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The aim of this study is to explore the various factors involved in pursuing a master's degree for university graduates in South Korea. After reviewing theoretical frameworks, including human and social capital theories, an analytical model was constructed to examine the different academic and economic factors involved in pursuing a master's degree, considering different institutional backgrounds. The data used were collected from the Graduates Occupational Mobility Survey conducted by the Korean Employment Information Service. We obtained the data from 11,960 respondents who graduated from university in 2013. Descriptive statistics and logistics regression were used in the analysis. The results show that gender, age and family socioeconomic status affected students' decision to pursue a master's degree. In addition, academic background factors, such as discipline, satisfaction with undergraduate study and intrinsic motivation for the choice of major, had positive effects on enrolment in master's degrees. However, active participation in the job search process during undergraduate study had negative effects on the decision. Students in research universities in major cities were more likely to pursue a master's degree than those in teaching-oriented universities in local provinces. This study has implications for the motivations, demands and career paths of postgraduate students taking master's degrees. (HRK / Abstract übernommen).

Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland’s political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.

While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.

This article introduces principles of learning based on research in cognitive science that help explain how learning works. We adapt these principles to the teaching of statistical practice and illustrate the application of these principles to the curricular design of a new master's degree program in applied statistics. We emphasize how these principles can be used not only to improve instruction at the course level but also at the program level.

Utilizing the 2013 National Survey of College Graduates (Scientists and Engineers Statistical Data System, National Science Foundation, 2015), this study examined three measures of labor market outcomes: annual earning potentials; primary work activity; and education-job match for science, technology, engineering, and mathematics (STEM) bachelor’s degree holders by their master’s degree attainment. Whereas the study found earning differentials across master’s degrees, the results suggest that one’s earnings are explained by other factors, specifically gender. Results reflect a discernible and concerning pay gap between men and women with the same level of degree attainment in the STEM workforce. Also, implications for policy and practice are addressed.

This study examined barriers to career development planning from the perspective of nurses with master’s degrees in China. The quality of nursing personnel is closely related to clinical nursing quality and patient satisfaction. Assisting highly educated nurses in career planning is crucial for reducing dropout rates. However, no domestic and international research has been done on the barriers to career development faced by highly educated nurses. Investigating these barriers can provide a foundation for developing targeted clinical nursing education and practice strategies. Descriptive qualitative design. Data were collected through semi-structured interviews and analyzed using qualitative content analysis. Following the COREQ guidelines. Seventeen nurses (two men and 15 women; age range: 26–29), reaching data saturation. Data analysis revealed eight subcategories in three categories: (1) transition shock, including the gap between nursing education and clinical practice, discrepancy between career growth expectations and clinical training system, and perceived professional crisis; (2) contextual elements, including external higher expectations, influence of leadership style, and limitations of the nursing standardized training system; and (3) lack of necessary support, including limitations of vocational development training programs in hospitals and schools and support requirements for the work environment. The findings offer insights useful for nursing education experts and institutions and clinical nursing departments (especially their managers). Specifically, by clarifying the barriers faced by highly educated nurses in career development planning, the findings can inform the development of training systems and practices for enhancing highly educated nurses’ career satisfaction and professional identity.

Background Understanding the issue of job satisfaction of nurses with master of nursing degrees may help develop organisational changes necessary for better functioning of health care institutions. This study aimed to evaluate the level of job satisfaction among holders of Masters of Nursing degrees employed at health care institutions and to ascertain its determinants. Methods The cross-sectional study was carried out in randomly selected health care institutions in Poland using the Misener Nurse Practitioner Job Satisfaction Survey and an original survey questionnaire with two open-ended questions. Quantitative data were analysed using descriptive and summary statistics. Results The participants gave highest satisfaction ratings to their relationships with direct superiors and other nurses, as well as their social contacts at work. The lowest ratings were given to the pension scheme and factors connected with remuneration. A highly statistically significant relationship was found between the job classification and the level of professional satisfaction ( p <  0.001). Qualitative analysis of responses to the two open-ended questions supported Herzberg’s Two-Factor theory: internal factors promoted satisfaction, whilst external ones caused dissatisfaction. Conclusions Managers of nurses should strengthen the areas that contribute to higher employee satisfaction, particularly interpersonal relationships, by commendation and recognition of work effects.

The evolution of a Master's programme, like many other human institutions, can be viewed as a self-organising system whose underlying structures and dynamics arise primarily from the interaction of its faculty and students. Identifying these hidden properties may not be a trivial task, due to the complex behaviour implicit in such evolution. Nonethe-less, we argue that the programme's body of research production (represented mainly by dissertations) can serve this purpose. Bibliometric analyses of such data can reveal insights about production growth, collaborative networks, and visual mapping of established, niche, and emerging research topics, among other facets. Thus, we propose a bibliometric workflow aimed at discovering the production dynamics, as well as the conceptual, social and intellectual structures developed by the Master's degree, in the interest of guiding decision-makers to better assess the strengths of the programme and to prioritise strategic goals. In addition, we report two case studies to illustrate the realisation of the proposed workflow. We conclude with considerations on the possible application of the approach to other academic research units.

Purpose The purpose of this paper is to acknowledge the value of joint educational entrepreneurship programs: universities impact on economic growth by building collaborative networks in order to encourage innovation through interdisciplinary training schemes. The case of the master’s degree in Entrepreneurial Innovation Management, set up jointly by the University of Salerno and the Universidad Católica de Pereira, is presented. Design/methodology/approach In order to conduct a competitive market analysis, the latest data on master’s degrees in economics and information technologies management have been collected by means of a scraping procedure in order to build a data set for analysis. The authors have considered the masters’ degrees offered in Bogotá, where most universities of Colombia are located. Findings The data point out that current master’s degree courses do not recognize the importance of interdisciplinary training, which is in great demand in the world of work: economics and computer science never run together and rarely do universities collaborate within a network to set up joint programs. Practical implications The entrepreneurial culture could yield economic and social benefits by training students for a dynamic, global and increasingly digital job market. The case study represents a first step in building a network, which could be extended to other countries in the future. Originality/value The originality of the study lies in the proposal of a joint Italy–Colombia master’s degree, which is set up within a higher education network and may prove useful in creating job opportunities in both countries involved. Moreover, the learning path balances two traditionally separated disciplinary fields: economics and computer engineering.

This article describes the results from a large, cross-sectional survey of social workers, psychologists, and licensed marriage and family therapists (LMFTs) in Texas (N = 865) regarding their orientation toward and implementation of evidence-based practice (EBP). All social workers were recruited by e-mail using the state NASW Listserv (analysis was limited to master's level social workers), whereas 500 psychologists and LMFTs were randomly selected from the state licensing lists for a postal mail survey. The Evidence-Based Practice Process Assessment Scale—Short Version was used, along with 10 background/demographic questions. Psychologists with doctoral degrees reported, on average, stronger orientations toward the EBP process than did social workers with master's degrees, but the effect sizes for these differences were typically weak to moderate. Social workers and LMFTs were, for most comparisons, similar in their orientations toward the EBP process. More recent social work graduates had more favorable views of the EBP process than less recent graduates. The results suggest that although the EBP process is not yet widely implemented in its entirety, there are grounds for optimism about master's level social workers' engagement in that process and for their increased utilization of research.