Master degree under crisis

Abstract

Purpose The purpose of this paper is to explore why students decide to enrol in a business postgraduate programme at Damascus University in the current Syrian crisis. Design/methodology/approach Exploration of students’ motives was generated in this study using semi-structured interviews. On the basis of saturation sampling, 11 interviews took place in the leading Syrian university providing postgraduate programmes, Damascus University. Findings The results from the interviews indicate the existence of six different motives for students to enrol in a postgraduate study: self-motives, professional motives, social motives, academic motives, lack of vision, and delaying military service, which is directly caused by the current war conditions in Syria. Practical implications Understanding postgraduates’ motives is essential at the national level, the institutional level, and also at the individual level to make better future plans related to opening new programmes or altering admission criteria. Recommendations to higher education policy makers are highlighted in the study. Originality/value The majority of previous studies concentrate on students’ motives to pursue postgraduate studies during financial crisis. However, very little is known on why students decide to enrol in a business postgraduate programme in a war context.

İngilizce Öğretmenliği Öğrencilerin Yüksek Lisans Derecesine Yönelik Metaforik Anlayışları

“…These metaphors were also related to improvement. Parallel to the findings, studies were present in the literature that supported the finding concerning participants' perceiving a master's degree as a way of self-improvement (Cottrell & Hayden, 2007;Dursun & Yıldırım, 2020;Er & Ünal, 2017;Kershner et al, 2013;Khalifa et al, 2018;Kowalczuk-Walędziak et al, 2017;Leonard et al, 2005;Süleymanov, 2014;Şahin et al, 2015;Tekian & Harris, 2012;Turan, 2019;Vural & Başaran, 2021;Wellington & Sikes, 2006).…”

The Texture of Entrepreneurship Programs: Revisiting Experiential Entrepreneurship Education Through the Lens of the Liminal–Liminoid Continuum

“…As Universities could be viewed as premodern institutions with rituals, norms and rites of passage “ attending lectures ,” “ marking ,” “ graduation ,” the simplistic conclusion would be that it is an inherently liminal experience in van Gennep’s (1909/1960) terms; students are moving further toward the goal of emerging as a self-sufficient, independent, member of society. The time or space boundary of the educational experience is clearly defined by the ceremony of graduation and the bestowing of a qualification recognized by the higher education system on behalf of society at large; students are showered with messages from both the educational and political systems that set expectations of a more successful life, enhanced opportunities of employability and income (Khalifa, Dukhan, & Mouselli, 2018; Mason, Williams, Cranmer, & Guile, 2003).…”

Is it worth for bachelor graduates to diversify study programme for master level?

“…There are some special cases, when the preferences can be influenced by other additional factors, e. g. under crisis six different motives could be found in enrolling master study, and these are self-motives, professional motives, social motives, academics motives, lack of vision and delaying military service (Khalifa et al , 2018).…”