To ensure the professional education programs in line with graduate education objectives and requirements, on the basis of careful revision of colleges, Graduate School has recently organized 3 conferences in  two days for report and exchange of revision of professional degree education program, covering 49 master degree education programs of 20 teaching units of Xiamen University. Vice President Wu Daguang, Chen Gong, vice dean of Graduate School and concurrently direction of Academic Affairs Office, Xue Chenglong, deputy director of Academic Affairs Office, leaders of colleges and departments in charge of respective education of professional master degree students, deans or deputy deans of Education Steering Committee of Professional Master Degree Education, director, deputy director and secretaries of professional master degree students, participated in report and exchange.

The revision of profession master degree students education program is a response of Xiamen University to graduate education reform in the new era, an important work pushing forward graduate education. According to the overall work arrangements of Graduate School, colleges in line with the requirements of their professional degree teaching steering committees can fully absorb the experience of domestic and foreign well-known universities in educating professional graduate degree students, and make revision on the basis of full survey and sufficient discussion, combined with our own characteristics and advantages. It has lasted for more than three months since its start.

After this education program revision, colleges have clearer target for professional degree graduate students, more flexible education mode and more effective teaching methods, forming their own distinctive features: first, special attention is paid to strengthen practical training. For example, the law school takes initiatives in innovation of professional degree teaching mode, strengthening students’ practical ability from the perspectives of moot court, legal documents, legal advanced training courses, legal practice, law and professional ethics, and professional career planning; College of Medicine requires students majoring in Clinical Medicine Science to have residency standardized training time of no less than 33 months, to ensure that students are up to clinical competence standards; the second is a special focus on the sharing of resources, to build the core curriculum. For example, School of Economics, with its own rich, high-quality teaching resources, integrating its own six professional degree programs, requires courses share rate of 80%, greatly optimizing the allocation of educational resources. Third, particular attention is given to the case base construction. For example, School of Public Affairs and School of Management take various measures to encourage and support teachers to write teaching cases, strengthen the construction of professional degree case base, and promote the reform of case teaching courses; fourth, particular emphasis is put on training students with school-business cooperation. For example, College of Physics and Electrical& Mechanical Engineering, depending on its own research strengths, made deep cooperation with outside enterprises to establish 24 education platforms for engineering practice; fifth, special attention is attached to international vision. For example, School of Management gives play to its over 20 years of professional degree education experience, building alliances with first-class business schools abroad, part of the teaching organization arranged in first-class foreign universities, greatly expanding the international horizons of students. Overseas education puts intercultural learning and other contents in the curriculum module, highlighting an international perspective in cultural exchange and skills.

At the conference, Vice President Wu Daguang fully affirmed the revision of professional master degree education program. He pointed out , this revision of the training program, regardless of double mentoring system, training base construction or professional practice curriculum construction, has been completed in a quite strict and solid manner. After this revision, our professional degree students in the training mode and curriculum forms stark differences from academic graduate students, complex high-level personnel education objectives highlighted. While fully affirming the education program revision work, he stressed the importance and difficulty of implementing education programs. He required education units to seriously implement the program content, precisely implement the reform measures, timely sum up experience in the implementation process, and do well in the improvement of education programs, to effectively improve our quality of professional degree graduate students.