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Purposes: The purposes of this study were to describe (a) the perspectives and practices of two beginning physical education teachers working in the COVID-19 pandemic and (b) the influence of the teachers' occupational socialization on these perspectives and practices. Method: Data were collected with four qualitative techniques (formal interviews, informal interviews, document analysis, and a reflection journal). They were analyzed by employing the techniques of analytic induction and constant comparison. Findings: Jason and Lane were able to cope with and successfully adapt their teaching to the conditions dictated by the COVID-19 pandemic. This appeared to be due to the influence of their professional and secondary professional socialization and the fact that their schools' cultures were mainly supportive. Conclusions: The study indicates that research-based undergraduate physical education teacher education combined with a specialist sport pedagogy master's degree can produce skilled physical educators able to deliver effective physical education, even in very difficult circumstances. [ABSTRACT FROM AUTHOR]

Key governing bodies (e.g., Association for Applied Sport Psychology) recognize that graduate programs must prepare multiculturally competent practitioners. Students and recent graduates of sport psychology master's degree programs (N = 107, Mage = 26.32, SD = 5.19) reported moderate levels of feeling safe, valued, and comfortable within their program; low to moderate levels of multicultural training integration; and low to moderate satisfaction with their multicultural training. Students of Color (n = 42) compared to White students (n = 63) reported less satisfaction with their multicultural training; felt less safe, comfortable, and valued; and perceived less multicultural integration. Furthermore, perceptions of multicultural training integration and of feeling safe, comfortable, and valued were significantly related to satisfaction with their multicultural training. Training programs are advised to improve integration of multicultural training, invest in program climate to help students feel safe and valued, and ensure continuing education of faculty members. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was about the leadership styles of school administrators in terms of transformational, transactional, and democratic styles. This study aimed to answer the relationship between the respondents' leadership style and demographic profile in terms of age, educational qualification, and length of service. It also answered which of the demographic profiles best predict their leadership style. The respondents of this study were the female Maranao elementary school heads in the Districts of Balo-i East and West, Matungao, Munai, Pantaoragat, Pantar, Poonapiagapo, and Tagoloan under Lanao del Norte Division. A descriptive-correlational method was used. This study employed adapted questionnaire and the statistical techniques were frequency, percentage, and weighted mean. Chi-square and Regression were also used. The findings of the study showed that forty (40) were in the age bracket of 41-50 years old. The majority of them had finished master's degree and in more than fifteen (15) years as School Head. It found out that there were fifty-eight (58) Transformational Leaders out of one hundred (100) respondents, thirty-nine (39) democratic leaders and three (3) for transactional leadership. Results showed that transformational leadership style correlated with the respondents' length of service. This study highlighted the prevalence of transformational leadership style among female Maranao school heads in Lanao del Norte Division. This study recommended that training programs should focus on enhancing leadership skills to school administrators to empower, inspire, and motivate their subordinates effectively. The action plan was made to support the school heads focusing on leadership style. [ABSTRACT FROM AUTHOR]

The study provided a comprehensive analysis of the profile, proficiency, and challenges faced by primary English teachers, shedding light on various aspects of their professional lives. The demographic profile revealed that a significant portion, 24 percent, of the teachers fell within the 40-44 age range, and there was a notable female dominance, with 56 percent of respondents being female. Educational attainment varied, with one teacher holding a master's degree, fourteen having a bachelor's degree with MA units, and twelve possessing only a bachelor's degree. In terms of teaching experience, the distribution was diverse, with almost one-third of teachers having the shortest range of experience. The study highlighted six teachers with 6-10 years, five with 11-15 years, three with 16-20 years, and four with 21 years and above in teaching English. Specialization varied among the 27 teachers, with the majority specializing in General Education, while others focused on fields like HELE, Social Studies, Filipino, science, mathematics, and English. The study identified challenges faced by teachers in various aspects. In terms of teacher factors, encouraging students to recite and talk in English during English-based subjects was reported as a frequent problem, while perceived incompetence in carrying out curriculum objectives was less prevalent. Administrative factors included challenges related to the climate for employer-employee relationships and administrators' involvement in the nature and implementation of the English subject. Pupil factors encompassed communication difficulties and concerns about the promotion of nonreaders. A significant positive correlation between English teaching proficiency and teaching performance was established, highlighting the importance of proficiency in achieving effective teaching outcomes. The study's conclusions emphasized the need for teachers to enhance their competence in teaching English, particularly when instructing outside their field of expertise. Issues such as a lack of encouragement for student participation and the necessity to use English consistently were identified. The recommendations included mandatory attendance at relevant seminars, in-service training, and mentoring programs to address weaknesses and intensify language-teaching efforts. [ABSTRACT FROM AUTHOR]

The article discusses the Best Paper Award for 2023 in Computational Optimization and Applications, focusing on the work of Matteo Lapucci and Pierluigi Mansueto from the University of Florence. Their paper introduces a Limited Memory Quasi-Newton Approach for Multi-Objective Optimization, extending classical single-objective optimization methods to handle multi-objective problems. The authors demonstrate the effectiveness of their approach through numerical experiments and provide open-source Python code for implementing the algorithm. Their research contributes to the field of nonlinear multi-objective optimization and offers potential applications in approximating the entire Pareto front in multi-objective problems. [Extracted from the article]

The well-being and satisfaction of PhD students are receiving increasing attention in academic research, reflecting broader concerns regarding this group’s mental health and overall well-being. Studies indicate that PhD candidates often encounter heightened mental health challenges, such as stress, anxiety, and isolation, compared to their peers with master’s degrees. This study focuses on Hungarian PhD students in Transylvania, analyzing the factors influencing their happiness and satisfaction. Based on data collected in 2021 through a non-representative survey of 126 PhD candidates, this research identifies key factors contributing to their well-being, including internal and external motivators, supervisory support, and the effects of workload and personal circumstances. In conclusion, the well-being and life satisfaction of PhD students are influenced by a complex interplay of factors, including supervisory support, workload, personal resources, and cultural context. The study recommends institutional strategies to enhance their overall wellbeing and academic success. [ABSTRACT FROM AUTHOR]

The article focuses on the complexity of social work education at Master’s level in Italy. After a literature review on social work education, an exploratory research carried out between December 2021 and June 2022 is presented. The research questions are about how Italian universities provide Master’s level education for social workers and the specificities of the different programmes. Admission requirements, professional profiles, disciplines and practice training are some of the issues addressed. Considering the Master’s training system is characterized by an interdisciplinary approach, but provides limited focus on social work disciplines, the research study shows the need to train specialist social workers who have a strong professional identity and at the same time can take on managerial roles. These findings need to be considered in the immediate post-pandemic scenario and in the current historical stage, which is now an exceptional economic situation, that impacts on people’s conditions and welfare. As the pandemic has highlighted inequalities and new needs, a structural approach is now required that goes beyond the emergency phase, also considering that new resources were put into social and health services. The conclusions highlight some future perspectives for social work education in Italy and suggest possible new research developments. [ABSTRACT FROM AUTHOR]

DanceSport is the new signature for competitive ballroom dancing, which was originally intended to reflect the sport's current reputation as a difficult one. Physical strength, agility, coordination, stamina, a high degree of fitness, discipline, teamwork, grace, style, and musical interpretation are among its attributes. In the past few decades, DanceSport has experienced tremendous expansion and development, garnering more public attention and remarkable breakthroughs on the professional front. Even with this growing acknowledgment, there is a conspicuous lack of scholarly writing on the responsibilities, proficiencies, and professionalism of DanceSport technical officials--important individuals in charge of guaranteeing the uniformity, impartiality, and general prosperity of contests. These officials are essential in maintaining the caliber and integrity of competitions, acting as the backbone of the sport This descriptive-correlational study determined the professionalism, administrative skills, and commitment among DanceSport technical officials in Panay Island, Region VI, Philippines for the School Year 2023-2024. A researcher-made questionnaire on professionalism, administrative skills, and commitment was used. Majority of respondents were members of LGBTQ+, 31 to 40 years old, bachelor's degree holders with units toward master's degree, 11 to 20 years in service, and teaching personnel. The level of professionalism as a whole was very high. In terms of gender, age, highest educational attainment, length of service, and nature of work, their level of professionalism was very high. The level of administrative skills as a whole was very high. In terms of gender, age, highest educational attainment, length of service, and nature of work, their level of administrative skills was very high. The level of commitment as a whole was very high. In terms of gender, age, highest educational attainment, length of service, and nature of work, their level of commitment was very high. There were no significant differences in the level of professionalism, administrative skills, and commitment when classified according to gender, age, highest educational attainment, length of service, and nature of work. However, a significant relationship existed in the level of professionalism, administrative skills, and commitment. Based on the findings of the study on professionalism, administrative skills, and commitment among DanceSport technical officials, it is recommended that organizations develop specialized workshops focusing on these key areas to strengthen their capabilities. Additionally, establishing a mentorship program may help new officials quickly acquire the skills and knowledge necessary for high-level performance. Finally, implementing regular feedback and evaluation mechanisms will ensure ongoing improvement and maintain high standards within the DanceSport community. [ABSTRACT FROM AUTHOR]

Background Methods Findings Conclusion Although psychotherapists' motivations in choosing the profession have been investigated, there is not enough information in the literature about how personal motivations affect their choice of becoming a psychotherapist. For this reason, this study aimed to reveal the reasons why therapists who received a psychiatric diagnosis during adolescence chose this profession and their relationship with the disease.To explore this, semi‐structured interviews were conducted with five female psychotherapists in Turkey who had a psychiatric diagnosis between the ages of 12 and 18 years and had at least a clinical master's degree and practical experience. Interpretative phenomenological analysis (IPA) was used in the research.Three superordinate themes and nine subthemes depending on these superordinate themes were created: the first theme, ‘Identity’, has three subthemes; the second theme, ‘Why I chose this profession and what I found’, has five subthemes; and the final theme, ‘Being a diagnostic psychotherapist’, has two subthemes.This study suggests that incorporating therapists' personal experiences into supervision may contribute to improved professional skills, patient interactions and the overall effectiveness of therapy. [ABSTRACT FROM AUTHOR]

Background: Endometriosis is a prevalent disease among women worldwide, including the Middle East. Insufficient knowledge about the disease causes delayed diagnosis which could result in major complications, particularly infertility. Thus, being aware of the symptom's aids in prompt diagnosis and treatment. Furthermore, no research has been done in Lebanon to assess the Lebanese women's knowledge about endometriosis. Aim: To determine the understanding and concerns of Lebanese women about endometriosis which aids in identifying knowledge gaps and misconceptions so that they can be addressed. Methods: A cross-sectional study was conducted between February and March 2024 among Lebanese females, who completed the authors' online questionnaire assessing knowledge and concern about endometriosis and its associated symptoms, Multivariable logistic regression analysis was used to explore the relationship between score of knowledge and different characteristics of patients. Results: A survey of 725 Lebanese women (mean age 32.5 years, SD = 9.5) revealed low knowledge (25.9%) about endometriosis origin, symptoms, and treatment. Over 60% were unaware of endometriosis symptoms, while 9.9% mistakenly believed menstrual cramps indicated the disease. Younger age (< 35 years), higher education (Master's degree or above), professional occupation, lower pregnancy and live birth rates, and no history of abortion, endometriosis, pelvic inflammatory disease, uterine or ovarian conditions, and pelvic surgeries were significantly associated with greater knowledge of endometriosis. Conclusion: Lebanese women's knowledge of endometriosis is limited. This highlights how crucial medical education and awareness initiatives are in addressing the issue in Lebanon. Greater awareness of endometriosis will encourage Lebanese women to seek medical advice and consultation, resulting in earlier detection and treatment. [ABSTRACT FROM AUTHOR]

The article deals with the peculiarities of professional training normative regulation of security personnel. It was found that there is no scientific research on the normative regulation of the qualification requirements that are put forward to the security personnel. The aim of the research is to prepare proposals for improving the regulatory regulation of security specialists' training. To achieve the goals of the article, a complex of scientific methods was used: formal and dogmatic one - during the analysis of the provisions of normative legal acts in the sphere of security activities; comparative legal method - within the limits of comparing the norms of legislative and by-laws. The application of the methods of analysis, synthesis, induction and deduction made it possible to build a logical structure of the scientific article and draw reasonable conclusions regarding the optimization of normative regulation of the educational training of security specialists. The present research analyzed the history of legal regulation of security specialists' training in Ukraine, identified shortcomings and gaps in the regulatory framework of this sphere of activity. It was established that the existing standards of higher education do not take into account the needs of subjects of security activities in the training of security personnel. It has been proven that the normative and legal framework in the sphere of security activities does not require specialists in organization of security measures to have a specialized higher education. It is justified that the bachelor's degree holders (specialty «Personal and Property Security») and master's degree holders (specialty «Security Activities and Safety») should not have different specializations. It was concluded that the differences can only be in the focus of the training specialties of bachelor's and master's degrees holders: for subjects of security activity - specialty 076 «Entrepreneurship, Trade and Exchange Activity», and for subjects of state security bodies - specialty 251 «State Security». On the basis of the conducted research, suggestions were made regarding the improvement of the Law of Ukraine «On Security Activities» dated March 22, 2012 and the Licensing Conditions for the Conduct of Security Activities, which were approved by the Resolution of the Cabinet of Ministers of Ukraine dated November 18, 2015 No. 960. [ABSTRACT FROM AUTHOR]

Introduction. Blood-borne infections are a serious problem among medical staff, especially nursing staff, because nurses have the most frequent contact with patients. As future employees of health care, students of nursing are exposed to a number of hazardous factors. Work with patients of unknown serological status (during practical classes and apprenticeships) is associated with the risk of infection with various pathogens. Objective. The aim of the study was recognition of the level of knowledge concerning prevention of blood-borne infectious diseases among Master's degree students of nursing. Material and Methods. The study was conducted in the second half of 2022 among 104 Master's degree students of nursing, who were educated at the Radom School in Radom, by the method of a diagnostic survey, using an author-constructed questionnaire. Results. The majority of the examined students (96.2%) knew what diseases are transmitted through blood. More than a half of respondents (63.5%) evaluated their level of knowledge about blood-borne diseases as mediocre, and 19.2% - as low. A part of respondents (67.3%) had knowledge that trace amounts of blood are enough to cause infection with blood-borne diseases. All students in the study knew the main methods of prevention of infections transmitted via blood, and the deficit of knowledge concerned proper use of personal protection equipment (5.8%) and the observance of the procedure to be followed in the event of occupational exposure (3.8%). A large group of respondents (82.7%-100.0%) knew various risk factors of infection with blood-borne diseases. The majority of respondents (88.5%) knew that there is an effective vaccine against hepatitis B, but 43.3% of the students in the study did not know the main symptoms of infection with HBV. Students most often knew (90.4%) how to diagnose infection with HCV - anti-HCV test for the presence of antibodies against hepatitis C virus in blood; however, 26.9% of respondents were not aware that there is no vaccine against hepatitis C. The majority of the examined students (84.7%) knew early symptoms of infection with HIV, while the remainder had a deficit of knowledge in this area. A large group of respondents (82.0%-94.0%) knew various risk factors of infection with HIV. Conclusions. Students of nursing should be motivated to expand their knowledge concerning prevention of blood-borne diseases, observance of the principles of personal protection, prevention of occupational exposure, and proper post-exposure prophylaxis. [ABSTRACT FROM AUTHOR]

We report on a case study using Positioning Theory as the basis for the design of a course to support Chinese international master's students understand and apply critical thinking (CT) within the context of higher education (HE) in the United Kingdom. Our aim was to understand the extent to which students found this helpful in their understanding and use of CT. Drawing on previous research, the retreat included direct teaching of positioning in relation to use of CT, as well as more general information on the conceptualisation and application of CT. One hundred and twenty-eight students took part in the retreat, and 14 agreed to be interviewed about their experiences. Thematic analysis of group interviews at the end of the retreat generated three themes related to the efficacy of this approach in supporting CT: early (mis)understanding of CT and self-positioning, pedagogical approaches and perceived teacher-positioning, student aspirations to be positioned as practitioners or critical researchers. Our findings support the limited calls in the literature for direct teaching of CT early in the master's degree, taking account of the pedagogical approaches used to support this. While our students reported a linguistic misunderstanding of the term CT, the broader role of culture was also evident in their approach to CT. [ABSTRACT FROM AUTHOR]

Research suggests a connection between student relationships with other students and lecturers, and their outcomes and experiences of higher education. Yet, master's students are overlooked in this area of practice and research, with few studies investigating relationship building at the postgraduate level. To date, moreover, no studies have used restorative circles – a methodology for designing and structuring dialogue processes that aims to build relationships among a group – on master's programmes. This article outlines the key findings from a study of a novel project, the 'MA Dialogue', on an Irish master's degree. Using restorative circles, this brought students and lecturers together for regular conversations to build their relationships. The dataset consists of 35 interviews with students (26/51) and lecturers (9/10) who participated in 'MA Dialogue' sessions over two academic years, considering their experiences and perceptions of its impact. The findings indicate that the project was experienced as a unique opportunity for relationship building, reportedly perceived to humanise lecturers, facilitate students' transitions to master's study, and support teaching and learning. If relationship building is a pedagogical strategy that transcends geographical and disciplinary boundaries, then quantitative research is warranted to investigate the effectiveness of restorative circles for relationship-building in higher education. [ABSTRACT FROM AUTHOR]

Master of Science (M.S.) programs, including geography through geographic information science and technology (M.S. GIST), play a key part in training the science, technology, engineering, and math (STEM) workforce. A master's thesis has been a traditional part of geography programs, and across all kinds of disciplines the value of a thesis is well-recognized. However, delivering master's thesis supervision for large cohorts may result in lengthy completion times and poor completion rates. A growing literature focuses on master's thesis supervision across a wide array of disciplines, but no study focuses on the master's thesis for M.S. GIST programs. We offer a mixed-methods case study of a large, online M.S. GIST program showing how problems developed and were resolved over a 13-year period with program-wide structural reforms. Reform elements included increased attention to writing skills in admissions review, addition of writing instruction, earlier student engagement, staff engagement, faculty engagement, and development of thesis courses. Reforms shortened completion times and increased thesis completion rates while sustaining diversity and quality of thesis projects. Although this case study echoes many strategies found in the literature, it emphasizes that replication likely requires linking solutions together through structural reforms across a master's degree program. [ABSTRACT FROM AUTHOR]

To become registered radiation worker as radiographer, nuclear medicine (NM) technologist, or radiotherapist in Australian health system, a 4-y bachelor's degree, or a 2-y master's degree in medical imaging (MI), NM, or radiation therapy (RT) approved by the Australian Health Practitioner Regulation Agency is required. During their supervised clinical practice period, it is crucial to monitor students' occupational radiation dose as their annual dose limit is 1 mSv y−1 unlike regular occupational dose of 20 mSv y−1. In this study, the distribution and trend of occupational dose among over 300 radiography, NM, and radiotherapy student practitioners per year in an Australian university are analyzed over a period of 10 y (2013–22). The overall average annual effective dose was well below the dose limit set for the students. Among the three streams—MI, NM, and RT—NM students had the highest annual dose. [ABSTRACT FROM AUTHOR]

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master's degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor's degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum Naturalium Universitatis Sunyatseni / Zhongshan Daxue Xuebao is the property of Sun-Yat-Sen University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The shortage of health workers in rural and remote areas is a key issue for global health systems, including China. Public health undertakings in Northeast China face the risk of a talent gap. In September 2023, the National Development and Reform Commission (NDRC) held a symposium on promoting the comprehensive revitalization of Northeast China in the New Era, proposing to support the comprehensive revitalization of Northeast China with high-quality population development, strengthen the development and utilization of human resources, and increase policy support for the revitalization of talent. Methods: The questionnaire was designed by discrete choice experiments, and 1208 Public Health Master's candidates from six universities in Northeast China were investigated online via the Powercx system network survey platform in April 2024. The mixed logit model was used to analyze the job preferences of Master Public Health candidates. Results: All 7 attributes included in the study had statistically significant effects on the job preferences of public health master's degree candidates (P < 0.05). They tended to choose jobs with higher monthly income (12,000 CNY/month), located in cities with good working environments and with Bianzhi when seeking jobs. There is heterogeneity in job preference, and different preference characteristics are displayed in different subgroups. Conclusion: This study revealed that public health master's degree candidates in Northeast China were more willing to choose jobs with higher monthly incomes, working places in cities and better working environments. The way to formulate a combination of policy packages is more attractive than improving a single aspect alone. Since the preferences of each subgroup are different, the preference characteristics of the target population should also be considered when formulating the policy package to meet the challenges of talent attraction and retention. [ABSTRACT FROM AUTHOR]

This study attempted to develop and evaluate a course module in Purposive Communication for freshmen college students in National University Fairview during the school year 2023 - 2024. Specifically, it identified the lessons that could be developed into a course module based on the course syllabus, compared the evaluation of instructors and expert respondents on the developed module based on the course learning outcomes (CLOs), lesson content, processing tasks/questions and assessment tasks, and recognized the comments and suggestions of evaluators to improve the module. The descriptive type of research was utilized to gather and evaluate data from the two groups of respondents which include fifteen (15) Purposive Communication instructors with degrees in Language, English, Curriculum Development or equivalent and with aligned MA units, and fifteen (15) expert respondents with at least master's degree in Language, English, Curriculum Development or equivalent. Furthermore, weighted means and independent sample t-test were utilized to determine the magnitude of the evaluation and to identify the significant difference between the evaluations of the two groups of respondents. Evaluations and analyses of data reveal that the lessons that were developed into a Purposive Communication course module based on the course syllabus are: a) Communication processes, principles, and ethics, b) Communication and globalization, c) Local and global communication in multicultural settings d) Varieties and registers of spoken and written language, e) Evaluating messages and/or images of different types of texts reflecting different cultures, f) Communication aids and strategies using tools of technology, g) Communication for various purposes, and h) Communication for academic purposes. In addition, instructors and expert respondents evaluated the course module in terms of the course learning outcomes, lesson content, processing tasks/questions and assessment tasks with grand weighted mean ratings of 3.92 and 3.81, respectively, both interpreted as Very Strongly Agree (VSA). Furthermore, there is no significant difference between the evaluations of the two groups of respondents in terms of the aforementioned criteria with p-values of 0.05, 0.14, 0.20, and 0.29, respectively, which are all not less than the 5% level of significance. There are also some comments and suggestions on how to improve the developed course module in Purposive Communication. [ABSTRACT FROM AUTHOR]

To examine the structure of latent profiles of master-student communication, and to analyze the influence and moderating effect of the profiles on graduate students' individual characteristics and supervisor-postgraduate relationship. The master-student communication questionnaire, supervisor-postgraduate relationship questionnaire, and individual characteristics questionnaire were used to survey 480 master's degree students. Potential categories of master-student communication were explored using latent profile analysis, and the BCH method was used to analyze the effects and moderating effects of latent profiles on different dimensions of graduate students' individual characteristics and the supervisor-postgraduate relationship. (1) Three potential categories of master-student communication existed, namely, "Low Master-Student Communication Type"(21.900%), "High Master-Student Communication Type"(22.700%), and "Middle Master-Student Communication Type"(55.400%); (2) Different profiles of master-student communication moderated the effects of different dimensions of individual characteristics of graduate student on the supervisor-postgraduate relationship. In the High and Low master-student communication groups, the more positive the mentor factor or the lower the level of relationship expectations, the better the supervisor-postgraduate relationship; in the Middle master-student communication group, the higher the level of the student factor, the lower the supervisor-postgraduate; and the difference between the different profile types was not significant in the effect of time and effort on the supervisor-postgraduate of graduate students. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Aim Design Method Findings Conclusion Impact Reporting Method Patient or Public Contribution Nurse practitioners (NPs) play a crucial role in healthcare by providing person‐centred and high‐quality care. Their contributions encompass enhanced accessibility to healthcare and reduced hospital admissions and cost‐effectiveness. They usually hold a master's degree in nursing, incorporating expanded clinical skills to manage patients in different settings and address both nursing and medical needs. Despite the global development of the role, its implementation varies, presenting challenges related to role clarity, regulation and acceptance by other healthcare professionals.To explore how nurses who are or have been employed as NPs describe their experiences of transitioning to and working in the NP role in Sweden.A qualitative interview study.This study explores the experiences of 15 NPs in Sweden, using a snowball sampling strategy and semi‐structured interviews. The data were collected through interviews in April and May 2022 and analysed with inductive content analysis.The present study explores the experiences of NPs as they transition from experienced nurses to NPs, emphasising motivations, educational challenges, acceptance and autonomy. Transitioning into the NP role initially brought isolation that evolved into acceptance. They recognised their strength in integrating medical and nursing competencies for holistic care. Leadership was pivotal, with managerial support crucial for the successful implementation of the role. Autonomy‐related challenges, such as prescription rights and dependency on physicians, underscored the need for a protected professional title and national guidelines.This study enriches the evolution of the NP role in Sweden, offering vital insights into the ongoing national‐level dialogues on NP role development in Sweden.The paper's relevance extends globally by providing valuable perspectives on NPs practicalities and fostering international understanding and advancement.Standards for reporting qualitative research.Not applicable. [ABSTRACT FROM AUTHOR]

The article "Science on Tap: The Efficacy of Science Communication" presents survey data on the effectiveness of science communication at Science on Tap events. The study analyzes respondents' demographics, knowledge acquisition, and preferences for future talks. Participants reported higher levels of learning when they enjoyed the atmosphere and found the topics relevant, suggesting that engagement and diversity of speakers could enhance the series. The survey aims to improve future events by aligning topics with audience interests and increasing audience engagement. [Extracted from the article]

This study is aimed at ascertaining the prevalence and predictors of common mental disorders (CMD) among Brazilian graduate students (N = 5266) during the COVID‐19 pandemic. Employing the Self‐Reporting Questionnaire (SRQ‐20), the study found that CMD prevalence was 63.5%. Variables such as not feeling well psychologically in the past year, the necessity to take leave of absence from activities, residence in different regions, female gender, studying for a master's degree, extension of deadlines, experience of setbacks in education, COVID‐19 risk group membership, self‐medication practices, seeking medical assistance, and prior psychological counseling emerged as predictors of CMD. The findings reveal the vulnerability of graduate students to CMDs and risk factors amenable to institutional intervention. To this end, the study provides support for strategies promoting mental health in this population. [ABSTRACT FROM AUTHOR]

This article examines the history, current state and prospects of Oriental and African Studies (OAS) in modern Russia. It explains why there are several educational models of OAS at bachelor's and master's degree in Russia and describes the current situation where 22 Russian universities offering OAS programmes produce graduates with mostly only two majors, i.e., historians and philologists. The article addresses the position of OAS among modern Russian scientific disciplines. Another aim is to trace the historical logic of the development of Oriental Studies and related African Studies in Russia, placing the discourse in the context of the Eastern Question, or the political fate of the Ottoman Empire. Finally, it identifies and justifies some current alternative trends in the development of OAS in Russian education and science. [ABSTRACT FROM AUTHOR]

Purpose: Sustainable employability has emerged as a multifaceted construct that measures individuals' abilities to function in the labour market throughout their working lives. Therefore, it is no longer just about analysing how to achieve a successful transition from school/university to employment, but also about identifying the conditions that will allow people to continue to be capable and motivated in the long term. The aim of this work was to identify and rank the personal factors of an individual that contribute to his or her perceived sustainable employability. Design/methodology/approach: The authors used a quantitative methodology to estimate the structural model proposed. A stratified random procedure was used to administer an online questionnaire to 202 university master's degree students. Before testing the structural model, the validation of each scale was performed, both at the exploratory and confirmatory levels. Findings: The results indicate that four groups were key to improve individual sustainable employability: (1) Health Status; (2) Career Competencies; (3) Core Self-Evaluations and (4) Overcoming Competencies. Research limitations/implications: The results are of interest to any individual, employed or not, insofar as they can reflect on the relevance of each category and how to improve them at the individual level. Originality/value: This study contributes to research on sustainable employability focus on the analysis of young people by providing empirical evidence on its relationship with other key variables, in an area where the literature remains mainly conceptual and centred in workers. [ABSTRACT FROM AUTHOR]

With an increased emphasis being placed on the importance of postgraduate students publishing articles in international journals, many students may feel a need to organise learning communities with faculty members or their peers to support this aspirational activity. Most research in this area is related to doctoral students, but places relatively little focus on master ones. This study aims to conceptualise possible patterns for the formation of such learning communities through a comparative institutional analysis, based on a qualitative game theoretic discussion. We propose four basic learning community modes: individual (i.e. one-on-one consultancy by faculty staff reviewing individual student drafts); lecture (i.e. writing lectures led by a faculty staff member); peer collaboration (i.e. only students working together on their drafts); and, solo (i.e. individual students working on their own manuscripts without structured support). This is one of a small number of attempts to formalise and provide an analytical model of possible types of coordination between faculty members and master's course students regarding learning community activities. Our analysis indicates that the most efficient strategy for students reaching the point of successful submission is to have faculty members support them by facilitating groups of student authors and providing feedback on their drafts. [ABSTRACT FROM AUTHOR]

Although teaching would seem to be exclusively coupled to each country's economic and technological development, it can also be associated with social transformation, provided that it promotes social innovation: in other words, new ways of conceiving society. This leads us to ask how music teachers are being trained in terms of innovation, a concept that plays a decisive role in our current knowledge-based society and economy. This article seeks to obtain an overview of the goals and structures associated with the concept of innovation as featured in the Master's Degree for secondary-school music teaching in Spain. We analyzed the Spanish legislation and the Master's Degree programs of 26 Spanish universities. Our results evidence a lack of consensus regarding which objectives should be pursued and which innovative practices should be prioritized. We nevertheless note a tendency to view innovation merely as an exercise designed to help teachers and students adapt to existing school reality by proposing activities and projects in the area of digital technology, along with examples of "good practices". We conclude that educational innovation needs to make fundamental progress, not only in terms of its presuppositions, but also in its actions, which should lead to the development of critical, creative attitudes that can foster true social transformation. [ABSTRACT FROM AUTHOR]

With an increasing number of international students to study in China, however, few studies have investigated how international students experienced assessment in Chinese higher education. Drawing upon the concept of sustainable assessment, we present findings from interviews with thirty international postgraduate students who shared assessment and learning experiences at a Chinese university. Findings revealed the ways these students navigated qualitatively different assessment and learning settings between coursework and research project in the programme while indicating various views towards different tasks. In understanding their experiences, we evoke notions of in-betweenness to illuminate their negotiating experiences between different settings of assessment and learning. We argue that combining principles of sustainable assessment with conversations about a sense of in-betweenness can support universities and academics to better design meaningful assessment and learning practices for international students. [ABSTRACT FROM AUTHOR]

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This work explores how gender mainstreaming can be included in the teaching and research of engineering, a framed discipline belonging to Science, Technology, Engineering and Mathematics (known with the acronym STEM), an area of ​​knowledge known for having (especially in the Western countries) a low proportion of female students. There is little research and manuals that address gender-specific issues in this area of ​​knowledge and how they could be addressed. During the 2018/2019 academic year, a pilot project on gender mainstreaming was carried out at the Universitat Politècnica de Catalunya – BarcelonaTech (UPC) as part of these actions. For this purpose, 41 voluntary teachers from 8 Bachelor's and Master's Degrees of the UPC have been recruited. Social and gender relevance of the subjects, inclusive methodology, classroom management and assessment have been considered in this research. One of the tools obtained from this study is a guide of recommendations to be used by the teaching and research staff to introduce the changes that make possible the effective incorporation of the gender equality Sustainable Development Goal (SDG) in engineering teaching and research. The recommendations proposed in this work derive from the research carried out for this project. The work, therefore, paves the way for further insight into the specific gender bias in engineering and is an essential tool for people involved in teaching and research in the engineering field from a critical spirit. [ABSTRACT FROM AUTHOR]

Background: Given today's competitive climate, graduates in stomatology face the dilemma of deciding whether to pursue higher education, obtain a master's degree, or focus on clinical careers. However, their career planning tendencies and decision-making factors have not been clarified. This study aimed to analyze these aspects among stomatology undergraduate students at the Southwest Medical University (SWMU) in China. Methods: This cross-sectional study between July and August 2022 included undergraduate students majoring in stomatology at SWMU. A cross-sectional online questionnaire was used to gather data on the respondents' plans after graduation. The questionnaire included inquiries into their intentions regarding postgraduate education and standardized training. Additionally, the survey explored whether the respondents preferred academic or professional master's degrees, which stomatology subspecialty they preferred, and the factors that influenced their choices. Results: One hundred dental undergraduate students participated in this survey. Results indicated that 91.0% of respondents chose to pursue a master's degree after graduation. Moreover, 80.2% of the respondents chose the professional master rather than the academic master as their first choice. Orthodontics, oral and maxillofacial surgery, and oral implantology were the top three subspecialties that students preferred. Personal interest, expected revenue, and family suggestions were the main factors influencing subspecialty selection. Conclusions: The study reveals that stomatology undergraduate students face challenges and a dilemma at graduation. Due to the fierce competition in the job market, graduates aspire to pursue postgraduate studies instead of entering the workforce immediately after graduation. Students need to understand the employment landscape in oral medicine and familiarize themselves with the work patterns of various subspecialties while remaining flexible in charting their career paths. [ABSTRACT FROM AUTHOR]

Background: Master's level education could strengthen the efforts to sustain and retain professionals in health and social care by providing possibilities of career development. The master's education thesis process allows students to demonstrate their research competence, which could be one answer to enhancing research competence in clinical practice. This research examines what kind of research methods have been used in the master's level health care education theses in Finland. Methods: 1056 master's theses in health care educations in Finland in 2017-2018 were analyzed with the document analysis and categorized as qualitative, quantitative, literature reviews and other methods. Results: 30% of theses were conducted with qualitative and 12 % with quantitative methods. 6 % were literature reviews while the most were categorized in the other methods (52%). Different surveys were the most widely used method (32%) and interviews (20%) for data gathering among this category but several others, like workshops, Learning Cafes, observations, SWOT analysis, benchmarking, and brainstorms were mentioned. Conclusions: Results could be partially explained with the context of the study, but at the same time they raise a critical question and need for future research. [ABSTRACT FROM AUTHOR]

The aim of this study was to survey Chinese sport scientists to develop an understanding of their demographics, job characteristics, future career intentions, and opinions. This study adapted online survey and used convenience sampling to investigate the role of sport scientists across China. Ninety-seven practitioners across 18 provinces/municipalities participated in this study. Participants were typically married (70%), male (71%), aged between 30 and 39 (52%), and held a master's degree (66%). Most participants were employed full time (90%) by sport science institutes (66%), with a wide salary range, long working hours (≈48 hours per week), and irregular working time (40%). Most participants remained at the same institute (85%) throughout their careers. The most frequent reason why sport scientists remained in their current position was " job enjoyment " (4.04/5). The most frequently reported issue encountered by participants was " opinion differences with sport coaches " (21%). The ability to "gain trust" and "communication" were deemed important in the role of a sport scientist. Approximately half (44%) of the participants were satisfied with their current position and employer, while others wanted promotion (34%) or to leave their role (11%). The results revealed that (1) China's sport scientists are engaged in their current job mainly due to their enthusiasm, (2) their jobs are stable but highly demanding and relatively low paid. Poor working conditions and low retention are evident across Chinese sport scientist roles. Governing bodies should make efforts to improve the work conditions to improve the sustainability of sport scientist roles in the Chinese sport industry. [ABSTRACT FROM AUTHOR]

The relevance of the research topic is the importance of higher education programs in the implementation of one of the key functions of a modern university to form a graduate’s picture of the world of an educated person and acquire skills for successful professional activity. The article substantiates proposals that contribute to updating the Russian model of master’s training in the management track in the direction of increasing its efficiency, competitiveness and relevance.Research objectives: to consider the role of the master’s degree institute in the context of value creation by universities; justify one of the possible approaches to the design of a master’s program, which is based on the implementation of new principles for the creation and implementation of an educational product (using the example of direction 38.04.01 — Economics); consider the “double degree” format as part of a package proposal for the implementation of an MBA program and a master’s program (in the direction of 04/38/02 — Management); justify the need to include disciplines on venture financing and risk management of technological projects in the structure of the master’s training curriculum. Research methods: systematic approach, logical analysis, synthesis, content analysis of open sources, including official documents of a regulatory nature.Results. Ensuring high quality and sustainability of master’s programs is possible based on the implementation of the principle of the “four Us” (uniqueness, recognition, sustainability, satisfaction). To successfully solve the problems of ensuring the demand and competitiveness of the educational product in order to increase the value created by universities, taking into account new requirements for updating the domestic higher education system, it is necessary to update the ongoing master’s programs based on reengineering. It is recommended that master’s programs be updated in accordance with the developed principles of reengineering: taking into account transformational mega-trends when developing program content; strengthening the management component in the curriculum structure; increasing the level of originality of content through the development of “professorial” courses and reflecting this in the KPI system; the possibility of reformatting the curriculum into a block-modular format; participation of employers in the implementation of the master’s training curriculum in order to solve pressing problems of the real sector of the economy; formation of scientific groups of students to carry out research on current research topics with the possibility of using the results obtained in preparing reports on design and analytical work and writing a final qualifying thesis. The following are proposed as criteria for the success of a master’s program in Economics as elements of a university’s KPI system: the presence in the curriculum of disciplines that reflect transformational mega-trends, original “professorial” courses and disciplines of a management nature.Main conclusions (discussion). The project of launching an MBA program in a “double degree” format with an additional option providing the possibility of obtaining a “Master of Management” degree seems quite promising. The MBA program requires teaching the disciplines “Venture Business and Innovation Financing” and “Risk Management of Technological Projects.”

Abstract Background Post graduate master’s degree qualifications are increasingly required to advance allied health profession careers in education, clinical practice, leadership, and research. Successful awards are dependent on completion of a research dissertation project. Despite the high volume of experience gained and research undertaken at this level, the benefits and impact are not well understood. Our study aimed to evaluate the perceived impact and legacy of master’s degree training and research on allied health profession practice and research activity. Methods A cross-sectional online survey design was used to collect data from allied health professionals working in the United Kingdom who had completed a postgraduate master’s degree. Participants were recruited voluntarily using social media and clinical interest group advertisement. Data was collected between October and December 2022 and was analysed using descriptive statistics and narrative content analysis. Informed consent was gained, and the study was approved by the university research ethics committee. Results Eighty-four responses were received from nine allied health professions with paramedics and physiotherapists forming the majority (57%) of respondents. Primary motivation for completion of the master’s degree was for clinical career progression (n = 44, 52.4%) and formation of the research dissertation question was predominantly sourced from individual ideas (n = 58, 69%). Formal research output was low with 27.4% (n = 23) of projects published in peer reviewed journal and a third of projects reporting no output or dissemination at all. Perceived impact was rated highest in individual learning outcomes, such as improving confidence and capability in clinical practice and research skills. Ongoing research engagement and activity was high with over two thirds (n = 57, 67.9%) involved in formal research projects. Conclusion The focus of master's degree level research was largely self-generated with the highest perceived impact on individual outcomes rather than broader clinical service and organisation influence. Formal output from master’s research was low, but ongoing research engagement and activity was high suggesting master’s degree training is an under-recognised source for AHP research capacity building. Future research should investigate the potential benefits of better coordinated and prioritised research at master’s degree level on professional and organisational impact.

Background: The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master's degrees alongside their younger colleagues who had only recently obtained bachelor's degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care. Methods: From February to June 2023, an anonymous survey was conducted on the university's online platform, involving 89 out of 169 participants in the master's degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions. Results: The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman's rho 0.480, p < 0.001) and those with more years of professional experience (Spearman's rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants. Conclusions: This study found age- and work-experience-related differences in nursing students' opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice. [ABSTRACT FROM AUTHOR]

Purpose: The article aims to explore final-year undergraduate accounting students' knowledge and awareness of the changing role of accountants in the wake of digitalization. Design/methodology/approach: A survey was conducted among students attending the last semester of specialized undergraduate studies in Poland regarding their state of knowledge and awareness of digitalization-driven change in the role of accountants. The results obtained were further compared with a pilot study conducted among students of master's degree programs. Findings: The survey showed unequivocally that students are aware of the change in the role of accountants in consequence of digitalization, with no distinction between undergraduate and graduate students, full-time or part-time mode. The respondents indicate the need to possess and refine digital competencies. The students are familiar with digitalization tools, although to a very varying degree. They recognize the benefits of and barriers to implementing digitalization. They likewise identify new roles for accountants arising from digitalization. Research limitations/implications: The survey employed the method of selection by convenience, which renders the results obtained non-generalizable to the entire population. Practical implications: The article indicates students' awareness of the changing role of accountants and the need for digital competence in the profession. Originality/value: The article allows to partially fill the research gap in empirical studies on the changing role of accountants as a result of digitalization. It also sets the stage for further empirical research on the challenges in academic accounting education, with a focus on digital transformation. [ABSTRACT FROM AUTHOR]

This study, conducted in South and North Madalum District Schools, Division of Lanao del Sur II, during the school year 2022-2023, employed a descriptive correlational research design to explore the quality of work-life balance among teachers and its impact on their performance in face-to-face classes. The research focused on selected schools in Madalum, Lanao del Sur, Philippines, with 100 elementary and primary school teachers participating. The study revealed that the majority of teachers were in the 36-40 years age group, female, married, held a Master's Degree, and had less than 5 years of teaching experience. The study also revealed a satisfactory perception of work-life balance, personal-life balance, and family-life balance among teachers. Regarding teaching performance, more than half of the respondents received an outstanding rating, indicating a high level of satisfaction and competence. Moreover, there was a significant and negative relationship between the perceived quality of work-life balance and teaching performance rejecting the null hypothesis of the study. In contrast, the variables related to personal-life balance and family-life balance did not show a significant relationship with teaching performance. However, a critical finding emerged, revealing a significant and negative relationship between the perceived quality of work-life balance and teaching performance. Teachers reporting lower work-life balance were more likely to exhibit poorer teaching performance. It was recommended that counselling services and mentoring programs may be provided for teachers to assist them in managing their professional and personal responsibilities. [ABSTRACT FROM AUTHOR]

Little research has examined how prior learning experiences influence adult learning attitudes and lifelong learning engagement. We adopted a person‐centric approach to examine past work‐related learning experiences and assessed the effects of recalled challenges on current learning attitudes, intentions, and behavior in the same domain. Surveying alumni from an online master's degree program, we found that recollected challenges from past learning entail multifaceted challenge foci (e.g., curriculum‐related vs. social obstacles). Learners reporting more challenges in curriculum and social dimensions reported less positive attitudes toward lifelong learning, supporting the notion that negative learning experiences may hinder the development of self‐identity as a lifelong learner. Limited support was obtained for predictions about relationships between past challenges and post‐graduation learning intentions and behavior. The person‐centric approach also permits the analysis of past learning experiences that are not well captured by standard assessments of "successful" adult learning. [ABSTRACT FROM AUTHOR]

Conservation training is more sustainable if we join forces to utilise our resources efficiently and effectively. One such academic collaboration is discussed, which gains from the expertise of two institutions. Cultural Heritage Conservation and Management (CHCM) is an advanced master's degree programme offered by the Institute of Conservation, University of Applied Arts Vienna, Vienna, Austria and Silpakorn University International College, Silpakorn University, Bangkok, Thailand. Launched in 2021, this programme is designed for conservators who already hold a master's degree in conservation, enabling professionals to apply their skills globally and benefit from mutual learning. The programme allows students to gain experience in Europe and Asia, through the study in specialised conservation studios in Vienna and Bangkok, as well as through international projects in other cities. Local traditional knowledge plays a vital role in introducing sustainable approaches to both preventive and remedial conservation. However, to make sure that ethics and standards in conservation are not compromised in the process, critical thinking based on scientific reasoning is indispensable. This concept has been applied in practice by including in the curriculum aspects of transcultural communication and collaboration, presentation techniques and media, project and site management, as well as legislation and the function of UNESCO. This paper focusses on the planning of the CHCM programme through to its successful first implementation. [ABSTRACT FROM AUTHOR]

This study aimed to determine the trends in postgraduate theses and articles about primary school social, emotional, and moral development in Türkiye between 2007 and 2024. The digital archive of YÖK Thesis Center was scanned in the study, and five theses (2 master's degrees and three doctoral) were accessed. Fifteen articles were accessed through Google ScholarThe systematic review method was used in the study. The review showed that quantitative methods were mainly preferred regarding socialemotional development, while qualitative methods were preferred regarding moral development. Regarding both variables, students were mostly selected as the study group. The variables in the findings of studies on the social, emotional, and moral development of primary school children are development, age, intelligence, decision-making and communication skills, coping skills, self- and personality-related characteristics, academic skills, social skills, school-related characteristics, play, mother- father's education level. The findings were discussed in line with the relevant literature, and suggestions were presented. [ABSTRACT FROM AUTHOR]

It is important to have a diverse workforce in clinical and research environments. A cross-sectional study was conducted to examine the possible presence of gender, perceived skin color, education, academic productivity, and career progression inequalities among neurosurgeons in the United Kingdom. A list of all consultant neurosurgeons working in the United Kingdom (N = 384) was obtained from the Specialist Info website. Data about their education, research activity, academic productivity, impact, and progression were obtained from publicly available online sources. Over 90% of consultants and all full professors were men. There was a small number of black or brown consultant neurosurgeons and no black full professors. Very few black or brown consultants obtained their medical degree from a top university or had a PhD. There were no gender disparities in currently being affiliated with a university (or top university), obtaining a PhD or Master's degree, ranking of the university from which they obtained their medical degree, Master's degree or PhD, or number of pages and open access availability of their PhD thesis. Neurosurgeons who obtained their medical degree from the UK and those with a PhD had more publications, citations and a higher h-index. Male (vs. female) academic neurosurgeons had more publications, nonself-citations, and a higher h-index, and white (vs. brown) female neurosurgeons had more citations per paper. This study identified important gender, skin color, education, academic productivity, and career progression inequalities in the 2023 UK consultant neurosurgery workforce. [ABSTRACT FROM AUTHOR]

For college-educated immigrants, investing in a US postgraduate degree plays a critical role in skill transfer and career enhancement. However, little is known about the role of the US occupational structure, a key aspect in immigrants' context of reception, in shaping immigrants' postgraduate decisions. Using 2015 National Survey of College Graduates and linking three occupational characteristics to the field of study of bachelor's degree from the Survey of Income and Program Participation and Current Population Survey, this article examines the associations of rising educational expectation, occupational sex segregation, and occupational immigrant concentration with the pursuit of a US master's degree among college-educated immigrants and natives. The analysis shows that while occupational female share was positively associated with postgraduate pursuit among natives, such relationship was weaker among immigrants with a foreign bachelor's degree. In contrast, occupational immigrant concentration was positively associated with postgraduate pursuit among foreign-educated immigrants but negatively among natives. The occupational share of workers with advanced degrees operated similarly between natives and immigrants. Moreover, these occupational effects varied more by immigration status than by gender. These findings underscore the host country's occupational contexts that generate different incentives and constraints for immigrants and natives to pursue a postgraduate degree. This adds nuance to the immigrant human capital investment model that posits immigrants will invest more in human capital than natives. The differential postgraduate investment between immigrants and natives in response to the occupational contexts yield implications for subsequent education–occupation match, career mobility, and economic stratification within the highly educated workforce. [ABSTRACT FROM AUTHOR]