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Abstract: This study chronicles the transformation of a master's program from a traditional degree format to a more integrated, flexible, efficient, and relevant approach. The transformative strategies involve cohort learning, creative concentrations, portfolio documentation, and outreach presentation. Through integrating resources and goals, the new program efficiently promotes student success and excellence. Ongoing assessments include interviews with prospective employers, marketing questionnaires with prospective students, and evaluation data from students and alumni. Relative to the traditional program, the new program doubled applications, expanded enrollment, and reduced time to completion. Overall, graduates reported substantial satisfaction with the program and secured relevant positions in the field. The findings from the assessments and process of transformation suggest programmatic implications for navigating curriculum change in the 21st century.

Once we account for time, money, and likelihood of completion, master's degrees are a much riskier investment on the part of students. Some master's programs indeed lead to higher wages, while others leave students worse off.
The post Is a Master's Degree Worth It? appeared first on American Enterprise Institute - AEI.

Thirty-one professionals were awarded a Master of Arts in Security Studies during a ceremony at the Naval Postgraduate School Center for Homeland Defense and Security December 18. The graduates comprise professionals from law enforcement, fire safety, homeland security, local government, the military and public/environmental health (see attached list). The first program in the nation of its kind, CHDS provides a cutting-edge, multi-disciplinary curriculum in its 18-month master's degree program in homeland security. Graduates are required to write theses pertinent to their employing agencies.

Khalid M Al-Jubran Clinical Laboratory Science Department, Prince Sultan Military College of Health Science, Dammam, Kingdom of Saudi ArabiaCorrespondence: Khalid M Al-Jubran Clinical Laboratory Science DepartmentPrince Sultan Military College of Health Science, P.O. Box 33048, Dammam 31448, Kingdom of Saudi ArabiaTel +966 13 8405512Fax +966 13 8405577Email khalid187@hotmail.comBackground: Curriculum development is a multi-processing activity that involves many academic and professional stakeholders. In order to detect the curriculum components, it is very helpful to determine the needs and expectations of the stakeholders concerning the graduate's competencies. The main objective of this work is to develop a curriculum for a master's degree in molecular diagnostics based on a survey of key stakeholders and according to the requirements of accreditation and certification, while maintaining its relevance with the rapidly advancing diverse techniques.Methods: Experts and supervisors including professors of molecular diagnostics at the various universities and consultants and supervisors at health-care centers performing molecular testing were surveyed to assess their expected cognitive and psychomotor molecular skills from a master's degree graduate. A validated questionnaire that included demographic information, current practiced molecular techniques, the level of expected expertise, and the educational requirements for each.Results: Thirty-six respondents, mostly with a doctorate degree and more than 10 years' experience, have successfully completed the questionnaire. More than 60% of the participating laboratories are commonly used or planned to be used within the next five years. About 57.4% required expert and familiar with skills and concepts. In general, the overall score of skills expectations was 2.8± 5 0.out of four. The practice level for molecular techniques was in favor of a master's degree (53.8%). The level of skills expectation is very high for the specific managerial and quality activities with an overall value of 3.7± 0.3 out of four.Conclusion: We gathered information on the standard requirements of the professional practice and on its anticipated future directions through surveys and interviews with the professional practitioners and educators to develop a curriculum for a master's degree in molecular diagnostics. The two major messages from the stakeholders are that both cognitive and psychomotor skills of the mentioned molecular techniques are required for the program and there is a need to include extensive laboratory training during the courses.Keywords: curriculum, stakeholder, molecular diagnostics, cognitive skills, psychomotor skills

Using survey data gathered from 42 universities for the period 1998–2001, we provide data on enrollment trends, the input quality of students, and the relation between student input quality and several other variables for master's in accounting programs. In addition, we analyze program designs and content, and profile the curricula of several programs. This study is motivated by concerns about accounting education cited in the Albrecht and Sack (2000) monograph and by a paucity of evidence pertaining to graduate accounting programs.
The enrollment data show that the number of graduate students in accounting has increased in recent years, for both existing programs and for new programs added in response to the 150-hour requirement. However, the average enrollment level of these programs is not large, especially in comparison to M.B.A. programs. The input quality of students is assessed based on GMAT score data. For a sample of 11,255 students over the four-year period 1998–2001, the average GMAT score for students in graduate accounting programs is 586, significantly lower than for students enrolled in highly ranked M.B.A. programs. In addition, average GMAT scores of graduate accounting programs are highly correlated with program rankings and at least one (then) Big 5 firm's hiring ratio. Our analysis of program design and curriculum indicates a great deal of commonality across programs. Most programs, including programs with modest enrollment levels, offer three or four specialty tracks. Most programs require a large number of accounting courses, and there is substantial commonality among the sets of courses. In contrast, the nonaccounting business coursework is not well developed in most programs. Also, while there is an emphasis on course content, we do see evidence of a focus on functional, personal, and broad business competencies as suggested by the AICPA Core Competency Project. As evidence of curriculum innovation, we discuss several examples of specialized or "focused" programs.
We conclude by discussing the implications of the results for accounting education and professional practice.

Many nations face an urgent need to strengthen civilian control over their armed forces. For nations that have recently liberated themselves from authoritarianism, the requirement to recast civil-military relations along democratic lines is especially urgent. However, even in many longer-established democracies, civil-military conflicts persist over defense budgeting, the roles and missions of the armed forces, and the mutual responsibilities of officers and civilians for effective civilian control. The President and Congress of the United States have recognized this need and expanded the International Military Education and Training (IMET) program to provide for the education of foreign military officers, legislators, and civilian officials in civil military relations.

The purpose of the article is to trace the retrospective of training for the library Master's degree, to comprehend the accumulated experience in order to find new solutions for its development in the context of the rejection of the Bologna system of education. On the agenda is the restructuring of the entire education system in accordance with the proposals of the Ministry of Science and Higher Education of the Russian Federation. The transformation of the higher library education, including library Master's degree, is also ahead. It arose and evolved in the 2000s, in line with the introduction of the Bologna system in the higher library education in Russia. The normative framework for regulating training for Bachelor's and Master's degrees in the field of library and information activities was consistently developed in the form of Federal State standards of higher professional education of the first, second and third generations, model educational programs for the library Master's degree. The comparison of the mandatory part of the curricula for the preparation of masters of library and information activities in the leading specialized universities showed the existing significant discrepancies in the composition, number, volume of credits and sequence of disciplines taught. During the existence of the library Master's degree, the model of its graduate has not finally developed, despite the overabundance of general cultural, general professional, professional competencies that, according to Federal State standards of higher professional education, he must cope with. The situation with the employment of graduates of the library Master's degree has changed cardinally since March 1, 2023 due to the introduction of the Professional Standard of a specialist in library and information activities. At the present stage, many problems of the library magistracy functioning that arose earlier remain. The article presents them as requiring professional discussion and working out a coordinated approach to their solution.