Magister Artium (Psychology) - MA(Psych) / Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.

Magister Artium (Psychology) - MA(Psych) / South Africa has one of the highest postgraduate dropout rates in the world. One of the main contributing factors to the high number of unfinished Master’s and Doctorate degrees is incomplete theses and dissertations. Frequently postgraduate students complete all other course requirements, but are unable to complete the independent research component. Ethics clearance was obtained from the Senate research committee at UWC. This study used a systematic review methodology to identify appropriate literature on the personal characteristics and demographic variables of postgraduate research students and supervisors and the impact that these variables have on completion rates. The study evaluated the literature for methodological quality in order to enable comprehensive identification, evaluation and meta-synthesis of the current best evidence regarding personal and demographic factors which may affect the supervisory relationship and help or hinder completion rates. This resulted in an evidence base of filtered information which can be used by individuals, institutions of higher education, and government or non-government organisations to inform individual practice, specialised training programmes and general psychoeducation. The results indicated that there is empirical evidence from good quality research that personal and demographic variables impact the working alliance between students and supervisors, and ultimately the completion of the research. Race, gender, spirituality, isolation, and socio-economic status were among the more prominent factors identified.

Magister Curationis - MCur / Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students' experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters' level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape. / South Africa

<p>The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp / Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment / To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition / To determine the primary motivations of students enrolling for postgraduate studies in the faculty / To compare the characteristics of postgraduate students with academic preparedness and primary motivations.</p>

<p>Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students&rsquo / experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters&rsquo / level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape.</p>

<p>Transition has been the major focus of educational institutions. The focal argument of the majority of research into student transition deals with the challenges that students faced when they moved from high school to first year at university. Not much focus has been placed on the transition from undergraduate to postgraduate studies. Postgraduate enrollment rates have steadily grown over the past few years in Higher Education Institution`s (HEI). Support systems have been put in place to assist students. In spite of these available support systems, postgraduate students still find themselves facing challenges when engaging with postgraduate studies. The primary aim of this study was to investigate the academic transitional challenges postgraduate students&rsquo / experience as reflected by the inconsistencies in the enrollment and throughput rates. Secondly, to determine whether students utilised available support systems, e.g. the Academic Writing Centre and the Postgraduate Enrolment and Throughput (PET) programme at the Faculty of Community and Health Science at University of the Western Cape. This was a quantitative study. A cross sectional survey has been conducted by means of a computerised self-administered questionnaire (CSAQ). The study population was postgraduate students in the Faculty of Community and Health Science at masters&rsquo / level. Both course work and research students were included in the study. No sampling method was employed due to the small size of the population. Data was collected to explore the academic preparedness of postgraduate students, and there primary motivations for studying and the utilization of available support services at the University of the Western Cape.</p>

<p>The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp / Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment / To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition / To determine the primary motivations of students enrolling for postgraduate studies in the faculty / To compare the characteristics of postgraduate students with academic preparedness and primary motivations.</p>

The aim of the study states what is expected to be achieved by the study overall. According to Brink, Van Der Walt and Van Rensburg (2006), the aim should include the target population, research setting and the research variables. The aim of this study is to investigate the academic transitional challenges (variable) postgraduate students (target population) experience in the Faculty of CHS at UWC (setting) and to determine whether students utilize the available support systems provided. Research objectives Objectives are defined as clear concise declarative statements that are expressed in present tense, which indicate the specific information the study must yield (Burns &amp; Grove, 2003). The objectives of this study are: To determine the academic preparedness of the postgraduate students as evidenced by experience and previous participation in research activities, publications and papers delivered prior to postgraduate enrolment; To determine if postgraduate students make use of the support services offered by UWC to facilitate smooth academic transition; To determine the primary motivations of students enrolling for postgraduate studies in the faculty; To compare the characteristics of postgraduate students with academic preparedness and primary motivations. / Magister Curationis - MCur

Different fellowships programs to public school teachers have been developed in Latin-American. In Perú, this new program has been managed by Pronabec financing fellowships for teachers of different regions during 2014-2015. Thisstudy is addressed to analyze the teachers´ dilemmas faced when they applied; and, explore the future professional perspectives of this kind of teacher. The qualitative  method implies a documental analysis and survey with open answers to 20 teachers. Four types of dilemmas were identified–master versus family, master versus school, master versus another study, master versus no migration–, and eight possible futures scenarios related to the professional, academic, and unionpolitical fields. / Son diversos los programas de becas para docentes de educación escolar públicapromovidos en América Latina. En el Perú, dicha política se gestionó desdePronabec ofertando becas de maestría a docentes de diversas regiones del país,constituyendo una política inédita de formación continua durante 2014-2015.El presente estudio se propone: analizar los dilemas enfrentados por los docentesal postular a dicha beca; y, explorar las perspectivas de futuro profesional de losbecarios. La metodología cualitativa implicó aplicar un cuestionario con respuestasabiertas a veinte becarios. Se logró analizar cuatro tipos de dilemas —maestríaversus familia; maestría versus escuela; maestría versus otro estudio; maestría versus no migrar— y ocho escenarios futuros en torno al campo profesional, académico y sindical-político. / São diversos os programas de bolsas de estudo para professores de escolas públicas promovidas na América Latina. No Peru, a programa é administrado desdePronabec oferecendo bolsas de estudo para professores de várias regiões do paísdurante 2014-2015, constituindo uma política sem precedentes de formação contínua.Este estudo tem como objetivo: analisar os dilemas enfrentados pelos professorespara solicitar a bolsa de estudos; e explorar perspectivas de carreira futura dos professores . A metodologia qualitativa envolveu uma análise de documentose um questionário de respostas abertas para 20 professores. Foi possível analisarquatro tipos de dilemas –mestrado contra a família; mestrado contra a escola;mestrado contra outro estudo; mestre contra não migrar– y oito cenários futurosem o campo profissional, acadêmico e sindical- político.