non thesis master's in philippines

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Online master’s in business administration (non-thesis), mba (non-thesis) online program summary:.

The online MBA (Non-Thesis) program provides students with the knowledge of the different principles which are key in the operation of today’s business organizations. Through the Master’s in Business Administration (Non-Thesis) program, OEd Post Grad aims to foster students in the Philippines with advanced technical knowledge in a specialized field, develop a global perspective in them, and enhance each of their strategic thinking so that they can each contribute to a better society.

Master’s in Business Administration (Non-Thesis) Objectives

The Master’s in Business Administration (Non-Thesis) program has been designed to provide students in the Philippines with knowledge of the principles that are fundamental to the operation of all business organizations, as well as advanced technical knowledge in a specialized field.

The online MBA (Non-Thesis) program aims to:

• Develop a global perspective in all candidates.
• Develop each candidate’s strategic thinking.

Curriculum:

The Master’s in Business Administration (Non-Thesis) is a comprehensive program designed to help students manage and succeed in business operations inside and outside the Philippines. With this, students are expected to strengthen their analytic skills as well as their strategic and problem-solving capabilities. Courses included in our MBA (Non-Thesis) program include Leadership and Organization, Marketing Management, Financial Management, Business Policy in the Philippines, and rooms for specialization.

Darrell Steward

Eleanor Pena

Samuel Nguyen

Online admission process for postgraduate students, registration.

Student Applicants should register at  oedportal.amauonline.com . Once registered, the mobile number (local) and email address should be verified. Log-in at  oedportal.amauonline.com  using the email address and the temporary password sent via email. Update your profile including the Personal Information, and Educational Background.

Once updated, Go to Enrollment Tab and click the Add New Category, choose your preferred program then Provide scanned copies of the following requirements for initial evaluation: -Diploma -Transcript of Records -Birth Certificate -Application Form (please send it at  [email protected] )

-Two recommendation letters (for DBA and DIT applicants)

Please be informed that original copies of these documents should be submitted within 90 days of enrollment. Including 2by2 photo with white background, Certified True Copy of Diploma, PSA Birth Certificate, Transcript of Records with Remarks: Copy for AMA University

The evaluation will take 24-48 hours. You will be notified by your OEd buddy about the result. Confirm the evaluation results of your online postgraduate admission and choose the subjects you wish to take, minimum of 2 and a maximum of 4.

Activation Once evaluated, you can proceed to the payment process by going to the Enrollment tab and click the View Assessment. Review the assessment and click Proceed to continue. Choose your preferred payment terms and mode of payment then select Pay. Pay the exact amount using your preferred payment method and wait for the payment confirmation. Your subjects will be activated right after payment has been confirmed.

Mylms you can access your subject 24/7 in your mylms. we encourage you to check all the activated subjects to make sure that they are correct. to report any issues or concerns, please use the post a student concern. , master’s in business administration (non-thesis) faqs.

Yes, it is! Postgraduate degrees, no matter what kind, opens a multitude of opportunities. It gives the bearer a significant advantage over their peers when it comes to job hunting, makes them more likely to receive promotions, allows them to be eligible for higher wages, and gives them more credibility in their respective fields.

It takes an average of 1 and a half terms to complete an MBA (Non-Thesis) degree.

Yes, you can get a Master’s in Business Administration (Non-Thesis) in the Philippines completely online! There’s no need for you to ever set foot in the OEd campus, not even to submit your application requirements nor for graduation. An online MBA (non-thesis) course is the same as a traditional course both in terms of curriculum and credits earned. Online degrees go through the same accreditation process from CHED as all the other traditional schools. The biggest difference between the two is the flexibility that comes with online learning.

Graduates of OEd’s online MBA non-thesis degree typically find jobs in the corporate world as financial advisors, management analysts, investment bankers, finance managers, HR managers, and business consultants.

Interested in learning more? Explore all our programs today.

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Master in Public Administration (NON-THESIS)

Program description.

The Master in Public Administration Program aims to provide students with the theoretical background and technical skills needed for the effective implementation of public policy in the Philippines. The courses in the program from the following fields of specialization: public policy and program administration, organization studies, fiscal administration, local government and regional development, human resources, and research to enable them to gain expertise in solving complex problems that public administrations encounter. Graduates with a MPA Program are prepared for career opportunities in research, management, leadership, and the administration of public organizations.

The MPA Program is a practitioner-oriented degree that helps students develop the essential leadership, management, communication, and problem solving abilities necessary to succeed in today’s public professional environment. The courses in the program are designed to suit the information and skill needs of professionals currently in the field.

• English Enhancement Program

• Core Courses

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Application period for NEW students:

June 14 - July 22, 2024

Enrollment Period for ALL students:

July 29 - August 10, 2024

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• Master in Public Administration (Non-Thesis)

Students who graduate from this degree can work in the industries of Academe and Research in which they can perform the work of a Program Manager, Administration Officer, Administrative and Finance Officer, Municipal Officer, General Administration.

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The UE Graduate School is offering Flexible Modular Master’s Degree Programs for executives, businessmen, and professionals who wish to pursue a graduate degree but are unable to do so because of their busy schedules and/or distant location. The degree programs that run on flexible modular mode are Master In Business Administration (non-thesis), Master in Accountancy (non-thesis), Master in Information Technology (capstone), Ladderized Master in Public Administration (non-thesis), Master in Construction Management (non-thesis), and Master of Education (non-thesis). Each subject can be completed in 6 weeks with three online sessions per week. Online classes are held after office hours or during weekends. A group of at least 15 enrolled students are needed to start a Flexible Modular Master’s Degree Program. 

The tuition fee for courses delivered via blended type of learning shall have a premium of 50% over that of the tuition for regular classes. This added tuition will be used to compensate the professor for the extra time spent in developing the course materials and uploading them, checking course requirements submitted online, communicating with students online, et cetera.

• Curricular Offerings
• Doctor of Philosophy in Multidisciplinary Metropolitan Studies (PhD MMS)
• Master in Education (MEd) Physical Education
• Master in Education (MEd) English
• Master in Business Administration Tourism and Hospitality Management Non-Thesis
• Master in Business Administration Thesis
• Master in Business Administration Non-Thesis
• Master of Science in Construction Management Thesis
• Master in Construction Management Executive Non-Thesis
• Master of Science in Accountancy Thesis
• Master in Information Technology (MIT)
• Master in Accountancy Non-Thesis
• Master of Arts in Education (MAEd) English as Second Language
• Ladderized Master in Public Administration (MPA, non-thesis) with Graduate Diploma (GD)
• Master of Arts in Education (MAEd) Educational Administration and Leadership
• Doctor of Business Administration (DBA)
• Doctor of Education (EdD) Educational Administration and Leadership
• Doctor of Information Technology (DIT)

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• Send your requirements to [email protected]; cc [email protected] & [email protected]
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• Student will receive one’s unofficial study load and may proceed with paying the tuition fee.

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• Master in Business Administration (General Program)
• Business and Industrial Economics
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The Graduate School –established in 1995– provides advanced and research-based graduate programs leading to doctor’s degrees in Education, Nursing, Business Administration, Public Health and Public Administration and master’s degrees in Education, Teaching, Hospitality Management, Travel Management, Business Administration, Public Administration, Public Health, Pharmacy, Hospital Administration, Physical Therapy, Criminal Justice, Psychology, Computer Science, Information Technology and Medical Laboratory Science.

All Programs and courses are taught by highly qualified and experienced faculty who are recognized not only in the academe, but in professional practice as well. Faculty and students research papers have been accepted for presentation in national and international conferences.

Today, students of the Graduate School reap the full benefits from OLFU’s world-class learning platforms and resources which are paired with state-of-the-art facilities and laboratories—all delivered by a competent teaching faculty through a masterful mix of learning modalities: online, distance or, when health conditions permit, face-to-face learning.

It is also noteworthy that OLFU is one among a few select schools to be granted the Certificate of Authority by the CHEd, allowing it to conduct limited face-to-face classes in the midst of the COVID-19 pandemic; a testament to the University’s established and effective community safety protocols.

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Master's Degree Programs

Quezon city campus.

• Master in Business Administration

Master in Public Administration

• Master in Hospital Administration

Guimba Campus

• Master of Arts in Education

WCC MPA (One year non-thesis program)

is a dynamic, intensive, and interdisciplinary degree program that prepares aspirants like you for senior management roles in the public, private, and non-profit sectors. By integrating theory and practice, you will gain the skillset that you will need to respond effectively to complex policy and management issues, to think strategically in order to anticipate and plan for future challenges, and empower you to make a difference to society.

FIRST TERM (12 UNITS)

SECOND TERM (12 UNITS)

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FOURTH TERM - WITH THESIS ONLY (9 UNITS)

TOTAL: 42 UNITS

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UPD College of Engineering Excels in the October 2023 Engineering Licensure Examinations

UPD College of Engineering

Graduate Admissions

National graduate school of engineering.

Engineering graduate programs offer advanced specialized training in the various fields of engineering and aim primarily to provide opportunities for advancement in the field of engineering. They are designed to prepare engineers for effective participation and leadership in the country’s industrilization. Advanced materials are presented in the form of course work and research to develop in the students better understanding of, and greter skill in solving new and old engineering problems.

Engineering graduate programs offer advanced specialized training in the various fields of engineering and aim primarily to provide opportunities for advancement in the field of engineering. They are designed to prepare engineers for effective participation and leadership in the country’s industrialization. Advanced materials are presented in the form of course work and research to develop in the students better understanding of, and greater skill in solving new and old engineering problems.

Application Requirements

• Accomplished application form through ngse.upd.edu.ph
• Letters of Recommendation (input email addresses of the referees)
• Official transcript of records of undergraduate and graduate work of all schools attended: one original transcript bearing the school seal and registrar’s signature and two photocopies. Certified English translations should also be submitted when necessary.
• For non-UP graduates, submit transfer credentials or honorable dismissal.
• PSA/NSO Birth Certificate: Original and Photocopy
• Three (3) recent passport size photographs
• A non-refundable application fee of PhP100.00 for Filipino citizens or PhP 200.00 for resident foreign applicants. Pay at the Cashier’s Office (behind PNB Bldg.), U.P. Campus, Diliman, Quezon City. For non-resident foreign applicants, send a check in the amount of US $ 20.00 payable to the “University of the Philippines”. (upload official receipt)
• Additional requirement for foreign applicants whose first language is not English: Certification of English language proficiency – Official Test of English as a Foreign Language score report. A score of at least 500 (paper-based), 173 (computer-based) or 61 (internet-based) in the TOEFL is required. (Educational Testing Service: http://www.ets.org )

1st Semester:  from March to June (MSCE-Geotechnical only accepts applicants every first semester.)

2nd Semester:  from September to December

Notification of Admission

Application status will be communicated through mail, email, and/or phone. Qualified applicants will receive letters of admission/acceptance, which include instructions for medical certification.

Foreign students who are accepted should communicate directly with the International Students Program, Office of Student Activities, Vinzon’s Hall Annex, University of the Philippines, 1101 Diliman, Quezon City regarding student visa and other requirements.

Qualified applicants, who for a valid reason can not enroll during the semester originally applied for, may apply for deferment of enrollment to the succeeding semester by writing to the College Secretary.

Registration

Once the medical certificate is submitted to the NGSE Office, the new student will receive a request for admission slip which should be presented to the Office of the University Registrar (OUR). The OUR will issue the new student a University Admission Slip for registration.

Qualified married female students, whose transcript of records is in their maiden names, must also submit a photocopy of Marriage Certificate, the original of which must be presented to the OUR for verification purposes.

Class Schedule and Study Load

Most classes are held between 6 to 9 p.m., Mondays to Fridays. A few classes are held during the day on weekdays and Saturdays.

Non-working students may enroll in a maximum of twelve (12) units of formal course work per semester. Students who have full-time employment are allowed to enroll in a maximum of six (6) units.

Tuition and Other Fees

Tuition fee – P 1,500.00/unit

AI & DS courses – P 4,500.00/unit Miscellaneous – P 1,415.00/semester Laboratory fee, if any – P 100-1,500.00/per subject Student Fund – P 46.50/per semester Entrance Fee (new students only) – P 30.00 Deposit Fee (new students only) – P 100.00 Photo-ID (new students only) – P 130.00 Education Development Fee (Foreign students only) Non-Resident – $500.00 per semester Resident – $250.00 per semester

Graduation Requirements

Number of Units

Master’s Program The master’s degree may be obtained through either the thesis or non-thesis option. Below are the minimum requirements for most MS/ME degrees.

Doctoral Program To qualify for the doctoral degree, a student must complete a minimum of twenty-four (24) units of graduate courses if he has a master’s degree, or a minimum of forty-five (45) units if he has a bachelor’s degree.

Grade Requirement

Master’s Program A student must maintain a Cumulative Weighted Average Grade (CWAG) of 2.0 or better for all courses passed and accepted for credit towards the degree.

A student shall be disqualified from the master’s program if he: – fails to meet the CWAG corresponding to the number of units indicated below:

In case a student fails to meet the required CWAG of 2.00, he may be allowed to take additional courses not exceeding nine (9) units to improve his CWAG, subject to the approval of his adviser. No course previously passed shall be repeated for this purpose. – obtains a grade lower than 3.0 in six (6) or more units of graduate courses.

Doctoral Program A doctoral student must maintain a Cumulative Weighted Average Grade (CWAG) of 1.75 or better in all the courses in his program of study.

Other Requirements for the Degree

• A Master’s student under the thesis option must successfully defend a Master’s Thesis and submit at least five bound and certified copies of the approved Master’s Thesis.
• A Master’s student under the non-thesis option must pass the Master’s Comprehensive Examination.
• A Doctoral student must pass the doctoral qualifying examination after passing the core, specialty, applied mathematics, and elective courses; and submit a doctoral dissertation based on an independent and original research in the chosen field and successfully pass the oral dissertation defense. At least five hard bound and certified copies of the approved doctoral dissertation must also be submitted.

Residence Rules

The time limit for completion of all degree requirements is computed from the start of first enrollment and includes all leaves of absence from the program. Master’s – Five (5) years Doctoral – Six (6) years for those who enter the program with a master’s degree in the same field – Eight (8) years for those who enter the program with a bachelor’s degree or master’s degree in an unrelated discipline.

Meritorious cases, however, may be granted extensions beyond the maximum residence period for a period not exceeding one (1) calendar year at a time but in no case totaling more than five (5) years, provided the student shall take three (3) additional units of graduate courses during the extension period for every two (2) years of extension or a fraction thereof.

One-Year Residence Before Graduation The student must be officially enrolled in residence at least one (1) academic year prior to the conferment of any degree

Engineering Research and Development for Technology

The ERDT is a consortium of eight-member universities in the Philippines that offer mature Master’s and doctoral degrees in various engineering fields. The consortium is constituted by:

• Ateneo de Manila University (ADMU)
• Central Luzon State University (CLSU)
• De La Salle University (DLSU)
• Mapua Institute of Technology (MIT)
• Mindanao State University – Iligan Institute of Technology (MSU-IIT)
• University of the Philippines (U.P.) Diliman
• U.P. Los Baños and University of San Carlos (USC)

The ERDT is created to deliver high impact researches aligned with the country’s National Science and Technology Plan (NSTP) and the Medium-Term Development Plan (MTDP), to attain a critical mass of MS and PhD graduates, to upgrade the qualifications of practicing engineers, and to develop a culture of Research and Development (R&D).

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Thesis vs Non-Thesis

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Why a Thesis Program

Particularly when entering a research-intensive discipline. Completing a thesis demonstrates to prospective colleges and employers that you have the necessary skills for researching and writing long-form reports. Students who submitted a thesis during their master’s program will fare better with admissions committees. Individuals who want to work in an area that appreciates syntax and grammar frequently improve their writing skills by completing a thesis. Students who write theses can submit their final output to a variety of academic journals, boosting their chances of publication. Thesis broaden students’ understanding of their abilities and deepen their ability to carry out an argument. and improve their ability to make connections between ideas.

Why a Non-thesis Program

Because they do not necessitate a substantial textual product. Non-thesis master’s degrees typically take less time to finish. In terms of structure, it frequently resembles a bachelor’s program. allowing learners to complete classes and take tests without a huge quantity of research or writing. Students who succeed in project-based coursework might continue to develop their skills in this area rather than focusing on skills they will not utilize (for example, research). Because they are not spending hundreds of hours researching/writing, learners can work more closely and often with instructors on real-world tasks. Allows students to attend more classes and obtain hands-on experience to compensate for the time they would have spent researching and writing a thesis.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

Master of Arts in Teaching English Language

• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

(Non-Thesis Program, MAT-ENGL)

This program aims to develop competence in the teaching of English at the secondary and tertiary levels. Specifically, the courses in the program are geared towards the development of competence in:

• The various methodological approaches to English instruction,
• Curriculum design and materials development, and
• Language testing and program evaluation.

It balances the technical and utilitarian thrust of teaching English under an ESL approach with courses in Literature and other areas in Education, as well as a good grounding on the basics of research and the English Language.

PROGRAM LEARNING OUTCOMES

ELGA- Expected Lasallian Graduate Attributes, CCT – Critical and creative thinker, EC – Effective communicator, RLL – Reflective Lifelong Learner, SDC – Service-driven citizen

ADMISSION REQUIREMENTS

In general, admission to the program is granted to those who hold a degree in English, Linguistics, Language Teaching, Communication, or other related fields from an accredited college or university. In addition, the applicant must:

• Have a grade point average of B or 2.5 in the DLSU grading system:
• Pass an admission test, and an interview with the department chair; and
• Submit a favorable recommendation from a school administrator, employer, and former teacher (three letters of recommendation).

APPLICATION PROCEDURE

The application procedure entails the submission of an application form available at the  Graduate Admission Office,  and other documents prior to interview with the chair of the department.

Foreign applicants who are non-residents of the Philippines may write to the Director, Graduate Admissions Office, for pertinent information on procedures governing the admission of foreign students.

FINANCIAL ASSISTANCE/SCHOLARSHIP/TUITION DISCOUNT

Full and partial scholarship/financial assistance in the form of tuition and other fees may be granted to full-time and part-time students.

Application forms for these purposes are available at the Student Financial Assistance (SFA) Office, at LS Bldg., Room 137.

COURSE REQUIREMENTS

Note: An additional of six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.

Written Comprehensive Examination Students are required to take a Written Comprehensive Examination which focuses on four core areas: Linguistic Foundations, Language Teaching Methodology, Curriculum Development and Language Assessment, and Discourse Analysis.

Oral Comprehensive Examination Students are required to pass an oral comprehensive exam dealing with specific research areas in the discipline.

Research Dissemination Students are required to publish in a peer reviewed journal as part of their scholarly requirement for the degree program.

CORE COURSES   (12 units)

Statistics in Language Studies (ENG503M) 3 units The application of statistical tools in research on English language education.

Foundations of Language Education (ENG535M) 3 units This course introduces students to phonetics and phonology, morphology and syntax, semantics and pragmatics, and other fields of study involving language.

Methods of Research in ELT and Applied Linguistics (ENG711M) 3 units This course teaches students how to understand, evaluate and carry out research. This includes being able to determine the adequacy of research, setting up the rationale for a research project , creating a competent methodology, collecting data, analyzing the data, interpreting the results, and then communicating the results.

P sychology of Language Learning/Second Language Acquisition (ENG713M) 3 units This course discusses the basic concepts and principles related to language learning, development and acquisition. It covers issues on both first and second language acquisitions theories, as well as their implications to the teaching of English as a second language to young and adult language learners. The course touches on the various cognitive processes necessary in the learning, development and acquisitions of both first and second languages in a bilingual linguistic setting, as well as major concepts in second language acquisitions such as maturational constraints, cross linguistics influence input and interaction, social factors and individual differences.

MAJOR COURSES   (15 units)

Curriculum and Materials Design (ENG604M) 3 units It deals with the principles of materials development with practice in the design and development of instructional materials

Teaching of Literature (ENG611M) 3 units This course introduces the learners to the strategies, methods, and techniques in the teaching literature in the secondary and tertiary levels. Generally, the course aims to further prepare, train, and develop student-teachers to become competent and even masterful lecturers/facilitators in literature, primarily on the tertiary level. Specifically, it aims to assist them in the further understanding or development of these particular areas: a) the basic principles and concepts in the teaching of literature; b) the intellectual and materials preparation for teaching literature; and c) the application and use of appropriate strategies, and techniques in teaching specific literary texts.

Language Testing and Evaluation (ENG640M) 3 units It deals with principles and practice of language testing and language program evaluation

Methodology of Language Teaching (ENG712M) 3 units Focuses on the concept of “methods” of language teaching (or systematic set of teaching practices) based on particular theories of language and language teaching, as well as language teaching philosophies. The course will provide language teachers and applied linguist a historical overview of significant trends language teaching in the 20th century, with emphasis on the link between instructional design features of these trends (such as objectives, activities and roles of teachers and students) and the observed teaching practices in the language teaching environment of teachers and graduate students taking the course.

Current Trends in Teaching Grammar (ENG717M) 3 units This course introduces the state-of-the-art approach to the teaching of English grammar that is, using corpora in describing and explaining various linguistics phenomena, including the changes happening in the English language in the 20 th century. Students will analyze the structures of authentic texts coming from existing English corpora; from both the descriptivist point of view and the prescriptivist.

COGNATES/ELECTIVES  (6 units)

Genre Analysis and Genre-based Approaches to Language Teaching (ENG654M) 3 units A course that introduces the principles of genre analysis following the models of John Swales and Jim Martin. It also acquaints students with the process of teaching genre following the ESP and Australian models.

Teaching of ESL/EFL Writing (ENG716M) 3 units Designed to equip students to become teachers of composition.  This course provides (1) theories underpinning the teaching of ESL/EFL writing, (2) information needed in developing syllabi and lessons appropriate for all levels of language proficiency, (3) insights in evaluating and adapting instructional materials of the teaching of ESL/EFL writing, (4) specific information about issues and trends in writing research that have implications to the teaching of ESL/EFL writing in the classroom, and (5) skills needed in analyzing ESL/EFL writing case studies based on actual teaching experiences of ESL/EFL students.

Teaching of Reading (ENG714M) 3 units This course aims to equip the students with theoretical and practical knowledge related to the pedagogies of reading in the areas of comprehension study skills, vocabulary, content areas, and assessment, among others. The final output will be a Reading Program for a particular school.

Teaching of Speaking (ENG618M) 3 units ENX618 is a methods course that focuses on the principles and techniques of teaching speaking in basic education. The course aims to equip prospective and in-service teachers of English with teaching skills by also enabling them how to teach speaking skills in English effectively.

INTEGRATING COURSES  (6 units)

Issues in ELT (ENG671M) 3 units The course critically examines essential issues that influence pedagogy and professional development. Since students in the master’s level are expected to be leaders in the field, engagement with the essential issues that shape the profession will hopefully lead to a better understanding of current developments in the field.

Action Research (ENG715M) 3 units This course prepares educators to conduct an action research study. Following the action research process, students will be able to learn how to create a clear and measurable action research question, develop their ability to do an effective review of related literature, develop a logical and feasible plan for data collection, search for sources of analysis, propose an action plan, and to conduct an action research project.

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Who Are the Far-Right Groups Behind the U.K. Riots?

After a deadly stabbing at a children’s event in northwestern England, an array of online influencers, anti-Muslim extremists and fascist groups have stoked unrest, experts say.

• Share full article

By Esther Bintliff and Eve Sampson

Esther Bintliff reported from London, and Eve Sampson from New York.

Violent unrest has erupted in several towns and cities in Britain in recent days, and further disorder broke out on Saturday as far-right agitators gathered in demonstrations around the country.

The violence has been driven by online disinformation and extremist right-wing groups intent on creating disorder after a deadly knife attack on a children’s event in northwestern England, experts said.

A range of far-right factions and individuals, including neo-Nazis, violent soccer fans and anti-Muslim campaigners, have promoted and taken part in the unrest, which has also been stoked by online influencers .

Prime Minister Keir Starmer has vowed to deploy additional police officers to crack down on the disorder. “This is not a protest that has got out of hand,” he said on Thursday. “It is a group of individuals who are absolutely bent on violence.”

Here is what we know about the unrest and some of those involved.

Where have riots taken place?

The first riot took place on Tuesday evening in Southport, a town in northwestern England, after a deadly stabbing attack the previous day at a children’s dance and yoga class. Three girls died of their injuries, and eight other children and two adults were wounded.

The suspect, Axel Rudakubana , was born in Britain, but in the hours after the attack, disinformation about his identity — including the false claim that he was an undocumented migrant — spread rapidly online . Far-right activists used messaging apps including Telegram and X to urge people to take to the streets.

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