Master's degree characteristics

The Master's degree characteristics document is intended to be of practical help to providers and other interested parties, including those wishing to understand more about the nature of UK master's degrees more generally, which may include students, employers and overseas audiences. Institutions are encouraged to consult the guidance contained in the document when designing, delivering and reviewing new and existing programmes, and when describing programmes in information intended for prospective students and others. The new reference point offers guidance on the nature of different types of master's degree, all of which are expected to meet the outcomes identified in the qualification descriptor of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), 2008 or The framework for qualifications of higher education institutions in Scotland, 2001. The characteristics described here relate to the different ways in which a master's degree may be provided in delivering the outcomes identified in the national qualification descriptor. In some instances, there may be additional points of reference that providers may wish to draw upon, including a small number of subject benchmark statements for master's degrees in particular subjects2 and the guidance or requirements of relevant professional, statutory or regulatory bodies

NAREA AWARDS

Outstanding Master's Thesis Award: Estimation of Elasticities of Demand for Imported Meat in Russia, by Alexi Soshnin; Master's Thesis Award of Merit: Effective Rural Development Strategies: a Framework for Optimizing Community-Business Matches, by Michael Buescher; Master's Thesis Award of Merit: Sustaining the Atlantic Sea-Scallop Fishery: Viability in a Restricted Industry, by Michael Keith Price; Master's Thesis Award of Merit: Food Demand in China: A Case of Guangdong Province, by Xiaobo Zhang; Journal Article of the Year for 1998: Modeling Fresh Tomato Marketing Margins: Econometrics and Neural Networks, by Timothy J. Richards, Paul M. Patterson, and Pieter Van Ispelen; Distinguished Member Award: Linda K. LeeTeaching/Communication/Extension/Profession,

Integrating indigenous culture into a university residential community, Eileen Panigeo Maclean House

Master's Project (M.A.) University of Alaska Fairbanks, 201

Valuing initial teacher education at Master's level

The future of Master’s-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master’s-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master’s credits. Following a survey of the changing perceptions of Master’s-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development

Graduate recital: perspective and analysis: an overview of Morton Feldman's The King of Denmark, Michael Gordon's XY, and Jacob Druckman's Reflections on the Nature of Water

Master's Project (M.Mu.) University of Alaska Fairbanks, 201

Houses, animals, and children: "a thesis experience"

Master's Project (M.F.A.) University of Alaska Fairbanks, 201

Methodology paper transmitting Yup'ik knowledge through the art of skin sewing

Master's Project (M.A.) University of Alaska Fairbanks, 201