carry out mobility from Vinnytsia, Ukraine to Svishtov, Bulgaria. In the context of the Covid-19 pandemic, the training of the second class of Ukrainian students in the spring of 2020 is conducted through a system of distance learning and distance taking exams at the D. A. Tsenov Academy of Economics, Svishtov, Bulgaria (dl.uni-svishtov.bg). Thus, students are trained to acquire 30 ECTS credits by participating in lectures, preparing semester assignments and taking an exam in a Moodle environment. Completion of the study process through successful graduation is the basis for the issuance by the two partner universities of academic transcripts certifying the periods of study and the achieved exam results. Following the exchange of these documents, committees of lecturers and administrators apply the regulations of the Erasmus + program in the part of student mobility for educational purposes. On this basis, the Ministries of Education and Science in Sofia and Kiev electronically submit information on each Ukrainian student trained for a double degree, reflecting the subjects taken and the respective grades. On the Bulgarian side, the Ministry of Education and Science issued a hologram sticker confirming the successful graduation of Ukrainian students. The Bulgarian diplomas are signed by the Rector of the D. A. Tsenov Academy of Economics, Svishtov, Bulgaria and the Dean of the Faculty of Finance, and the state seal is affixed to them. After their official signing, the diplomas are sent to a teacher with mobility under the Erasmus + program at Vasyl` Stus Donetsk National University, Vinnytsia, Ukraine. Graduates put their handwritten signatures on the title page under a duly updated photo, and the diploma formed with all the necessary details is scanned and digitized for electronic storage on a server of D.A. Tsenov Academy of Economics, Svishtov, Bulgaria and the Ministry of Education and Science at the Council of Ministers of the Republic of Bulgaria. The main conclusion of the scientific report, which presents the step-by-step the know-how, the organization and the conduction of a double degree study process between EU and non-EU countries, is that due to ECTS and Erasmus + program all significant obstacles to such project for international educational partnership projects can be overcome. Under the constraints of the Covid-19 pandemic, the learning process can once again be provided on the basis of university E-learning and distance learning platforms and video conference channels such as BBB, Microsoft Teams or Zoom.

Student Teachers’ Views on Doing EFL Practicum: Evidence from a Vietnamese Context

This study aimed to investigate the view of two cohorts of student teachers on their practicum which was as part of their master's degree program in teaching English as a foreign language in Vietnam. We used a mixed-methods design to collect quantitative and qualitative data from 53 students who did their teaching practicum online in July 2021 and March 2022. The study results revealed that there were few statistical differences between the two cohorts in their preparation, practice, reflection, and engagement of the students. In addition, the online environment made it difficult for the student teachers to implement learner-to-learner discussions during the practicum lessons. The study offered some practical implications for the organization of practicum in the field of teaching English as a foreign language (EFL). Keywords: practicum, EFL, reflection, online environment, Vietnam DOI: 10.7176/JEP/13-14-06 Publication date: May 31 st 2022

Interviews for Graduate Admissions in Communication Sciences and Disorders: Methods From Two CSD Programs

Purpose: The purpose of this tutorial is to introduce the interview as a complementary component to the holistic process for graduate admissions. To do so, procedural details of two master's degree programs in speech-language pathology are provided that successfully execute two different but effective interview methods for speech-language pathology admissions. Graduate applicant interview processes are used in order to assess the whole applicant at Pacific University's School of Communication Sciences &amp; Disorders and the Woolfolk School of Communication Sciences and Disorders at Our Lady of the Lake University. Other health profession fields have established evidence that demonstrates the utility of graduate admissions interviews for holistic review. This evidence can be used by communication sciences and disorders programs to expand our awareness and knowledge, engage with the limitations, and problem solve solutions to implement and improve interview processes. Conclusions: Reviewing applicants beyond test scores, grades, and other traditional components is critical in order to select students who are the best match for any program. A holistic approach to admissions could involve the inclusion of interviews to collect information on the personal qualities of applicants and provide one way to measure noncognitive attributes. Interviews allow for assessment of communication skills, suitability for the program, and applicant strengths not evident in traditional measures. Whatever the chosen method, interviews may be a valuable tool in graduate admissions that can be used in conjunction with traditional test scores and grade point average to predict academic and clinic performance and encourage equitable and inclusive ways of learning about applicants.

Adequacy of spine surgery fellowship training in Turkey: Results of a survey.

The aim of this study was to determine the adequacy of spine surgery fellowship training (SSFT) in Turkey and what is needed for further development by interviewing current fellows. Forty male orthopaedics and traumatology or neurosurgery specialists who had completed SSFT in three different spine centers in Turkey between 2010 and 2018 were asked to complete a survey with 29 questions about SSFT in Turkey. Thirty specialists responded, and the collected data were analyzed. Twenty-seven (90%) participants were orthopaedic and traumatology specialists and three (10%) were neurosurgery specialists, with a mean age of 39 (range = 35-53) years. Most participants received their residency training in the provinces where their fellowship training took place (11 (37%) in İstanbul and 7 (23%) in Ankara). The mean duration between residency training and the start of SSFT was 4 (range = 0-14) years, and the mean SSFT duration was 8 (range = 1-18) months. Seventy percent of participants had participated in spine surgery cases during their residency. Twenty-three (77%) participants reported that spine surgery training in their hospital during their residency was inadequate. Seventeen (57%) participants felt that they could not independently perform spine surgery cases before SSFT. All three centers (100%) participating in the study that offered SSFT were non-public institutions such as private hospitals and private university hospitals of medicine managed by a dedicated mentor with personal commitment, without any accreditation for SSFT. While 25 (83%) participants indicated that they felt competent enough to perform a standard spinal deformity surgery case independently at the end of SSFT, 5 (17%) indicated the opposite. This proportion, which was 43% at the end of residency, increased to 83% after SSFT. The results of this study have demonstrated the importance of SSFT in spine surgery as a specialty with a potentially high risk of complications that require prolonged case observation, challenging work-up, and adequate equipment. In this regard, there is a need for regulations on accreditation in government health facilities that provide ideal conditions. We propose to offer SSFT to all surgeons interested in spine surgery in Turkey by conducting further studies supported by an optimal health sector that ensures the appropriate requirements, in accordance with the declaration of TOTEK (The Turkish Orthopaedics and Traumatology Education Council), training workshops, and an accredited master's degree program in spine surgery or subspecialty.

Entrepreneurship: What matters most

This paper presents the results of a study about particular personality traits that entrepreneurs display. Supported by a survey involving 1,135 responses from students enrolled in master's degree programmes taught across five cities in Spain, we identified the relevant characteristics that determine the personality traits of a likely entrepreneur. We found some key aspects such as previous knowledge of the business, high level of initiative, open-mindedness and coming from an entrepreneurial family environment, with no other distinctions made for other factors.In a second analysis, we compared students enrolled in entrepreneur-related courses (EMBA and MBA) with students enrolled in other disciplines and found significant differences between groups. Finally, we compared all results based on gender to obtain more relevant conclusions.

Copyright literacy and LIS education: analysis of its inclusion in the curricula of master's degree programs

The close relationship between copyright laws and the development of library activities has become more intense and complex in recent years due to the impact of the digital setting. For this reason, librarians must have adequate knowledge about copyright, whether it be to carry out their own functions and tasks, or to help co-workers and users as efficiently as possible. The aim of the present paper is to determine the type of copyright instruction offered, plus its focus and depth, to students of master's programs in library and information studies at today's outstanding universities in this field. The results show that very few LIS programs provide the minimal training required for professionals to be copyright literate. Very few courses are dedicated specifically to copyright issues, as these subjects are usually studied in an excessively generic and superficial manner within broader courses dedicated to information policy, information ethics, or legal issues regarding information. If we also bear in mind that most of these courses are elective, not required, the conclusion is that very few LIS graduates attain the minimal instruction required. The best results are obtained by US and Canadian universities accredited by the American Library Association (ALA), since copyright issues are included in the list of core competences required to achieve accreditation. The solution to this problem may lie in two complementary approaches. One would be to follow the ALA model and the IFLA recommendation and include copyright contents in the LIS curricula worldwide, and the other would be to provide institutional support for those professionals interested in obtaining the required training.

Master's degree program as a mechanism for organizing teachers’ professional development in the region

Master's degree program as a mechanism for organizing teachers’ professional development in the region

Identifying Customer Needs for a Master's Degree Program in Industrial Engineering: A Case Study from Prospective Students’ Insights

Identifying Customer Needs for a Master's Degree Program in Industrial Engineering: A Case Study from Prospective Students’ Insights

К 70-ЛЕТНЕМУ ЮБИЛЕЮ КАФЕДРЫ ЭТГМУ ЮУрГУ

The article is devoted to the evolution of scientific schools of the Department of Economic Theory, Regional Economics, and State and Municipal Management of South Ural State University (National Research University), which celebrates the 70th anniversary since its formation this year. During its development, it has gone from a service department (teaching the “Political Economy” discipline) to the department combining the functions of a service (teaching the “Economics” discipline) and a graduate one (Bachelor's and Master's degree programs) in the “State and Municipal Administration” field of training. Various research has been conducted at the department. Initially it studied the “Macro- and microeconomical problems of the evolution of socio-economic problems”. Later it engaged in the “Study of the nature of transformation processes in the Russian economy during the transition to the market period”. Today it conducts active research on the problems of the regional economy and municipal management. Many of the department’s teaching staff members participate in the regional expert community of Chelyabinsk and the Chelyabinsk Region. In connection with the strategic scientific projects of the Priority 2030 Program, the following fields have become the focus of scientific research: “Analyzing the promising specializations in the region's industrial space”, “Research and evaluation of the agglomeration effects in the economic space of the subjects of the Russian Federation”.