Abstract

Student’s voice is frequently not relevant for study program design. The issue addressed in this study is the analysis of student voice in master programs. It does this by aiming to identify student perceptions and expectations, their achievement goals, as well as students’ perceptions and expectation for an optimal learning environment. This addresses their need and desire to pursue a program which supports workplace trends. Cross-sectional research was undertaken to understand students’ demands in master’s programs, their learning strategies and study skills and accordingly increase opportunities for learning and career advancement with a structured and comprehensive approach. The results confirm that students are highly motivated when pursuing master programs, expecting to receive a solid professional preparation and benefit from practical activities. The impact of the master program activities on learning outcomes of students was ranked in descending order of the average score: educational objectives attained (M = 5.36), increased interest for learning and professional development (M = 5.39), the great impact of practical activities on learning (M = 5.41), intellectual challenging activities (M = 5.43). Faculty and university management should consider student voice to improve and innovate master programs, being valuable experts when it comes to their own learning experience.

摘要

学生的声音通常与学习计划设计无关。本研究解决的问题是分析硕士课程中的学生声音。它通过旨在确定学生的看法和期望、他们的成就目标以及学生对最佳学习环境的看法和期望来做到这一点。这满足了他们追求支持工作场所趋势的计划的需求和愿望。进行了横断面研究，以了解学生对硕士课程的需求、他们的学习策略和学习技能，从而通过结构化和全面的方法增加学习和职业发展的机会。结果证实，学生在攻读硕士课程时积极性高，期望获得扎实的专业准备并从实践活动中受益。硕士课程活动对学生学习成果的影响按平均分的降序排列：达到的教育目标（M = 5.36）、对学习和专业发展的兴趣增加（M = 5.39）、实践活动的巨大影响学习（M = 5.41），智力挑战活动（M = 5.43）。教师和大学管理层应考虑学生的声音以改进和创新硕士课程，在他们自己的学习经验方面成为有价值的专家。对学习和专业发展的兴趣增加（M = 5.39），实践活动对学习的巨大影响（M = 5.41），智力挑战活动（M = 5.43）。教师和大学管理层应考虑学生的声音以改进和创新硕士课程，在他们自己的学习经验方面成为有价值的专家。对学习和专业发展的兴趣增加（M = 5.39），实践活动对学习的巨大影响（M = 5.41），智力挑战活动（M = 5.43）。教师和大学管理层应考虑学生的声音以改进和创新硕士课程，在他们自己的学习经验方面成为有价值的专家。