| List of figures and tables |
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ix | |
| Preface |
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xi | |
| Series editor's preface |
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xii | |
| List of contributors |
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xiv | |
| List of abbreviations |
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xxi | |
Part
1. The Master's experience |
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5 | (17) |
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1.1 Being a student and teacher |
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5 | (2) |
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1.2 My Master's experience as student and teacher |
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7 | (3) |
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1.3 Researching the Master's student experience |
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10 | (4) |
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1.4 Understanding students' needs in theatre practice |
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14 | (3) |
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1.5 Defining issues for mastery |
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17 | (5) |
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2 The diversity of Master's provision |
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22 | (14) |
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22 | (6) |
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28 | (8) |
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36 | (21) |
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3.1 Master's education in China |
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36 | (2) |
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3.2 The Master's experience in Canada |
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38 | (2) |
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3.3 The influence of Bologna on the student experience: a case study from Portugal |
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40 | (3) |
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3.4 Exploring the experience of and support needs of part-time Master's students |
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43 | (10) |
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53 | (4) |
Part
2. Transition matters |
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4 Transition issues for course designers |
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57 | (19) |
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4.1 Transition to postgraduate study: overlooked and underestimated |
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57 | (4) |
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4.2 Principles for reviewing the taught postgraduate induction curricula |
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61 | (3) |
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4.3 Effective interventions for maintaining Master's student motivation |
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64 | (7) |
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4.4 Issues and resources for transition: a personal reflection |
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71 | (5) |
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5 Effective induction activities |
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76 | (29) |
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5.1 The Belonging Cube: an induction activity to recognise and celebrate diversity |
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76 | (3) |
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5.2 Using formative assessment during induction |
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79 | (8) |
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5.3 Exploring critical thinking with Chinese students during induction |
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87 | (10) |
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5.4 Study skills for Master's level 'through the looking glass' of Chinese students |
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97 | (3) |
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100 | (5) |
Part
3. Effective experiential learning |
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6 Supporting international postgraduate learners across a business school |
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105 | (12) |
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Contextualisation of academic skills within subject specialisms |
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105 | (3) |
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Putting theory into practice |
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108 | (3) |
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111 | (4) |
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115 | (2) |
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117 | (18) |
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7.1 Supporting students to develop Master's level writing skills |
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117 | (6) |
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7.2 Reflective writing with students on an LLM for practising lawyers |
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123 | (3) |
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7.3 Teacher-student experiences of collaborative writing at Master's level |
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126 | (8) |
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134 | (1) |
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8 Integrating university-wide support |
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135 | (9) |
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8.1 Central support for Master's student dissertation work |
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135 | (4) |
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8.2 Employability skills for Master's students |
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139 | (4) |
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143 | (1) |
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9 Problem-based learning in practice |
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144 | (29) |
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9.1 Using problem-based learning in a Master's level computing module |
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145 | (4) |
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9.2 'Real-world' student experience at Master's level in Art and Design: case studies from Glass and Ceramics |
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149 | (9) |
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9.3 Issues for professional Master's: bringing the real world into the classroom |
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158 | (11) |
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169 | (4) |
Part
4. Assessment |
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10 Assessing well at Master's level |
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173 | (10) |
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173 | (1) |
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Distinguishing Master's and undergraduate level expectations |
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174 | (2) |
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Assessment methods and approaches in use at Master's level |
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176 | (1) |
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Good practice in assessment at M-level |
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177 | (5) |
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182 | (1) |
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183 | (22) |
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11.1 Using blogs when assessing Master's level Childhood and Youth Studies students to foster skills and confidence |
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183 | (2) |
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11.2 Using portfolios to assess M-level Music Performance students |
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185 | (1) |
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11.3 Authentic assessment in an MEd Psychology of Education |
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186 | (2) |
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11.4 A group work assessment for distance learners on an MSc Facilities Management programme |
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188 | (1) |
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11.5 Patchwork portfolio assessment |
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189 | (3) |
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11.6 Managing student diversity and learning through group formative assessment |
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192 | (13) |
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Mastering Master's level assessment: beyond the dissertation |
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200 | |
Part
5. Curriculum design |
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12 Curriculum design to provide learning as a social practice |
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205 | (4) |
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206 | (1) |
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Reflections and lessons learnt |
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207 | (2) |
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13 Lessons learned from distance learning |
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209 | (9) |
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The MSc in GIS distance learning programme |
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210 | (1) |
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211 | (5) |
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Are distance learning degrees as 'good' as face-to-face courses? |
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216 | (1) |
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216 | (2) |
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14 Curriculum opportunities |
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218 | (20) |
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14.1 Many amongst equals: the challenge of teaching and working in partnership with tutor-practitioners |
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218 | (7) |
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14.2 Embedding reflective practice and creativity to link a modular curriculum |
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225 | (4) |
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14.3 Designing a Master's programme in GIST to meet professional expectations in the workplace |
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229 | (3) |
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14.4 Cross-crediting a Master's programme in the UK and Pakistan |
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232 | (6) |
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15 Rethinking Master's level design and support |
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238 | (10) |
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Pre-course design considerations |
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238 | (3) |
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Designing M-Ievel programmes |
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241 | (3) |
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Advising Master's students |
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244 | (2) |
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246 | (2) |
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248 | (4) |
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| References |
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252 | (24) |
| Index |
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276 | |
Biežāk uzdotie jautājumi par e-grāmatām