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This case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university.

The study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective.

The paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in‐person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching.

More follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum.

In their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program.

Students develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles.

There is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students.

To establish the existence of barriers to communication and numeracy skills development and to establish the levels of these exhibited by accounting and business students at the commencement of their courses in higher education.

Uses questionnaires to establish the levels of communication apprehension (CA) and maths anxiety (MA) in students at the commencement of their accounting and business courses in higher education. Establishes the underlying factors that are influential in determining the levels of apprehension and anxiety in individual students. An analysis of the underlying demographic variables such as age, previous educational background, etc. is also undertaken.

Identifies the existence of high levels of CA in accounting students and MA in business studies students at the beginning of their courses.

Where high levels of CA in accounting students and MA in business studies students are shown to exist consideration must be given to relevant curriculum design and delivery, and the use of techniques designed to reduce apprehension/anxiety in the students concerned. Because the apprehension/anxiety is present on entry to higher education it may be that specific courses appear to be recruiting students whose perception of their longer term vocational skills requirements may be inappropriate to their chosen career area.

Identifies specific differences in the areas of CA and MA between differently focused vocational courses, which have syllabus overlap, within a business school.

Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure and genre requirements. Few available studies have investigated such challenges through the lens of supervisors in an international context. Knowledge about the factors hindering the thesis writing process of non-native MA students in English from the supervisors' perspectives is scarce. This study attempts to fill these gaps by answering this question: From supervisors' perspectives, what factors hinder the thesis writing process of non-native MA students?

Thirty supervisors from state and private universities across Iran voluntarily participated in this qualitative study. Drawing upon teachers' diaries and semi-structured interviews, the authors identified major factors negatively influencing the thesis work of master's students. Data were transferred into NVivo 10 and analyzed thematically following Colaizzi's method.

The study found that factors constraining students' writing were (1) students' lack of effort, (2) students' lack of a strategy for writing, (3) students' lack of autonomy and (4) students' absence of voice.

The authors discuss the practical implications of these factors for different stakeholders. There is a growing interest in postgraduate students' thesis writing processes. Surprisingly, no research exists on supervisors' perceptions of factors that constrain the thesis writing process of non-native English master's students.

This paper aims to measure the demand for bachelors, masters and PhD degree students at an Iranian university.

System dynamics (SD) modeling is used for the strategic plan compilation.

After successful examination of the model, a simulation was carried out for the coming 18 years. The results show that in the future, the university will face reductions in the numbers of BA, MA and PhD students. Therefore, university leaders need to develop appropriate strategies to deal with this challenge.

SD modeling for strategic plan compilation has been used for the first time in an examination of higher education in Iran.

The purpose of this paper is to provide insight into the central role of critical reflection for practitioners.

This joint paper is informed by a practitioner and an academic perspective and is an output from ongoing research. An MA in Strategic HR provides the initial focus. This partnership programme is informed by action learning ethos and method and the emancipatory potential of critical reflection. The paper illustrates how students talk about becoming critically reflective, and in doing so it explores the opportunities and challenges involved.

It is argued that in order for critical reflection to realise its potential of emancipatory change, pedagogy needs to be underpinned by critical process and critical content. However, it is unfortunate that a majority of critical literature appears to be addressed to an academic audience. The paper also highlights the need to support learning conversations beyond the original set.

The paper highlights the need for development initiatives to support the questioning of taken‐for‐granted assumptions. This draws attention to the necessity of supporting an emerging community of critically reflective practitioners by ensuring an open dialogue about values and practice.

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

The aim of this study is to find out the most common types of literature review and the accuracy of citing information related to topic in question among Saudi English as a Foreign Language (EFL) postgraduate students at Al-Baha University. This study also aims at revealing the quality of the literature review written by researchers.

This qualitative study used content analysis to investigate 15 unpublished Master of Arts (MA) dissertations written on EFL of Saudi context. They were analyzed qualitatively using criteria modified from Snyder's (2019) model which is considered a potential method for making theoretical and practical contributions of literature review.

The findings of the study showed that students favored the systematic review over the integrative. Additionally, data showed that students were lacking in paraphrasing and organizing cited information coherently and appropriately. Moreover, students' performance was better in design, conduct, and data abstraction and analysis criterion, whereas they seemed rather weak in structuring and writing the review criteria.

The significance of the study is to provide researchers with methodological guidance and reference to write a comprehensive and appropriate literature review. Based on the findings, this study concluded with some implications that aim to assist researchers in carrying out their studies professionally. Furthermore, the findings provide decision-makers in higher education institutions with important practical implications. In light of the study's findings, it is suggested to carry out further research investigating postgraduate students to find out their perceptions and attitudes regarding the quality standards of scientific research writing and the paraphrasing strategies.

Dealing with the issue of “Can practical wisdom be taught in business schools?,” in this chapter, I argue for an inquiry-based learning approach as a way of improving today’s management education. Following along these lines, I initially focus on the current criticism of today’s management education in business schools. Then, I provide an introduction into the recent interest in the topic of practical wisdom by management scholars that emerged as part of an effort to overcome these failures of business schools. These attempts, however, remain on a rather vague or theoretical level and are lacking helpful guidance on how universities might implement this concept into their educational offerings. In order to remedy these shortcomings, I introduce a competency-based three-pillar model of practical wisdom and combine it with an inquiry-based learning approach. A comprehensive scheme highlights how the particular competencies of practical wisdom can be fostered over the successive stages of the inquiry process. Most importantly, by describing a MA-thesis program as a successful example of these ideas in application, I provide concrete suggestions of how to facilitate the growth of practically wise competencies by means of an inquiry-based learning approach.

Distance learning (DL) programmes are becoming increasingly popular in higher education. Overcoming feelings of isolation that may occur due to the reduced support available, the few possibilities of social interaction and the non-existent campus atmosphere in online courses, have become one of the major challenges of designers and instructors of DL programmes. The paper aims to discuss these issues.

This paper provides an example of how the authors can create and use virtual world (VW) learning spaces that not only match the face-to-face learning experience, but also enhance it. Innovation@UWE Island in Second Life, home of the MA education in virtual worlds, is an example of pedagogical innovation that capitalises on what VWs have to offer to social aspects of teaching and learning. In this programme the authors use a three-dimensional virtual space to provide postgraduate students – physically located in diverse geographical areas of the world – with a sense of community and connectedness that matches the sense of belonging that often accompanies the on-campus learning experience.

The paper provides examples of students engaging in an environment where traditional conceptions of both “teaching” and “learning” do not apply, where the four-walled classroom is not the only setting where learning happens, where everyone in the group can potentially be an instructor or a peer, an expert or a novice, and learn from each other in a meaningful way.

This paper introduces the rationale behind the choice of architecture of the learning environment as well as the instructional design of the programme to enhance co-presence and place presence, to build a true community of practice and to foster collaboration for reflective learning.

The purpose of this paper is to examine how Australian universities commemorated the First World War, with a focus on the University of Melbourne as an institution with a particularly rich history of wartime participation and of diverse forms of memorialisation.

A case study approach is taken, with an overview of the range of war memorials at the University of Melbourne. These include memorials which acknowledged the wartime role of individuals or groups associated with the University, and took the form of architectural features, and named scholarships or academic positions. Three cross-campus war memorials are examined in depth.

This paper demonstrates that there was a range of war memorials at Australian universities, indicating the range of views about the First World War, and its legacies, within university communities of students, graduates and staff.

University war commemoration in Australia has not been well documented. This study examines the way in which the particular character of the community at the University of Melbourne was to influence the forms of First World War commemoration.