School of postgraduate studies

Objective: To recognize postgraduate stressors and their intensity among doctors doing post-graduation in the fields of academic and clinical medicine, using the Postgraduate Stressor Questionnaire (PSQ). Methods: A cross sectional study was conducted where the target population were postgraduate students. The PSQ was administered, a twenty-eight item questionnaire to identify and measure intensities of stressors. Questionnaires were administered to ninety post-graduate students, forty-five from each field. Data was entered on SPSS version 20. After descriptive analysis and checking the data for normality independent sample t-test and ANOVA were applied for numerical data, and chi square was applied for categorical data. Results: The mean age of the students was 30.97 (SD=6.52) years. Majority of the students were females. It was seen that academic related stressors were greatest among the two fields of medicine. Higher levels of stress were seen in students who were training in cli...

The aim of Postgraduate Study in Aotearoa New Zealand: Surviving and Succeeding is to help postgraduates in their studies. What sets it apart from other books currently available is its focus on studies in an Aotearoa New Zealand context. Its authors share narrative, advice and wisdom in practical and down-to-earth ways. Many share their raw feelings and vulnerability with you, especially as they work to deadlines, at a distance, in isolation, under pressure, while sick or with English as a second language. Postgraduate Study in Aotearoa New Zealand : Surviving and Succeeding is written primarily for postgraduates in the social sciences, with applicability to the humanities, rather than the sciences.

The premise of each chapter was simple (and was the remit given to each contributor by the editors of the book): “If you could go back in time to when you started your postgraduate studies, what would you tell your younger, less experienced self? What advice could you give to prospective or current postgraduate students now, with the wisdom of your hindsight?”

Key features of the book include supervision, preparing for the viva voce, writing and publishing, maintaining wellness, working full time, juggling life’s many challenges, and navigating culture.

Christopher McMaster is completing a PhD in education based on a critical ethnography of developing inclusive culture in an Aotearoa New Zealand high school. He designed a thesis topic that incorporated two of his passions—community activism and inclusion—and builds on the experience of 15 years as a teacher and 25 years as a parent. He received a Master of Arts from the University of London, specialising in post-war United States foreign policy, before becoming a primary teacher in the UK. Returning to his native US he specialised in special education, earning a postgraduate diploma from the University of Alaska Southeast. He emigrated to New Zealand over 7 years ago, where he has taught at the primary and secondary level, and has worked for the Ministry of Education as a special education adviser and as a Resource Teacher: Learning and Behaviour.

Caterina Murphy (PhD) has had an interest in the stories and aspirations of postgraduates since she first became one herself in 2001. That period in her career was pivotal: she published early, conducted small research studies, enjoyed the complexities of higher-level study, and gained confidence in her research capability. She has completed two theses. A Master of Education (Hons), undertaken at Massey University, utilised case study methodology and focused on giftedness in the early years. Her PhD in indigenous studies, undertaken at Te Whare Wānanga o Awanuiārangi, focused on how knowledge transmission through cooking traditions is perceived and interpreted across cultures. That study utilised an oral history methodology and was guided by a kaupapa Māori ethic of care. Caterina has been a recipient of Ako Aotearoa funding, has 14 years of experience in tertiary education across a range of academic roles, and enjoys motivating and mentoring others.

Brazil is a country which attracts the attention of the whole world. Indeed, specialists from all fields are fascinated by this emerging country. The situation is not different when it comes to Translation Studies. Brazil captivates the attention of Translation scholars worldwide, who are interested in the dynamism of its translation practices and theoretical reflection on translation. The objective of this thesis is to draw an overall picture of Translation Studies teaching in Brazil, more particularly in the Pós-Graduação em Estudos da Tradução (PGET) of the Universidade Federal de Santa Catarina (UFSC). This program, established in 2003, is the first specialized programme in Translation Studies in Brazil, and the first PhD in Translation Studies in Latin America. In 2016, there are about 200 students who are registered at Master’s degree and PhD level in the PGET.
After an overview of different theories on translation teaching and learning, we describe the main publications in Translation Studies teaching. That description reveals that Translation Studies teaching is still a rather under-exploited field. Our interest in Brazil has been motivated by the fact that it has an important number of students specializing in Translation Studies, which is above the world average. We start by going through the history of translation teaching since 1968, date of creation of the first Translation program in the Pontifícia Universidade Católica do Rio de Janeiro. We then engage in the history and the structure of the UFSC’s PGET, our main subject of study.
Using an ethnographic field study, we describe the main features of the teaching of Translation Studies at the PGET/UFSC, the general profile of its students and teachers, the subjects taught and the teachers’ teaching methodologies.

This short paper examines the change in demographics of the graduate student and the decline in graduate retention and completion that is its result.  Going beyond statistics this paper considers the costs of doing nothing to enhance doctoral education.  These costs include negative effect on community, tax opportunities, the students, their universities and their families.

Massive Open Online Courses (MOOCs) has been hinted and painted by its providers as an educational innovation with an unprecedented potential to bridge knowledge gap especially for the developing countries that continually struggle to catch up with the rest of the world. This study investigated the present state of MOOCs among Nigerian postgraduate students. Descriptive survey research design was adopted for the study and purposive random sampling technique was adopted to select three federal universities approved to run postgraduate programme by the National University Commission in the Southwest, Nigeria. A self-structured questionnaire with reliability coefficient of 0.70 was used for data collection. The findings revealed that there is prevalence of digital internet-enabled devices among Nigerian postgraduate students; however, their interest and involvement towards MOOCs is still very low. In addition, the level of awareness of MOOCs among Nigerian postgraduate students is still shallow. Furthermore, the few that enrolled in MOOCs is basically for employment or job advancement.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.

The Postgraduate Taught Experience Survey (PTES) is the UK higher education sector’s annual survey of postgraduate students studying a variety of taught postgraduate programmes. 100 diverse and broadly representative higher education institutions took part in this year’s survey (the sixth in succession) providing us the most comprehensive picture of the postgraduate taught experience in the UK.

Each contributor to this book was given the remit: "If you could go back in time to talk with yourself when you began your studies, what advice would you give?" Hindsight is such a bonus, especially, when vying for your doctorate or postgraduate degree. Postgraduate Study in Australia: Surviving and Succeeding addresses this with advice from postgraduate students and recent graduates that will assure that you are not alone in your endeavors. This project follows similar editions that focus on Aotearoa/New Zealand, South Africa,  the United States, and the United Kingdom, and is currently being replicated in Scandinavia. This down‐toearth anthology shares personal stories from postgraduate students and recent graduates, employing a practical approach and focusing on the context of postgraduate studies in Australia. This first‐person approach to research about postgraduate study helps curate the current understanding, with critical reflections adding to our collective knowledge. Both prospective and current postgraduate students will find this collection insightful.

The "Study Skills Webinar Series " was funded, conceptualised, and produced by the Research Development Unit at Thammasat University's Faculty of Liberal Arts. Each short webinar can be viewed by following the YouTube link, and the PDF provides a short summary of its contents.