The quantitative data shows student enrolment and academic performance for a fully online postgraduate diploma in public health. Based on the enrolment data, trends and patterns in student retention were plotted. The qualitative data was gathered through a questionnaire based on a Distance Education Student Progress Inventory (Kember, 1995).

At the postgraduate level, ** start-up founders in West Africa studied abroad. Specifically, *** people studied at Harvard Business School and other *** graduated from Massachusetts Institute of Technology. For postgraduate studies, Nigerian universities were the most frequent universities attended by start-up founders in this region.

In the 5 academic years to July 2022, the percentage of people starting undergraduate study who were Asian went up from 11.3% to 12.9%.

In this folder you will find statistics for postgraduate applicants at the University of Cambridge over 5 years (2015-2020). The university is made up of 31 colleges (think of Gryffindor from Harry Potter) and every student belongs to exactly one college. This is the place students eat, sleep, work and socialise; it becomes their home.

When applying, each applicant has the option to put down 2 preferences for which colleges they want to be considered for first. They do not need to put down any preferences but some colleges are more popular than others. If the 2 preferred colleges reject the applicant, they will be put into a pool where they can be picked up by other colleges.

Title: A review of educational dialogue strategies to improve academic writing skills. Methods Search strategy: In April 2017, we searched the following online databases: Web of Science, EMBASE, ERIC, CINAHL, PsycINFO and Google Scholar. At first, we searched on ‘feed up’, ‘feed back’ and ‘feed forward’ but this strategy did not produce enough suitable articles so we added the term ‘feedback’. To minimize the chance of missing relevant articles, the scope was broad and included the following string of keywords and Boolean operators: ‘dialogue OR discussion OR conversation’ AND ‘feedback’ AND ‘writing’. Inclusion and exclusion criteria: The electronic literature search was limited to English full-text studies published since 1990. Only articles that met the following inclusion criteria were selected: peer-reviewed, empirical studies with a particular focus on academic writing, published in the field of academic education, including all disciplines that discussed interventions employing face-to-face feedback dialogue. We excluded literature reviews and case studies, studies that did not focus on academic writing or studies that only addressed the online, digital or ICT aspects of the main topics. Data extraction: The first author performed the search, yielding 1508 records. After removal of duplicates, the titles and abstracts of the remaining records (N=1182) were screened on the inclusion and exclusion criteria. The resulting records (N=304) contained the topics ‘dialogue’, ‘feedback’ and ‘writing’. Further eligibility was subsequently assessed by reading the full articles on this list. After this phase, 102 articles remained for consideration. Of those, only articles that discussed a feedback intervention involving ‘face-to-face dialogue’ before submission of an academic writing assignment were included. As a result, the final review was based on 19 studies (Figure 1). Data analysis: We scrutinized each intervention for the presence of feed-up, feed-back and feed-forward information (Black and Wiliam, 2009; Hattie and Timperley, 2007; Jonsson, 2012; Nicol and Macfarlane-Dick, 2006; Price et al., 2010; Rae and Cochrane, 2008). For the purpose of this review, we considered educational strategies such as assessment criteria, exemplars, worked examples and training (e.g. instructions or workshops) as expressions of feed-up information; written lecturer feedback and written peer review/assessments as feed-back information; and instructions to revise draft products as feed-forward information. In the next step, we checked which and how many participants were involved in the dialogue (student-student, lecturer-student or a combination of both). Since the studies did not describe the content of the face-to-face dialogues, we did not categorize them in terms of feed up, feed back and/or feed forward. Third, we operationalized intervention outcomes in terms of students’ perceptions of the intervention, their marks and by text/dialogue analysis. Finally, in assessing the effectiveness of each intervention, we took into account the methodological characteristics of each study, including their study design, data sources and data collection methods (Creswell, 2014).

Abstract Brazilian pharmacists’ education and training aims to prepare them for the various activities they will undertake during professional practice, especially in the national health system (SUS). By using an exploratory transversal study based on a validated questionnaire, we have characterized the educational and training background of pharmacists working in SUS municipal units in Ribeirão Preto, State of São Paulo (SP), Brazil, and the frequency with which these professionals carry out several activities. Pharmacists working in these municipal outpatient units (N=44) graduated between 1981 and 2014 (56.8% of them graduated from public state or federal institutions), are predominantly female (84%), and are aged 25-57 years; 34% of these pharmacists have a “Generalist” degree, and 90.9% attended postgraduate programs, mostly specialization (75%). All the pharmacists pointed out the need for continuing education. The frequency with which they carry out activities varies, but those involving direct contact with patients predominate. Consultations, therapeutic follow-up, case discussions, and health promotion activities take place only occasionally. We concluded that pharmacists who work in the municipality of Ribeirão Preto, SP, are very much involved with dispensing, but not with health education or pharmacotherapeutic follow-up, so investing in education and training in these areas is necessary.

TitleUnravelling formative decision-making: How formative assessment is used to inform teachers’ actions in the classroom AbstractFormative assessment is used to make better founded decisions about the next steps to take in teaching and learning. In formative assessment teachers collect information on student learning to help them decide what next steps in teaching and learning will best suit students’ learning needs. However, how teachers come from this collection of information about student learning to a well-informed formative decision about the follow-up usually stays implicit. This multiple case study focused on bringing the invisible processes that are involved in formative decision-making to the surface. Through journal-writing and interviews with teachers from secondary education, who implemented formative assessment in their classrooms, different pathways were found in which formative decision-making occurs. Furthermore, the outcomes of the current study reveal that formative assessment is not an isolated strategy. The decisions teachers make based on formative assessment are always also embedded in and supported by knowledge and beliefs teachers already have about the context, content, learning and learners. Description of the data included This study focused on five teachers and their formative assessment plans, which were designed and would be implemented during the project. Each formative assessment plan consisted of multiple checkpoints and follow-ups. Checkpoints are the planned moments where teachers want to collect and analyze data on all student learning with regards to the learning objectives. Each checkpoint is the starting point for making a formative decision and informed follow-up. A case in this study is the process, line of events as described by the teachers, that starts with a checkpoint in the formative assessment plan and ends with the chosen follow-up. In this study eighteen cases from five formative assessment plans were included. Table 1 presents where the eighteen cases originated from: Table 1: Overview of the cases included in this study Formative assessment plan - teacher 1: 3 cases - teacher 2: 2 cases - teacher 3: 5 cases - teacher 4: 6 cases - teacher 5: 2 cases - total: 18 cases Interview transcipts - teacher 1: 3 cases - teacher 2: 1 case - teacher 3: 5 cases - teacher 4: 4 cases - teacher 5: 1 case - total: 14 cases Journal form - teacher 1: 3 cases - teacher 2: 2 cases - teacher 3: 5 cases - teacher 4: 6 cases - teacher 5: 1 case - total: 17 cases The teachers filled in journal forms for each case and were interviewed about each case. Sometimes journal forms or interview included multiple cases. The data therefore consist of: 1. 17 anonymized journal forms Parallel with the implementation of their formative assessment plan, the five teachers filled in a journal form after each checkpoint. Questions in this form were: a. Did the information you collected at this checkpoint lead you to know where the students are in their learning with regards to the intended learning goal(s)? b. What do you know now thanks to this checkpoint? c. Wat are possible explanations for the outcomes of this checkpoint? d. What are possible follow-ups that match the outcomes of the checkpoint? e. Which follow-up do you choose? f. Why is this a good/the best follow-up? 2. Anonymized Transcripts of 14 interviews with five teachers The interviews were planned after a checkpoint took place. Starting point for the interviews were the completed journal forms for each checkpoint. Based on the journal forms, the interviewer asked the teacher clarification questions about the answers in the form. For example, questions like how do you know that these are the outcomes or how do you know the reasons for these outcomes, how do you know this is the best follow-up? After clarification, three additional questions followed for all teachers: a. What other information did you use to choose a follow-up? b. How do you look back at the chosen follow-up? c. Do you feel that the components in the formative assessment plan (checkpoints and follow-up are both a part of this plan) have led to better founded/informed decisions? 1. If so, how do you know and what contributed to it? 2. If not, what is required for this?

Graduate postgraduate students with thesis defense of Karachayevo-Cherkessia, Republic of shot up by 50.00% from 2 persons in 2015 to 3 persons in 2016. Since the 100.00% drop in 2014, graduate postgraduate students with thesis defense soared by ∞ in 2016. Number of graduate postgraduate students with thesis defense in reporting year.

Main Topics: This survey is part of a two-pronged investigation of the careers of British university graduates, sponsored by the Statistics Committee of the Secretaries of University Appointments Boards. The data from the other part, a survey of employment of former postgraduate students carried out by Ernest Rudd and Stephen Hatch of Essex University, are held by the Archive as SN:66001 Survey of Employment of Former Postgraduate Students, 1966. The questionnaire used in this survey asked graduates about their parents, brothers and sisters, including questions on their education and the occupations of their father and grandfather. To obtain information on the families the graduates themselves had established, they were asked for the date of their marriage, their spouse's date of birth, education, occupation, employment status and salary. In addition, graduates were asked to give details, including date of birth, of each of their children born before 1st October, 1966. The questionnaire also included several questions on their own educational background and the attitudes they and their parents held about their education, both before and after entering university. In the section on undergraduate education, in addition to the first degree subject and title already available from university records, they were asked for the type and class of degree they were awarded. Details of the type, place, time and outcome of all postgraduate study were also elicited. Their own employment history, including earnings and reasons for job changes, earlier occupational aspirations and their attitudes to their present and possible future jobs occupied a substantial proportion of the questionnaire. Special attention was paid to graduates who had worked overseas; they were, for example, asked in which country they were working and their reasons for being employed overseas on 1st October, 1966. Those who were working overseas at this time were asked if they intended making a career overseas. Considerable attention was devoted to experiences specific to women. All women were asked to what extent and in what way their opportunities for appointment and promotion had been hampered by their sex. Married women were asked for details of societies or organisations they were involved in and of any responsibilities other than to their husbands and children which might affect their ability to work outside the home. They were asked to describe any help they received in the home and to detail how many hours a week this was supplied. Working wives were asked why they were working: non-working wives were asked why they were not. In addition, the wives not working outside the home were asked for how long they had worked since completing full-time study and whether they would like to take up a paid activity. A sub-sample of respondents from this survey were questioned again by Robert Rapoport, Rhona Rapoport and Michael Fogarty. These data are held as SN:68023, Careers Development at Three Stages Study, Stage III: 1960 Graduates.

The datasets comprise qualitative data collected through semi-structured interviews with postgraduate students from various South African universities, focusing on working and non-working students enrolled in taught or coursework master's programs. The primary aim of the datasets is to explore students’ intersecting identities (academic, professional, social, and psychological) and to document their experiences, challenges, and support needs throughout their academic journey. Data collection involved in-depth interviews guided by an interview protocol designed to elicit rich, narrative responses about students’ perceptions, roles, and interactions within university settings and beyond. The interviews captured nuanced insights into how students navigate their multiple identities, manage work-study demands, and access institutional support. These datasets are suitable for researchers interested in higher education studies, identity theory, work-study balance, or support mechanisms in academic contexts. The data are organised into themes reflecting students’ experiences and perceptions, which have been analysed using thematic analysis techniques. The datasets are significant for comparative analyses, longitudinal perspectives, or exploring intersecting identities in diverse educational environments. They are part of a broader study aimed at informing strategies to improve postgraduate student support services and understanding the complex realities faced by working and non-working postgraduate learners.

Background: Evidence-based practice (EBP) is a critical approach in healthcare that integrates the best available research evidence with clinical expertise and patient values. In physiotherapy, EBP ensures that treatments are effective and based on scientific evidence, leading to better patient outcomes. This study investigates the impact of knowledge, attitude, and practice towards evidence-based practice among postgraduate physiotherapy students in north India.

Material & Methods: An online survey study recruited 166 Postgraduate Physiotherapy students through convenient sampling. The study employed a self-developed questionnaire which experts validated. This questionnaire is used for data collection which included 2 domains i.e. knowledge, and attitude, and included 14 questions. Data analysis was done by using SPSS Software.

Result: The study found that most postgraduate physiotherapy students in North India are well-informed about evidence-based practice (EBP). Specifically, 89.2% use standardized treatments, 90.4% believe in adhering to EBP, 86.7% are aware of relevant databases, 84.3% understand different research designs, 88% grasp statistical interpretations of treatments, and 90.4% keep up with research. However, a small portion of students do not engage in these practices. The study found positive trends in students prioritizing evidence-based practices (88%) and adapting treatment plans (86.1%). However, knowledge gaps existed (e.g., assessing information quality: 86.1%) and updating knowledge was infrequent (81.9%). Additionally, 14.5% struggled to integrate information from various sources.

Conclusion: The study found that postgraduate physiotherapy students in North India are well-versed in and consistently practice evidence-based practice (EBP). This reflects their strong EBP knowledge, positive attitudes, and application in clinical settings, indicating a commitment to quality healthcare. However, ongoing efforts are necessary to maintain and enhance these practices.

Keywords: evidence-based practice; postgraduate; physiotherapy

TitleUnravelling formative decision-making: How formative assessment is used to inform teachers’ actions in the classroom AbstractFormative assessment is used to make better founded decisions about the next steps to take in teaching and learning. In formative assessment teachers collect information on student learning to help them decide what next steps in teaching and learning will best suit students’ learning needs. However, how teachers come from this collection of information about student learning to a well-informed formative decision about the follow-up usually stays implicit. This multiple case study focused on bringing the invisible processes that are involved in formative decision-making to the surface. Through journal-writing and interviews with teachers from secondary education, who implemented formative assessment in their classrooms, different pathways were found in which formative decision-making occurs. Furthermore, the outcomes of the current study reveal that formative assessment is not an isolated strategy. The decisions teachers make based on formative assessment are always also embedded in and supported by knowledge and beliefs teachers already have about the context, content, learning and learners. Description of the data included This study focused on five teachers and their formative assessment plans, which were designed and would be implemented during the project. Each formative assessment plan consisted of multiple checkpoints and follow-ups. Checkpoints are the planned moments where teachers want to collect and analyze data on all student learning with regards to the learning objectives. Each checkpoint is the starting point for making a formative decision and informed follow-up. A case in this study is the process, line of events as described by the teachers, that starts with a checkpoint in the formative assessment plan and ends with the chosen follow-up. In this study eighteen cases from five formative assessment plans were included. Table 1 presents where the eighteen cases originated from: Table 1: Overview of the cases included in this study Formative assessment plan - teacher 1: 3 cases - teacher 2: 2 cases - teacher 3: 5 cases - teacher 4: 6 cases - teacher 5: 2 cases - total: 18 cases Interview transcipts - teacher 1: 3 cases - teacher 2: 1 case - teacher 3: 5 cases - teacher 4: 4 cases - teacher 5: 1 case - total: 14 cases Journal form - teacher 1: 3 cases - teacher 2: 2 cases - teacher 3: 5 cases - teacher 4: 6 cases - teacher 5: 1 case - total: 17 cases The teachers filled in journal forms for each case and were interviewed about each case. Sometimes journal forms or interview included multiple cases. The data therefore consist of: 1. 17 anonymized journal forms Parallel with the implementation of their formative assessment plan, the five teachers filled in a journal form after each checkpoint. Questions in this form were: a. Did the information you collected at this checkpoint lead you to know where the students are in their learning with regards to the intended learning goal(s)? b. What do you know now thanks to this checkpoint? c. Wat are possible explanations for the outcomes of this checkpoint? d. What are possible follow-ups that match the outcomes of the checkpoint? e. Which follow-up do you choose? f. Why is this a good/the best follow-up? 2. Anonymized Transcripts of 14 interviews with five teachers The interviews were planned after a checkpoint took place. Starting point for the interviews were the completed journal forms for each checkpoint. Based on the journal forms, the interviewer asked the teacher clarification questions about the answers in the form. For example, questions like how do you know that these are the outcomes or how do you know the reasons for these outcomes, how do you know this is the best follow-up? After clarification, three additional questions followed for all teachers: a. What other information did you use to choose a follow-up? b. How do you look back at the chosen follow-up? c. Do you feel that the components in the formative assessment plan (checkpoints and follow-up are both a part of this plan) have led to better founded/informed decisions? 1. If so, how do you know and what contributed to it? 2. If not, what is required for this?

This is a dataset used for the online stats training website (https://www.rensvandeschoot.com/tutorials/) and is based on the data used by Van de Schoot, Yerkes, Mouw and Sonneveld 2013

Among many other questions, the researchers asked the Ph.D. recipients how long it took them to finish their Ph.D. thesis (n=333). It appeared that Ph.D. recipients took an average of 59.8 months (five years and four months) to complete their Ph.D. trajectory. The variable B3_difference_extra measures the difference between planned and actual project time in months (mean=9.97, minimum=-31, maximum=91, sd=14.43). For the the exercises we are interested in the question whether age (M = 31.7, SD = 6.86) of the Ph.D. recipients is related to a delay in their project. The relation between completion time and age is expected to be non-linear. This might be due to that at a certain point in your life (i.e., mid thirties), family life takes up more of your time than when you are in your twenties or when you are older. So, in our model the gapgap (B3_difference_extra) is the dependent variable and ageage (E22_Age) and age2age2(E22_Age_Squared ) are the predictors.

For more information on the sample, instruments, methodology and research context we refer the interested reader to Van de Schoot, Yerkes, Mouw and Sonneveld 2013.

I have collected the following datasets for my project "Exploring Instantaneous Speed in Grade 5. A Design Research":

• Starting Up
  • videos of 5th grade students exploring speed in the context of filling glassware
• Design Experiment 1
  • videos of a 5-lesson classroom teaching experiment on speed in the context of filling glassware.
• Design Experiment 2
  • videos of a small-scale classroom teaching experiment about speed
• Design Experiment 3
  • videos of a 5-lesson classroom experiment tried in two different classrooms

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

Title: Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills. Short description of study set-up: Sixty-three second-year university students participated in a pre-test-post-test design with mixed methods. Instruments: Questionnaires: Students’ perceptions of the quality of both the written feedback in terms of Feed up, Feed back and Feed forward and the feedback dialogue were measured using an adjusted version of a validated questionnaire by De Kleijn et al. (2014). The questionnaire contained 16 items of which one item targeted the overall quality of teachers’ written feedback on a ten-point scale, ranging from 1 to 10. The remaining 15 items were distributed among three subscales, specifically ‘Feed up’ (four items), ‘Feed back’ (six items) and ‘Feed forward’ (five items), and rated on a five-point Likert-type scale, ranging from 1 (fully disagree) to 5 (fully agree). An example of a feed-up item is: ‘By means of the written feedback it is clear what the assessment criteria of a scientific report are’. An example of a feed-back item is: ‘The written feedback indicates what I do wrong’ and an example of a feed-forward item is: ‘The written feedback indicates how I can improve my report’. The questionnaire that was administered before and after the intervention comprised similar items. In the post-test questionnaire, a few items were added to measure how students perceived the quality of the feedback dialogue. A reliability analysis of the feed-up, feed-back and feed-forward subscales within pre- and post-test questionnaires yielded acceptable reliability coefficients ranging from 0.79 to 0.91 (Peterson 1994). Preliminary pilot-tests were conducted to determine item clarity and adjustments were made to unclear items. Additionally, the logistics of the intervention were tested during the pilot-test. Focus groups: To provide more in-depth data focus groups were conducted (Stalmeijer et al. 2014). At the end of the last feedback dialogue session of both tracks, each student was invited for a focus group session. Eventually, two focus groups comprised six students and lasted approximately one hour. The third focus group contained 12 students; it was a combined group of two times six students, because we unfortunately scheduled the meetings at the same time. To ensure each student’s voice to be heard, this focus group continued for one and a half hour. Each focus group was guided by a moderator (fourth author) and was observed by one member of the research team. In semi-structured interviews, the actual topics discussed in the focus groups covered student experiences regarding the content of the written teacher feedback as well as the added value of the peer-to-peer dialogue about this written feedback. The interviews were audiotaped. Explanation of data files: The data files contain 114 anonymized pdf’s of the original questionnaires filled in by the participants; Focus group interviews; audio files of focus groups; transcripts of focus groups; SPSS Data file Schillings-complete DA.sav. Quantitative data files: 114 Original questionnaires (pdf’s), archived as questionnaires in pdf.7zip 1 Data file Schillings-complete DA.sav (SPSS file) Total SPSS tabellen (Word document): meaning and ranges or codings of all columns Study 2 variabelen kwantitatieve vragenlijst (pdf) Quantitative data files: Focus groep interview-gids (Word document) 8 audio files of 3 focus groups (6 m4a files; 2 wav files), as audio focusgroepen a.7zip; Transcripts of 3 focus group (Word documents)

Data and models corresponding to the PhD thesis entitled: "From bioreactors to bubbles to bacteria: on multi-scale interactions in gas fermentations"

In the repository one can find all start-up files of all simulations, and the data files used for processing simulation results. All experimental data is provided for chapter 3. For reproduction purposes, the data (and processing scripts) are available for each figure.

Data formats are .dat, .jld2, .mat, .xlsx

Model formats are .c, .m, .jl, .cas

The videos are uploaded as Video S1 (for Chapter 4) and Video S2 (Ch. 5)

ABSTRACT The aim of this paper is to present the design and development of a masters course (MBA) from the perspective of theories and techniques of project management, based on the findings of our experience at the Universidade Nove de Julho - UNINOVE. The relevance of this study is guided by the use of the concepts of project management for the development of a project masters degree, with its structural criteria, characteristics and critical factors, including CAPES accreditation (Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior). The research method used was a single case study of a masters course in Project Management, up to now it has only been dealt with specialized courses. We used the Project Management classical steps in the development of this MBA course: initiation, planning and design, executing, monitoring controlling and closing.

LGA based data for Non-School Qualification: Level of Education by Age by Sex, in General Community Profile (GCP), 2016 Census. Count of persons aged 15 years and over with a qualification. Excludes persons with a qualification out of the scope of the Australian Standard Classification of Education (ASCED). Excludes schooling up to year 12. G46 is broken up into two sections (G46a-G46b), this section contains 'Males Postgraduate Degree Level Age 15 24 years' - 'Persons Postgraduate Degree Level Age 25-34 years'. The data is by LGA 2016 boundaries. Periodicity: 5-Yearly. Note: There are small random adjustments made to all cell values to protect the confidentiality of data. These adjustments may cause the sum of rows or columns to differ by small amounts from table totals. For more information visit the data source: http://www.abs.gov.au/census.