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Umar Rashid Dar is seeking a career-oriented position where he can develop his abilities and interpersonal skills. He has over 15 years of experience in student affairs and academic roles at Iqra University Islamabad. His responsibilities have included admissions, orientation, advising students, event management, and academic and career counseling. He holds an EMBA in Project Management and a Bachelor's degree in Computer Science.
This document summarizes a faculty professional development program on ensuring training effectiveness. The program aims to upgrade knowledge and skills of faculty and education managers in training programs. It covers topics like needs assessment, training methods, materials, design, management, and evaluation. The expected outcomes are for participants to conduct workshops and analyze training needs. The training introduces new concepts and helps faculty manage classes and conduct their own workshops effectively.
This document provides information about blended and distance learning programs offered by Universidad Central de Nicaragua (UCN) and Universidad Azteca. It summarizes their dual-degree Health Economics program, which can be completed entirely online or through a blended model. The 2-year program awards an MSc from UCN and an MBA from Universidad Azteca, and covers topics like business administration, statistics, sociology, and health fields. It is conducted in English or German and costs 11,500-12,000 EUR in total tuition fees.
AUM aims to create a solid learning environment that facilitates the development of a generation of leaders who are committed to the culture of their community and the global ethical values of professionalism. Our students enjoy a continuous learning process that teaches them to seek knowledge, gain experience and commit to more responsibility. AUM focuses on its students by applying the “Learner Centered Approach,” which aids the university in the process of character building and the development of creative and independent critical thinking skills for students.
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This document discusses key considerations for developing an internationally recognized occupational therapy curriculum, including:
1. Occupational therapy education must include knowledge of how people, environments, and occupations interact as well as competencies in client-centered care and evidence-based practice.
2. Developing a curriculum is a complex process that involves defining the degree profile based on academic level and local context, indicating resources, constructing content and structure, and designing learning outcomes and assessments.
3. Curricula seeking international recognition from the World Federation of Occupational Therapists must submit documents addressing the local context, curriculum details, and a self-evaluation for review against WFOT standards.
This document presents the progress report of a study investigating the motivation of medical students to become global doctors. The report outlines the research aim, questions, and theoretical basis of the study. The aim is to provide information to help medical programs produce global doctors. The report discusses the study design, data collection through student reflective writing, and data analysis plan. It also describes revisions made after a pilot study, such as clarifying formal and informal learning in questions. Challenges facing the study related to student access to internet and communications preferences are also noted.
The document summarizes the self-evaluation process undertaken at Al-Baath University of Syria. It provides background on the university and outlines obstacles to evaluation like apathy and lack of records. The evaluation assessed areas like facilities, staff, students, regulations, and output. It produced recommendations in instruction and research like reducing class sizes, improving labs, and increasing original publications. The evaluation revealed issues needing improvement and the importance of continuous assessment for development.
Umar Rashid Dar is seeking a career-oriented position where he can develop his abilities and interpersonal skills. He has over 15 years of experience in student affairs and academic roles at Iqra University Islamabad. His responsibilities have included admissions, orientation, advising students, event management, and academic and career counseling. He holds an EMBA in Project Management and a Bachelor's degree in Computer Science.
This document summarizes a faculty professional development program on ensuring training effectiveness. The program aims to upgrade knowledge and skills of faculty and education managers in training programs. It covers topics like needs assessment, training methods, materials, design, management, and evaluation. The expected outcomes are for participants to conduct workshops and analyze training needs. The training introduces new concepts and helps faculty manage classes and conduct their own workshops effectively.
This document provides information about blended and distance learning programs offered by Universidad Central de Nicaragua (UCN) and Universidad Azteca. It summarizes their dual-degree Health Economics program, which can be completed entirely online or through a blended model. The 2-year program awards an MSc from UCN and an MBA from Universidad Azteca, and covers topics like business administration, statistics, sociology, and health fields. It is conducted in English or German and costs 11,500-12,000 EUR in total tuition fees.
AUM aims to create a solid learning environment that facilitates the development of a generation of leaders who are committed to the culture of their community and the global ethical values of professionalism. Our students enjoy a continuous learning process that teaches them to seek knowledge, gain experience and commit to more responsibility. AUM focuses on its students by applying the “Learner Centered Approach,” which aids the university in the process of character building and the development of creative and independent critical thinking skills for students.
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This document discusses key considerations for developing an internationally recognized occupational therapy curriculum, including:
1. Occupational therapy education must include knowledge of how people, environments, and occupations interact as well as competencies in client-centered care and evidence-based practice.
2. Developing a curriculum is a complex process that involves defining the degree profile based on academic level and local context, indicating resources, constructing content and structure, and designing learning outcomes and assessments.
3. Curricula seeking international recognition from the World Federation of Occupational Therapists must submit documents addressing the local context, curriculum details, and a self-evaluation for review against WFOT standards.
This document presents the progress report of a study investigating the motivation of medical students to become global doctors. The report outlines the research aim, questions, and theoretical basis of the study. The aim is to provide information to help medical programs produce global doctors. The report discusses the study design, data collection through student reflective writing, and data analysis plan. It also describes revisions made after a pilot study, such as clarifying formal and informal learning in questions. Challenges facing the study related to student access to internet and communications preferences are also noted.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
This document provides a summary of roles and responsibilities for parties involved in graduate supervision at Queen's University, including supervisors, students, supervisory committees, departments, and the School of Graduate Studies. It outlines expectations for choosing a supervisor, communicating expectations, conducting ethical research, evaluating progress, and resolving conflicts. The goal is to promote excellence in graduate education through clear guidelines and open communication between all individuals.
This document provides an overview of the Don Mariano Marcos Memorial State University College of Graduate Studies. It outlines the university's philosophy, vision, mission, and goals. It then discusses the college's goal and objectives for its graduate programs. The document provides specific objectives for the doctorate and master's programs in various fields like science education, mathematics education, and educational management. It aims to develop leaders, professionals, and community contributors through advanced training and research opportunities in its graduate studies.
This document provides an overview and introduction to the Graduate Studies Handbook of the Don Mariano Marcos Memorial State University College of Graduate Studies. It explains that the handbook outlines the academic requirements, policies, and procedures for graduate education at the university. The introduction emphasizes that both graduate students and faculty must be familiar with the content of the handbook in order to comply with regulations and contribute to program quality. It also provides a brief outline of the six sections that are included in the handbook, which cover topics like general graduate education orientation, academic policies, accreditation procedures, fees, and thesis/dissertation formatting. The goal is for the handbook to guide graduate students and address any questions about requirements during their studies.
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The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
This document provides a history of the School of Architecture, Building and Design (SABD) at Taylor's University. It details the establishment and evolution of SABD and its programmes over time, including achieving accreditation from various professional bodies. Key developments include launching diploma programmes in 1998, establishing partnerships with overseas universities, receiving full accreditation for programmes, renaming and expanding the scope of SABD, and introducing degree programmes culminating in a Master of Architecture programme in 2013. The history shows SABD's growth from initially offering diploma courses to becoming a school providing a full suite of built environment programmes up to postgraduate level.
After completion of the training workshop, the participants will be able to know:
- Introduction regarding the Self-Assessment Report (SAR)
- Governance
- Curriculum Design & Review
- Teaching Learning and Assessment
- Student Entry Qualifications, Admission Procedure, Progress
and Achievements
- Physical facilities
- Student Support Services
- Research and Extension
- Staff and Facilities: Recruitment and staff development
- Process Management and Continuous Improvement
- SWOT Analysis
- Conclusion & Recommendation
This document outlines the regulations and syllabus for a two-year M.Ed. degree program under the Choice Based Credit System at the Tamil Nadu Teachers Education University. The objectives of the program are to produce higher-level educational professionals and to develop skills in teaching, research, curriculum design, educational administration, and educational technology. The program consists of 5 categories of courses, practicum activities, and a dissertation. Coursework is spread over 4 semesters with internal and external assessment of students' performance. The medium of instruction can be either Tamil or English depending on the college.
This document provides background information on the School of Architecture, Building and Design at Taylor's University. It discusses the history of the school, originally established in 1998 as the School of Built Environment, offering diploma programs in architectural technology, quantity surveying, and building technology and management. The document outlines key developments, including partnerships formed with the University of Melbourne in 2000 and 2001 to provide degree pathways for diploma graduates. It also notes the relocation of the school to the main Taylor's campus in 2012 to accommodate its increased size and programs.
The document discusses the challenges and opportunities of designing a context-based curriculum in Omani higher education institutions. It outlines the objectives of studying context-based curriculum, including understanding stakeholders' perspectives and benefits. Key opportunities are making learning more relevant to students' environment and society's needs, while challenges include ensuring teachers understand the local context and maintaining strong industry relationships. Stakeholders like teachers, students, and industry all play important roles in the development and implementation of context-based curriculum.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
This document provides a summary of roles and responsibilities for parties involved in graduate supervision at Queen's University, including supervisors, students, supervisory committees, departments, and the School of Graduate Studies. It outlines expectations for choosing a supervisor, communicating expectations, conducting ethical research, evaluating progress, and resolving conflicts. The goal is to promote excellence in graduate education through clear guidelines and open communication between all individuals.
This document provides an overview of the Don Mariano Marcos Memorial State University College of Graduate Studies. It outlines the university's philosophy, vision, mission, and goals. It then discusses the college's goal and objectives for its graduate programs. The document provides specific objectives for the doctorate and master's programs in various fields like science education, mathematics education, and educational management. It aims to develop leaders, professionals, and community contributors through advanced training and research opportunities in its graduate studies.
This document provides an overview and introduction to the Graduate Studies Handbook of the Don Mariano Marcos Memorial State University College of Graduate Studies. It explains that the handbook outlines the academic requirements, policies, and procedures for graduate education at the university. The introduction emphasizes that both graduate students and faculty must be familiar with the content of the handbook in order to comply with regulations and contribute to program quality. It also provides a brief outline of the six sections that are included in the handbook, which cover topics like general graduate education orientation, academic policies, accreditation procedures, fees, and thesis/dissertation formatting. The goal is for the handbook to guide graduate students and address any questions about requirements during their studies.
Instructional Connections is an independent service provider that offers academic coaching to support online programs. They recruit, train, and assign academic coaches - highly qualified professionals with graduate degrees - to enhance student success. Coaches provide ongoing instructional support under the supervision of university faculty, including facilitating discussions, grading assignments, and handling daily student issues. Coaches are organized in a hierarchy, with coordinating coaches interfacing with faculty and lead coaches managing entire programs. Instructional Connections handles all aspects of recruiting, screening, training, and assigning academic coaches according to university requirements.
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
This document provides a summary of the academic and professional qualifications of Dr. Haitham Hmoud Alshibly. It lists his current positions as Dean of Amman University College and as a board member of Jordan's Higher Education Accreditation Commission. It then details his educational background and academic ranks, as well as over 10 years of professional experience in leadership, management, and academic positions in Jordanian universities. Finally, it lists 14 of his publications in refereed academic journals and conferences.
Indus university 10 june 2015 _iobm (1)Sheema Haider
The document discusses advising and student support services at Indus University aimed at promoting student success. It outlines the university's vision of nurturing leadership and excellence in students. The quality enhancement cell aims to strengthen higher education through quality assurance. Good advising is seen as key to retaining students by reflecting the institution's commitment. The document recommends establishing student support services and outlines various programs already in place like academic advising, professional development centers, behavioral counseling, campus clubs and international opportunities to support students.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
This document provides a history of the School of Architecture, Building and Design (SABD) at Taylor's University. It details the establishment and evolution of SABD and its programmes over time, including achieving accreditation from various professional bodies. Key developments include launching diploma programmes in 1998, establishing partnerships with overseas universities, receiving full accreditation for programmes, renaming and expanding the scope of SABD, and introducing degree programmes culminating in a Master of Architecture programme in 2013. The history shows SABD's growth from initially offering diploma courses to becoming a school providing a full suite of built environment programmes up to postgraduate level.
After completion of the training workshop, the participants will be able to know:
- Introduction regarding the Self-Assessment Report (SAR)
- Governance
- Curriculum Design & Review
- Teaching Learning and Assessment
- Student Entry Qualifications, Admission Procedure, Progress
and Achievements
- Physical facilities
- Student Support Services
- Research and Extension
- Staff and Facilities: Recruitment and staff development
- Process Management and Continuous Improvement
- SWOT Analysis
- Conclusion & Recommendation
This document outlines the regulations and syllabus for a two-year M.Ed. degree program under the Choice Based Credit System at the Tamil Nadu Teachers Education University. The objectives of the program are to produce higher-level educational professionals and to develop skills in teaching, research, curriculum design, educational administration, and educational technology. The program consists of 5 categories of courses, practicum activities, and a dissertation. Coursework is spread over 4 semesters with internal and external assessment of students' performance. The medium of instruction can be either Tamil or English depending on the college.
This document provides background information on the School of Architecture, Building and Design at Taylor's University. It discusses the history of the school, originally established in 1998 as the School of Built Environment, offering diploma programs in architectural technology, quantity surveying, and building technology and management. The document outlines key developments, including partnerships formed with the University of Melbourne in 2000 and 2001 to provide degree pathways for diploma graduates. It also notes the relocation of the school to the main Taylor's campus in 2012 to accommodate its increased size and programs.
The document discusses the challenges and opportunities of designing a context-based curriculum in Omani higher education institutions. It outlines the objectives of studying context-based curriculum, including understanding stakeholders' perspectives and benefits. Key opportunities are making learning more relevant to students' environment and society's needs, while challenges include ensuring teachers understand the local context and maintaining strong industry relationships. Stakeholders like teachers, students, and industry all play important roles in the development and implementation of context-based curriculum.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
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2. The Doctorate in Management of the Institution is
offered by the Department of Management of
Higher Education Institution which is attached to the
Faculty of Psychology at the Taras Shevchenko
National University of Kyiv - Open University.
3. Specializations offered to the students for this
curriculum are Management of Higher Education
Institution, Management of Training Specialists with
Higher Education, Administration of Higher
Education Institution and History of Management of
Higher Education Institutions.
4. Graduates who aspire to hold senior administrative
and leadership posts in their careers will benefit from
this Doctorate Degree in Management of the
Institution at KNU OU.
5. Educational and organizational leadership are key
qualifications. The curriculum for the doctorate
program will conduct applied research and action so
that future directions could get identified in
education leadership. The graduates will gain
necessary skills and knowledge that will prepare
them to lead higher education organizations.
6.
7. Organizational leadership lays an emphasis on
higher educational institutions. This doctorate
program is created for all teaching professionals who
can adapt to the challenges of leading in the
complicated environment of higher educational
institutions. The courses help in developing leaders
who are competent enough to be creative and
responsible enough to attain the organizational
objectives.
8. The program also prepares the graduates to lead
through strategies and learn about planning and
financial management. Participants in this doctorate
program will gain an insight of the history and
organizational needs of higher educational
institutions. The students gain expertise that is
required to lead colleges and universities effectively.
9. Career opportunities to graduates who successfully
complete the Doctorate Degree in Management of
the Institution range from education administrators
to school principals and superintendents. Education
administrators coordinate and direct teachers’
activities. Superintendents oversee all programs
concerning education, facilities, and spending.
10. They also look after the hiring and managing of the
staff within school districts. A school principal
manages the activities of the school on a daily basis
and coordinates curricula while managing the
teachers and other staff so that a safe learning
environment is provided for the students.
12. Students have to submit a proposal for detailed
research. This proposal has to outline the intended
topic of research along with proposed methodology
and objectives. This research topic has to be the
choice of the candidate alone and it will get
provisionally approved by the Degree Committee
before the applicant is accepted to the Course.
13. Applicants have to consider their topic carefully for
their Doctorate research. The topic has to cover the
background of the research; special mention has to
be done of the analysis that has to be adopted and
the possible conclusions that have to be reached by
the research.
14. Duration: + 3 years
Age: Minimum age 25 years
Previous study: Master Degree in the related field
or equivalent
Fee: 1990 Euro per year