BACHELOR of EDUCATION (Habilitation)
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Post-Graduate Diploma in Mapping, Charting & Geodesy
GRADUATE NON-DEGREE PROGRAMS Postgraduate Diploma in Mapping, Charting and Geodesy (2015-2016) Background and Objective This graduate diploma program has been designed to meet the requirements of the Mapping and Charting Establishment (M.C.E.) of J2 Geomatics in the Department of National Defence. M.C.E. has an ongoing requirement to provide advanced training in the mapping sciences, surveying, and geodesy for career military officers who have baccalaureate degrees in various engineering and science disciplines but who, with rare exceptions, have not had any courses in geodesy, photogrammetry/remote sensing, or advanced surveying. The purpose of this program is, in the minimum time, to give these officers, and others in similar circumstances, a good understanding of the principles underlying present and imminent technology in mapping, charting, and geodesy. Admission Requirements An appropriate bachelor's degree in engineering or science is required. Candidates will generally meet the standard requirements for admission to graduate school, however, some allowance for experience may be made for those otherwise not admissible. As part of their previous work, applicants should have completed: At least four term courses in mathematics, which should have included linear algebra and ordinary differential equations. One term course in surveying. At least one term course in probability and statistics. At least one course, and preferably two courses, in computer science, plus some experience in using computers. Applicants who are deficient in not more than one of the above topics may be accepted and advised on the prerequisite of courses from Table I to be taken during Terms 1 and 2. -
Undergraduate Degree Fields
Chapter: 2/Postsecondary Education Section: Programs, Courses, and Completions Undergraduate Degree Fields In 2017–18, over two-thirds of the 1.0 million associate’s degrees conferred by postsecondary institutions were concentrated in three fields of study: liberal arts and sciences, general studies, and humanities (398,000 degrees); health professions and related programs (181,000 degrees); and business (118,000 degrees). Of the 2.0 million bachelor’s degrees conferred in 2017–18, more than half were concentrated in five fields of study: business (386,000 degrees); health professions and related programs (245,000 degrees); social sciences and history (160,000 degrees); engineering (122,000 degrees); and biological and biomedical sciences (119,000 degrees). In academic year 2017–18, postsecondary institutions were the following: homeland security, law enforcement, conferred 1.0 million associate’s degrees. Over two- and firefighting (3 percent, or 35,300 degrees); computer thirds (69 percent) of these degrees were concentrated and information sciences and support services (3 percent, in three fields of study: liberal arts and sciences, general or 31,500 degrees); and multi/interdisciplinary studies2 studies, and humanities (39 percent, or 398,000 degrees); (3 percent, or 31,100 degrees). Overall, 85,300 associate’s health professions and related programs (18 percent, or degrees or certificates (8 percent) were conferred in 181,000 degrees); and business1 (12 percent, or 118,000 science, technology, engineering, and mathematics degrees). -
(2) of Act No. 111/1998 Sb., on Higher Education Institutions and On
Internal Regulations of the University of West Bohemia In accordance with Article 36 (2) of Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), the Ministry of Education, Youth and Sports registered, on 5 June 2017, under Ref. No. MSMT- 16039/2017, Habilitation Procedure and Professor Appointment Procedure Regulations. ………………………………………. Mgr. Karolína Gondková Director of the Higher Education Department HABILITATION PROCEDURE AND PROFESSOR APPOINTMENT PROCEDURE REGULATIONS Dated 5 June 2017 [Note: Habilitation is a Czech academic procedure whereby a person is awarded the academic rank of Docent, which is usually considered equivalent to Associate Professor.] PART ONE General Provisions Article 1 General Provisions (1) This Internal Regulation formulates rules for the habilitation and professor appointment procedures at the University of West Bohemia (hereinafter referred to as "UWB"). (2) Provisions concerning the relevant Scientific Board shall also apply to the Artistic Board, where established. (3) UWB, or a relevant Faculty, shall publish these Habilitation Procedure and Professor Appointment Procedure Regulations in accordance with Act No. 111/1998 Sb., on Higher Education Institutions and on Amendments and Supplements to Other Acts (the Higher Education Act), as amended, (hereinafter referred to as the "Act"). The public may read a habilitation thesis before its defence at the Dean's office of the relevant Faculty, or at the Research and Development Division, if a habilitation procedure is conducted by UWB. Article 2 Authorisation to Conduct a Habilitation Procedure or Professor Appointment Procedure (1) A habilitation procedure or professor appointment procedure shall be conducted in accordance with the Act in fields for which UWB, or a Faculty, has received accreditation. -
PATHWAYS to Phd and Other Doctoral Degrees
You are eligible for admission to a Doctoral Degree if you have one of the following qualifications with at least 40CP (or equivalent) research component, having achieved specific Thesis and GPA requirements: • Bachelor Honours Degree (AQF Level 8) • Masters Degree, Coursework, Research, Extended (AQF Level 9). • Graduate Diploma of Research Studies – each Academic Group at Griffith has discipline specific qualifications If you do not have one of the qualifications listed above which includes the required minimum research component, based on your highest qualification achieved you will be eligible for admission to a Doctoral degree by undertaking further study as follows, provided you achieve specific Thesis and GPA requirements: Having successfully completed one of the following awards: • Bachelor Degree (AQF Level 7) • Graduate Certificate / Graduate Diploma (AQF Level 8) that does not contain at least 40CP research component • Masters Degree (Coursework - AQF Level 9) that does not contain at least 40CP research component Bachelor Honours Complete one of the following awards to be eligible for admission to a Doctoral Degree: (AQF 8) (1 Year) • Bachelor Honours degree (1 year, 80CP) with Class I or IIA • Postgraduate coursework or research program with at least 40CP or equivalent research component. Click here for a complete list of approved programs at Griffith University which provide this pathway to PhD. PATHWAYS to PhD and other Doctoral Degrees Bachelor Honours (AQF 8) (4+Years) with Class I or IIA Bachelor Honours Masters Research -
In Christian Leadership
DOCTOR OF EDUCATION IN CHRISTIAN LEADERSHIP PROGRAM PROSPECTUS SCHOOL OF DIVINITY 2017-2018 ACADEMIC YEAR PROGRAM DESCRIPTION The Doctor of Education (EdD) in Christian Leadership is a fully online, praxis degree. It is the highest academic degree offered in the theory and practice of Christian leadership. As an applied theological degree, the EdD in Christian Leadership intentionally seeks to integrate a Christian worldview with study in the fields of leadership, education, and the social sciences. Since leadership, education, and the social sciences are connected fields of study, rooted in a shared theory base; this program will enable students to acquire a breadth of knowledge across these disciplines and gain the skills needed to conduct doctoral level research appropriate to diverse educational, organizational, and ministry contexts. This document is intended to acquaint the reader with the program and answer many initial questions. Please feel free to contact the program director, Dr. Gary Bredfeldt, at [email protected], with any additional questions. PURPOSE The EdD in Christian Leadership program is a research-based, terminal degree, designed to prepare further and equip demonstrated leaders with research, teaching, management, and leadership competencies for executive-level leadership roles in churches, mission organizations, faith-based organizations, non-profit organizations, and Christian academic institutions. LEADERSHIP AND EDUCATION PHILOSOPHY With regards to leadership philosophy, this program is built upon an analytical framework that understands faith-based organizations to be dynamic and developmental. This program promotes a balanced model of Christian leadership that recognizes the importance of biblical values, inspiring vision, godly virtues, and attention to the details of venture management. -
NOMENCLATURE EXPLAINED: a Guide to Naming Qualifications and Learning Programmes for the SCQF
NOMENCLATURE EXPLAINED: A Guide to Naming Qualifications and Learning Programmes for the SCQF Nomenclature Explained ///////////////////////////////////////////////////////////////////////////////////////////////////////////////// THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK The Scottish Credit and Qualifications Framework (SCQF) is Scotland’s lifelong learning framework. It contains the qualifications frameworks of the Scottish Qualifications Authority (SQA) and Scottish Higher Education (HE). The SCQF aims to: 1. help people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal, social and economic potential; 2. enable employers, learners and the public in general to understand the full range of Scottish qualifications, how the qualifications relate to each other and how different types of qualifications can contribute to improving the skills of the workforce. The SCQF is managed by the Scottish Credit and Qualifications Framework Partnership whose members include Scottish Government, higher education and college sectors, employers and SQA. Although it is not a regulatory body the SCQF Partnership maintains the quality and use of the Framework as a whole. The SCQF diagram portrays the frameworks of HE, SQA and Scottish Vocational Qualifications (SVQs). However, the Framework also currently contains over 400 qualifications and learning programmes such as non-formal learning programmes offered in the community or by employers, professional bodies, vendors such as Microsoft and those offered by Awarding Bodies other than SQA. The SCQF uses two measures to recognise learning: Level and Credit. Level provides an indication of the level of difficulty of a qualification or learning programme. This is based on one set of SCQF Level Descriptors which are developmental from SCQF Level 1 to 12. -
Admission Requirements for the University of Lethbridge Graduate Certificate, Diploma, Or Masters Programs
International Admission Requirements for the University of Lethbridge Graduate Certificate, Diploma, or Masters Programs Country Post-Secondary School Requirements (Contact Admissions for requirements for countries not shown below) Afghanistan Four-year Bachelor’s (Leican) degree with a minimum overall B average or 85% Albania Diplome or professional title (four year standing) with a minimum average of 8/10 (Good) or 4/5 (Good) Algeria Recognized four-year Licence or Diplome with a minimum grade of 14/20 Angola Licenciatura or professional title with a minimum average of 14/20 Argentina Licenciado or professional title (Arquitecto, Ingeniero, Abogado, Medico etc.) with a minimum grade of 7.5/10.0 Armenia Specialist Diploma with a minimum average of 4/5 Australia Bachelor’s degree with a minimum of four years of study (Honours). Second Class Honours (HIIA), Upper Division or Distinction is the minimum requirement Austria Diplom or Magister with a minimum of Gut (Good) standing, or 2/5 on a reverse grading scale Azerbaijan Diploma of Specialist (pre-1991), Bakalavr (requiring four years of study), or Magistr (pre-1997) with a minimum average of 4/5 Bahrain Bachelor’s degree with a minimum average of 3/4 Bangladesh Four-year Bachelor’s degree or a three-year Bachelor’s degree plus a Master’s degree with a minimum of First Division standing Barbados Bachelor’s degree (Honours), minimum three years in length with a minimum of Second Class, Upper Division standing Belarus Diploma of Specialist (post-1991), Bakalavr (pre-1991), or Magistr (pre-1997) -
What Is a Doctorate? CGS Acknowledges the Generous Support of Our Sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents
Tenth Annual Strategic Leaders Global Summit on Graduate Education November 15-17, 2016 University of São Paulo Brazil What Is a Doctorate? CGS acknowledges the generous support of our sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents 2016 Strategic Leaders Global Summit on Graduate Education: Agenda Papers Introduction Suzanne T. Ortega, Council of Graduate Schools 10 1: Current and Evolving Definitions of the Doctorate Presented Papers Hans-Joachim Bungartz, Technical University of Munich 14 Denise Cuthbert, Royal Melbourne Institute of Technology University 17 Susan Porter, University of British Columbia 20 Mark J.T. Smith, Purdue University 23 Shireen Motala, University of Johannesburg 26 Brenda Yeoh, National University of Singapore 30 2: Doctoral Admissions and Recruitment: Assessing Readiness to Pursue Doctoral Study David G. Payne, Educational Testing Service 36 Adham Ramadan, American University in Cairo 39 Yaguang Wang, Shanghai Jiao Tong University 42 Kate Wright, University of Western Australia 44 3: Doctoral Mentoring & Supervision Vahan Agopyan, University of São Paulo 48 Mee-Len Chye, The University of Hong Kong 50 Richard (Dick) Strugnell, University of Melbourne 52 Tao Tao, Xiamen University 56 Qiang Yao, Tsinghua University 59 4: Career Preparation & Innovations in Doctoral Curricula and Training Jani Brouwer, Pontificia Universidad Católica de Chile 62 Karen Butler-Purry, Texas A&M University 64 Barbara Crow, York University 66 5: Doctoral Dissertations and Capstones Marie Audette, Laval University 68 Alastair McEwan, University of Queensland 71 Christopher Sindt, Saint Mary’s College of California 74 6: How Do Doctoral Assessment & Career Tracking Influence Definitions of Doctoral Education? Philippe-Edwin Bélanger, Université du Québec 78 Luke Georghiou, University of Manchester 80 Barbara A. -
WVPU Academic Guidelines for Appointment, Extension And
Academic Guidelines for Appointment, Extension and Promotion Adopted by the Executive Board and approved by the University Council on October 7, 2016 Introduction The Guidelines particularize the provisions stipulated in the Constitution of Webster Vienna Private University (WVPU). The university has different appointment, extension and promotion policies for its scientific staff based on three categories: employed faculty, adjunct faculty, and other scientific staff. 1 Categories of Scientific Staff The university distinguishes its scientific staff in three categories: employed faculty, adjunct faculty, and other scientific staff. The university may also employ visiting professors. 1.1 Employed Faculty Employed faculty include those individuals who have gone through the constitutionally appropriate appointment procedures and whose primary tasks are in the areas of research and teaching whereby any additional administrative or mentoring tasks are considered either part of their service records (i.e. not additionally compensated) or explicitly compensated for specific managerial tasks (i.e. department head stipends). Employed faculty assignments include research, teaching, and service whereby they are all required to do independent research, collaborate in scholarly/scientific projects, do independent teaching, supervise undergraduate and graduate theses, participate in committees, serve on task forces, and cooperate in administrative responsibilities. The university distinguishes and assesses its employed faculty in accordance with their rank, which includes Assistant, Associate and Full Professors. This system aims to foster mentorship and advancement among faculty. All three ranks require at least a doctorate degree. Depending on the discipline, the equivalent in professional experience may serve as a substitute for doctoral degrees. Assistant, Associate and Full Professors are appointed under the conditions of the Austrian labor law. -
Regulations for Doctoral Degree Studies in the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn As of Se
Regulations for Doctoral Degree Studies in the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn As of September 2nd 2014 In accordance with §§ 2 section 4 and 64 section 1 of the Universities Act of the Federal State of North-Rhine Westphalia (Hochschulgesetz - HG) in the version of the Higher Education Autonomy Act (Hochschulfreiheitsgesetz - HfG) of 31 October 2006 (gazette of laws and ordinances, GV. NRW p. 474), last modified by Article 1 of the Act Introducing an Age Limit for the Tenure of University Lecturers of 3 December 2013 (GV NRW p. 273), the Faculty of Medicine at the Rhenish Friedrich- Wilhelm University of Bonn has enacted the following examination regulations: Table of contents I. General § 1 Doctoral Studies § 2 Doctoral Examination Board § 3 Doctoral Committee II. Qualification phase § 4 Content and scope of the qualification phase § 5 Admission § 6 The Dissertation III. Examination phase § 7 Commencing the doctoral examination procedure § 8 Assessment of the dissertation § 9 Oral examination (Promotionskolloquium and Disputation) § 10 Grading § 11 Publication of the dissertation § 12 Doctoral certificate § 13 Annulment and withdrawal § 14 Access to examination records IV. Joint PhD or MD/PhD § 15 Special provisions for the examination of a PhD jointly supervised by a foreign university V. Final provision §16 Entry into force and publication Appendix I. General §1 Doctoral Studies (1) The Faculty of Medicine at the Rhenish Friedrich-Wilhelm University of Bonn awards the academic degree of Doctor of Philosophy (PhD) or of Medical Doctor/ Doctor of Philosophy (MD/PhD) upon completion of the doctoral examination procedures in accordance with the appendix and in accordance with these regulations. -
Bachelor of Education (Honours) (BEDH) - Bed(Hons) (2021)
Consult the Handbook on the Web at http://www.usq.edu.au/handbook/current for any updates that may occur during the year. (DISCONTINUED) Bachelor of Education (Honours) (BEDH) - BEd(Hons) (2021) Bachelor of Education (Honours) (BEDH) - BEd(Hons) This program is offered only to continuing students. No new admissions will be accepted. Students who are interested in this study area should contact us On-campus Online Start: No new admissions No new admissions Campus: Toowoomba, Spring®eld - Fees: Commonwealth supported place Commonwealth supported place Domestic full fee paying place Domestic full fee paying place International full fee paying place International full fee paying place Standard duration: 4 years full-time, 9 years part-time Program From: ; Bachelor of Education articulation: Contact us Current students Ask a question Freecall (within Australia): 1800 007 252 Phone (from outside Australia): +61 7 4631 2285 Email: [email protected] Professional accreditation Graduates from the program will have met the quali®cations requirement for teacher registration with the Queensland College of Teachers. All students, domestic and international, must complete the majority of supervised professional experience in Australian Primary and/or Secondary school settings. Graduates from the BEd (Hons) (Early Childhood) will have also met the requirements of the Of®ce for Early Childhood Education and Care (formerly the Queensland Department of Communities). Program aims The Bachelor of Education (Honours) program aims to graduate students who -
Doctoral Pathway Frequently Asked Questions
Doctoral Pathway Frequently Asked Questions What are the different types of doctoral programs in education? Broadly speaking, there are two types of educational doctoral degrees: a Ph.D. (Doctor of Philosophy) and Ed.D. (Doctor of Education). A Ph.D. tends to be more theoretical, while a Ed.D. tends to be more applied. We sometimes refer to a Ph.D. as being an academic doctoral degree, while an Ed.D. degree is called a professional doctoral degree. Ph.D programs almost always have a thesis component as a culminating assignment. Ed.D. degrees usually have either a thesis or a major project as a culminating assignment. People tend to be more familiar with Ph.Ds than Ed.D. degrees, although there are some high profile Ed.D degrees around the world (e.g., Harvard has one). You’ll find that there are lots of university and college professors who have Ed.Ds rather than Ph.Ds. You’ll also find people with Ed.Ds and Ph.Ds working at the Ministry as well as in senior leadership positions at the Board level. Both are prestigious doctoral-level degrees. Why would I want a Ph.D or an Ed.D? If you want to be a university professor, you will need a Ph.D. or Ed.D. Many Ontario Colleges are also preferentially hiring instructors with a Ph.D. or Ed.D. An Ed.D. or Ph.D. might make you a stronger candidate if you want to work at the ministry, or at a school board, or as an educational consultant of some kind.