CHALLENGES OF TEACHING STRATEGY IN PROFESSIONAL MASTERS AND DOCTORATE PROGRAMS

The rise of professional modality brought new challenges to graduate programs. Since the Brazilian experience of stricto sensu programs is a mixture of European and North American frameworks, there is still no standard that establishes admission processes, qualifying exams, technical and technologic...

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Bibliographic Details
Published in:Revista de administração de emprêsas 2019, Vol.59 (1), p.57-61
Main Author: Verschoore, Jorge Renato De Souza
Format: Article
Language:English
Subjects:
Admissions policies
Curricula
Doctoral degrees
Graduate studies
Knowledge
Labor market
Masters degrees
Professionals
Strategic planning
Students
Teaching
Teaching methods
Tests
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Summary:The rise of professional modality brought new challenges to graduate programs. Since the Brazilian experience of stricto sensu programs is a mixture of European and North American frameworks, there is still no standard that establishes admission processes, qualifying exams, technical and technological productions, or even the final products of Professional Masters Programs (PMPs) and professional doctorate programs (PDPs). Such issues are amplified by the fact that the main objective of these masters and doctoral programs is not to train the professional; therefore, they are no longer called professionalizing masters and doctoral degrees. Currently, PMPs and PDPs aim to qualify professionals already active in the labor market in innovative and transformative practices, making them capable of generating solutions to complex problems that public and private organizations have not been able to solve. Here, Verschoore discusses the teaching challenges in professional masters and doctoral degree programs in Brazil.
ISSN:0034-7590
2178-938X
DOI:10.1590/S0034-759020190106