Analysis of international graduate programmes structures for engineering education

This article traces the evolution of graduate study in Engineering in Ireland over three decades. Very few studies have shown the different norms and structures of graduate programmes in Ireland. In this paper, a review of traditional and structured PhD in terms of credit requirements and co-ordination structures is presented. The authors summarise the characteristics of graduate programmes in different universities in Ireland and compare these to those obtained in some of the leading international universities. The implementation of graduate programmes in Ireland is relatively recent and the structure of these programmes is still under development in the different universities. Plans for enhancement of graduate programs and the development of new initiatives to support graduate student academic and professional development are very important for the success of these programmes. The growth in enrolment reflects a broad diversity in background of students which will require not only increased financial resources but an adequate and sound organisational structure in order to move forward

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

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

Conscientious objection – does it also apply to nursing students?

The conscientious clause in nursing can be defined as a kind of special ethical and legal regulation which gives nurses right to object to actively perform certain medical procedures which are against their personal system of values. Usually these values are associated with nurses’ religious beliefs, but not always. Scope of this regulation differs throughout the world. However, it is emphasized that right to the conscientious objection is not absolute and this regulation can not be used in cases of danger to life or serious damage to the health of the patient. Medical procedures to which nurses hold conscientious objection are often within reproductive health services. However, we can also find reports on the use of this right i.e. in end-of-life care and in the process of the implementation of medical experiments. The main issue underlined in the discussion regarding practising conscientious objection in the clinical setting is the collision of two human rights: the right to conscientious objection of medical personnel and the right of patients to specific medical procedures which are legal in their country. If a procedure is legally available in a country it means that patients can expect to receive it, on the other hand, all citizens, including health care workers, have the right to protect their moral identity and the right to object to the implementation of a procedure to which they have a specific objection. It is very difficult to find good ethical and legal balance between these two perspectives

A Maori and Psychology Research Unit

Little psychological information and few applications have been informed by Maori centred research. The psychological research base available to support prevention or change strategies aimed at Maori is almost non-existent. Most information and applications are imported from outside of Aotearoa/New Zealand and are seldom subjected to vetting procedures to ensure adequacy and appropriateness. Even though numbers have changed slightly in the last 10 years, there are still too few Maori in the professional ranks of psychology, both as practitioners, teachers and researchers. More of everything is needed, and it was needed yesterday. At the University of Waikato, staff of the Psychology Department have recognised the need to support positive changes to rectify that situation described above. This paper describes the fledgling development of a Maori and Psychology Research Unit and how it is intended to promote Maori centred-research, Maori-partnership research, and the scholarly development of Maori professionals. The first section deals with issues and challenges the MPRU expects to face in its development and is written by the first author. The second section describes the nature of learning and support that the MPRU will afford to a new generation of Maori researchers and scholars within the discipline of psychology. This section is written by the second author