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Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship Jean-Luc Pat

Department Education and Sociology Section Educational Research. Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship Jean-Luc Patry, Austria. Department Education and Sociology Section Educational Research. Economic paradigm

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Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship Jean-Luc Pat

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  1. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationshipJean-Luc Patry, Austria

  2. Department Education and Sociology Section Educational Research • Economic paradigm (including sociology) • Research in education paradigm • Theoretical analysis (educational) normative,descriptive • Application of theory

  3. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies • Selected issues in the theory-practice relationship • Discussion

  4. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods 1.1 The normative base: The criteria for the needs

  5. Department Education and Sociology Section Educational Research The normative base: The criteria for the needs Needs of economy Master‘s studies Society in general Needs of Universities

  6. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods 1.1 The normative base: The criteria for the needs 1.2 Multiplism

  7. Department Education and Sociology Section Educational Research

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  9. Department Education and Sociology Section Educational Research Example Master’s competence Master’s degree While interpreting this forecast, a few factors should be taken into account: (…) The in-depth interview with the expert of the sector and survey results show that not all the employees with Master’s competencies have Master’s qualification degree. Presumably, a considerable part of employees with Master’s competencies acquire them while working. (p. 75)

  10. Department Education and Sociology Section Educational Research (E)mployees with general competencies of Master’s cannot be identified with graduates of Master’s studies. According to the results of the surveys, the wood, furniture and paper sector employs over 6 % of specialist with Master’s degree. Thus, the number of the employed persons with Master’s competencies is considerably bigger than that of the specialists with awarded qualification of Master or equal to that. This demonstrates that more that a half of the employees with Master’s competencies acquired them in practical activity. Consequently, within next 5 years the proportion of Mas­ter’s studies graduates should be considerably lower than 26% of all the employed in the sector. (p. 64)

  11. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods 1.1 The normative base: The criteria for the needs 1.2 Multiplism 1.3 Inconsistent data reporting

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  13. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods 1.1 The normative base: The criteria for the needs 1.2 Multiplism 1.3 Inconsistent data reporting 1.4 Further research

  14. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods 1.1 The normative base: The criteria for the needs 1.2 Multiplism 1.3 Inconsistent data reporting 1.4 Further research 1.5 The bandwidth-fidelity dilemma

  15. Department Education and Sociology Section Educational Research The Spearman-Brown Formula

  16. Department Education and Sociology Section Educational Research 20 Items

  17. Department Education and Sociology Section Educational Research 1 domain (A)

  18. Department Education and Sociology Section Educational Research 2 domains (A and B)

  19. Department Education and Sociology Section Educational Research 10 domains (A through J)

  20. Department Education and Sociology Section Educational Research 20 domains (A through T)

  21. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice

  22. Department Education and Sociology Section Educational Research

  23. Department Education and Sociology Section Educational Research Generality-concreteness dilemma(Theo Herrmann) • Either the statements are very general, then they cannot give precise indication about what is happening in the different situations. • Or they are precise and concrete, and then they are valid only for a small set of cases or situations.

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  35. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies 3.1 Normative background

  36. Department Education and Sociology • Section Educational Research Table 1.2.1.1 (Dublin descriptors): Masters are supposed to • have knowledge and skills that provide a basis for originality in development and application of ideas … often within a research context, • be able to apply their knowledge solving problems in new or unfamiliar environments employing multidisciplinary knowledge, • have the ability to integrate knowledge and handle complexity, make judgements with incomplete information – within boundaries of professional ethics, • be able to communicate their conclusions and the knowledge clearly and unambigu­ously to both specialist and non-specialist audiences, and • be able to continue to study in a self-directed manner and autonomously.

  37. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies 3.1 Normative background 3.2 Master’s studies

  38. Department Education and Sociology Section Educational Research The graduates tend to believe that during their studies they acquired more competencies to communicate professional knowledge, to study further and apply their knowledge rather than the analytical, decision-taking or managerial competencies. Meanwhile, the survey of the business (employers’) representatives show that the employers’ representatives consider the latter competencies (analytical, decision-taking and managerial) the most important ones. (p. 356)

  39. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies • Selected issues in the theory-practice relationship 4.1 Prejudices

  40. Department Education and Sociology Section Educational Research The problem One Employer: “The industry needs practitioners and not theoreticians.“ But „Master’s studies educate theoreticians more than practitioners“ (p. 306 There is nothing as practical as a good theory. (Kurt Lewin)

  41. Department Education and Sociology • Section Educational Research Reasons for prejudices • Rigid application of simple algorithms? see generality-concreteness dilemma! • Incomprehensible language of scientists • Ignorance of scientists about the conditions “in the field”

  42. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies • Selected issues in the theory-practice relationship 4.1 Prejudices 4.2 Learning competences

  43. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies • Selected issues in the theory-practice relationship 4.1 Prejudices 4.2 Learning competences 4.3 Prevention

  44. Department Education and Sociology • Section Educational Research Primary and secondary prevention • Primary prevention is the work to prevent diseases before there is any sign of it. • Secondary prevention is the work to prevent these diseases in risk groups .

  45. Department Education and Sociology • Section Educational Research Punishment is effective if … • the punishment follows immediately after the problematic behavior. • the punishment follows always (or with certainty) after the behavior, or the protagonist of the behavior can be certain to be punished. • the behavior that is punished is not rewarded somehow. • the punishment is strong, i.e., the protagonist has a severe disadvantage from being punished.

  46. Department Education and Sociology Section Educational Research (…) within the next 5 years the number of social workers will grow rapidly, and to the expert’s estimation their majority have no Master’s qualifications, which is unnecessary to do social work. (p. 223)

  47. Department Education and Sociology Section Educational Research Evaluation of the concept of Master's studies in Lithuania with respect to the theory-practice relationship • Remarks on the methods • Theory and practice • Theory and practice in Master’s studies • Selected issues in the theory-practice relationship • Discussion

  48. Department Education and Sociology Section Educational Research Naturalistic fallacy: • normative domain • descriptive domain • The conclusion from (descriptive) facts to (normative) prescriptions is not legitimate!

  49. Department Education and Sociology Section Educational Research Normative domain • Necessity to know facts about the society • Decisions by those who are responsible

  50. Department Education and Sociology Section Educational Research Descriptive domain • Selective data reporting • Limited reliability

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