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Journal articles on the topic 'Academic programme'
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1
Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.
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This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.
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Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Lyons, Zaza. "Establishment and implementation of a psychiatry enrichment programme for medical students." Australasian Psychiatry 25, no. 1 (September 27, 2016): 69–72. http://dx.doi.org/10.1177/1039856216671663.
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Objective: There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students’ interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation. Conclusion: Establishing an enrichment programme can provide academic departments of psychiatry with the opportunity to demonstrate excellence and innovation in teaching and positively promote psychiatry to students and other non-medical academics involved in medical education. For students interested in psychiatry, enrichment programmes have the potential to extend interest and knowledge beyond the curriculum and encourage serious consideration of psychiatry as a career.
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Bedford, Denise A. D. "Knowledge Management Education and Training in Academic Institutions in 2012." Journal of Information & Knowledge Management 12, no. 04 (December 2013): 1350029. http://dx.doi.org/10.1142/s0219649213500299.
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The academic discipline of Knowledge Management is maturing. The maturity of knowledge management scholarship has been considered as well as its curricular coverage and alignment with the needs of business. This research suggests that a mature academic discipline is grounded on a mature academic programme. The research defines five dimensions of a mature academic discipline, including: (1) curriculum design; (2) nature and coverage of research programmes; (3) faculty credentials and status; (4) academic programme administration; and (5) programme goals. Maturity factors are identified for each of the five dimensions. In 2012, an open public survey was conducted to determine the level of maturity of academic programmes in knowledge management. The survey results suggest that while there is notable maturity in curriculum design, the remaining four dimensions — research, faculty credentials, programme administration and programme goals — are immature. The research suggests that additional focus be given to these maturity factors in terms of standards. The research further suggests that an annual survey is needed to track progress towards a mature academic discipline.
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Whittaker, Andrew. "Changing identities, changing realities: Social work research in a cold climate." Social Work and Social Sciences Review 15, no. 3 (November 18, 2015): 128–34. http://dx.doi.org/10.1921/swssr.v15i3.837.
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The potential of a researcher development initiative (RDI) programme to develop capacity within the social work discipline will be explored from my personal perspective as a former participant in one of the earlier RDI programmes. Having undertaken the programme after entering an academic post from practice, I hope to illustrate some of the challenges that new academics face and how such programmes can provide support in the transition from practitioner to academic, both as a lecturer/teacher and a researcher. The strengths and limitations of such programmes will be explored, including measures to address systemic weakness in social science research in the UK. I will argue that, although such programmes cannot change the everyday realities of insufficient time and dwindling research funding, they can provide a genuinely welcoming and supportive introduction to the world of social work research that helps new academics and early career researchers to negotiate these realities with increased knowledge, skills and confidence.
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Smit, Sybil, and Gretha Steenkamp. "The competencies developed in an undergraduate accounting course before SAICA's competency framework was effective: a student's perspective." Journal of Economic and Financial Sciences 8, no. 2 (July 30, 2015): 666–88. http://dx.doi.org/10.4102/jef.v8i2.115.
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SAICA developed a competency framework prescribing competencies a chartered accountant should master before qualifying. These competencies include compulsory, elective and residual skills (this study focused on compulsory skills: accounting and external reporting as well as pervasive skills). SAICA also issued guidance for academic programmes, detailing how competencies should be developed during academic training. Therefore South African universities should evaluate their academic programmes to ensure compliance with the guidance. The objectives of this study were (1) to determine the extent that an academic programme at a university (before the effective date of the guidance) had developed the compulsory skills and (2) to propose changes to the academic programme in underdeveloped areas. It was found that most skills were addressed in the academic programme but certain pervasive skills (leadership, innovation, understanding the environment, teamwork and communication) had not been well developed. Solutions include additional subjects, case studies, group work, and practical examples.
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Tani, Kawtar, and Andrew Gilbey. "Predicting Academic Success for Business and Computing Students." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 15–24. http://dx.doi.org/10.4018/ijicte.2016100102.
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Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.
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Stephens, Simon, Oran Doherty, Billy Bennett, and Michael Margey. "The challenge of work based learning: a role for academic mentors?" International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 158–70. http://dx.doi.org/10.1108/ijmce-03-2013-0020.
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Purpose – The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes. Design/methodology/approach – The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme. Findings – The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes. Practical implications – The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored. Originality/value – The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.
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Humeniuk, Iryna. "THE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 97–103. http://dx.doi.org/10.24144/2524-0609.2021.48.97-103.
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The article considers the problem of effective construction of the working programme as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.
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Hawkins, Tim, Alison Lee, Helen Stephens, Gisa Matthies, and Alison Bailey. "Higher specialist training in child and adolescent psychiatry: a survey of academic programmes." Psychiatric Bulletin 30, no. 1 (January 2006): 19–23. http://dx.doi.org/10.1192/pb.30.1.19.
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Aims and MethodAcademic programmes are mandatory in child psychiatry specialist registrar training. A postal questionnaire survey was undertaken to explore the views of specialist registrars and academic programme coordinators identified nationally with regard to their local academic programme.ResultsSixty per cent of specialist registrars (152 out of 253) and 90% of coordinators (17 out of 19) responded. All schemes offered an academic programme with protected time. Teaching methods were diverse, and satisfaction varied within and between schemes, with trainees reporting greater satisfaction associated with active involvement of coordinators.Clinical ImplicationsThe authors provide recommendations for local planning of academic programmes. The authors request the assistance of CAPSAC in standardising the appointment and training of coordinators and facilitating their release from clinical commitments.
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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution." Journal of Quality in Education 4, no. 4Bis (November 11, 2013): 17. http://dx.doi.org/10.37870/joqie.v1i1.121.
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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Education at the Central University of Technology, Free State. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and as compared to academic freedom.
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Isabirye, Anthony Kiryagana, and Kholeka Constance Moloi. "Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 12–20. http://dx.doi.org/10.22610/jevr.v7i4(v).1505.
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Abstract: This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological research design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study found that the university introduced an academic training programme to the participants (orientation).The orientation prepared them for practical training (learning). Through learning, they were empowered with skills and competencies (skills acquisition) that enabled them to work (performance) as online teachers. The participants further noted that for a training programme to be successful, it must be long in duration, evaluated and have the support of University management. All the participants learning experiences and concerns were synthesised into a training framework. It was recommended that academic development programmes run for longer durations and should be supported by institutional leadership. An evaluation mechanism should be introduced and adhered to, to ensure achievement of all objectives in every training phase.Keywords: Academic development, Open University, training frame work, Innovative teaching
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Bharwani, Aleem, Theresa Kline, Margaret Patterson, and Peter Craighead. "Barriers and enablers to academic health leadership." Leadership in Health Services 30, no. 1 (February 6, 2017): 16–28. http://dx.doi.org/10.1108/lhs-05-2016-0023.
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Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews (n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation’s culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.
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Wickham, Sheelagh, Malcolm Brady, Sarah Ingle, Caroline McMullan, Mairéad Nic Giolla Mhichíl, and Ray Walshe. "Implementing a standardised annual programme review process in a third-level institution." Quality Assurance in Education 25, no. 3 (July 3, 2017): 362–74. http://dx.doi.org/10.1108/qae-05-2015-0021.
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Purpose Ideally, quality should be, and is, an integral element of education, yet capturing and articulating quality is not simple. Programme quality reviews in third-level education can demonstrate quality and identify areas for improvement, offering many potential benefits. However, details on the process of quality programme review are limited in the literature. This study aims to report on the introduction of a standardised programme review process in one university. Design/methodology/approach Using a standardised template, the annual programme review (APR) process captured student voice, external examiner reports, statistical data and action/s since the previous review. Following completion of programme reviews across the university, the APR process was itself evaluated using questionnaires and focus groups. Findings Findings showed that the programme chairs understood the rationale for the review, welcomed the standardised format and felt the information could inform future programme planning. However, in the focus group, issues arose about the timing, ownership and possible alternate use of the data collected in the course of the review. Research limitations/implications This case study demonstrates the experience of APR in a single third-level institution, therefore, limiting generalisability. Practical implications APR offers a comprehensive record of the programme that can be carried out with efficacy and efficiency. The study illustrates one institution’s experience, and this may assist others in using similar quality evaluation tools. Using APR allows quality to be measured, articulated and improved. Social implications Using APR allows quality, or its lack to be to be measured, articulated and improved in the delivery of education at a third-level institution. Originality/value This study demonstrates the experience of the introduction of an APR process in one higher education institute. Programme review is an important and essential part of academia in the 21st century. At third level, quality assurance is, or should be, a central part of academic programmes and delivery. The review of the first implementation has provided valuable information that will inform future programme review processes. Academic programmes grow, evolve and need to be reviewed regularly. It is hoped that the information reported here will aid others developing academic review procedures.
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BavaHarji, Madhubala, Thiba Naraina Chetty, Zalina Bt Ismail, and Krishnaveni Letchumanan. "A Comparison of the Act and Frequency of Plagiarism between Technical and Non-Technical Programme Undergraduates." English Language Teaching 9, no. 4 (March 7, 2016): 106. http://dx.doi.org/10.5539/elt.v9n4p106.
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<p>Concerned with intellectual theft, we decided to examine intellectual theft among undergraduates at a private higher education institution. The aim of this study was to compare the act and frequency of plagiarism, particularly<em> </em>between programmes, gender, year of study and academic performance. This study adopted the quantitative approach, using a questionnaire to gather the students’ background information and the general practice of intellectual theft. It was administered to 120 students, i.e. 30 students undertaking the Engineering, IT, Management and Creative Multimedia programmes. For the purpose of this study, we categorised the programmes into Technical programme (TP), i.e. Engineering and IT programmes (science discipline) and Non-Technical programme (NTP), i.e. Management and Creative Multimedia programmes (non-science discipline). This study found that the act of plagarising was prevalent in both categories of the programmes, however, more prevalent among the technical programme students than the non-technical programme students. We also found that the act of intellectual theft was more evident among the males than female, junior than seniors and average academic achievers than high achievers. A comparison between programmes found significant differences in the act of plagiarism among gender, particularly among the female NTP students, among the Year 3 students and among the high achievers. No significant difference was found in relation to the frequency of plagiarism between programmes and gender, but among the students who sometimes plagiarise by level of study and by academic achievements.</p>
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Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.
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This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
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Brewer, Sarah, and Karin Whiteside. "The Cara Syria programme – combining teaching of English for Academic Purposes and academic and research skills development." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 161–72. http://dx.doi.org/10.1515/cercles-2019-0010.
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AbstractThe Cara Syria Programme has been developed to support Syrian academics who have had abandon their academic positions due to the conflict in Syria and who have seen their careers compromised as a result. The Programme offers a means to re-establish their academic identities and develop new skills through participation in the learning activities and workshops provided on the Programme itself and through potential research collaborations with academics in universities in the UK. A key element is the training in English for Academic Purposes (EAP), which is delivered in weekly online lessons and intensive language workshops in Turkey. Both the online teaching and the workshops are staffed by volunteers working in language teaching and specifically in English for Academic Purposes. One of the core principles of this teaching is to pitch content in a way that is intellectually motivating and relevant in terms of the participants’ academic identities, but scaffolded to take into account language proficiency levels, which can be as low as CEFR A1. Over the last eighteen months the technology, administrative structures, and language materials suitable for learners at all levels between A1 and C1 have been developed, and the process mapped to ensure sustainability.
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Nicoleta, Niţă Simona. "Potential Training Programme for Academic Beginners." Procedia - Social and Behavioral Sciences 76 (April 2013): 588–92. http://dx.doi.org/10.1016/j.sbspro.2013.04.169.
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Ryans, Cynthia C., Raghini S. Suresh, and Wei‐Ping Zhang. "Assessing an academic library liaison programme." Library Review 44, no. 1 (February 1995): 14–23. http://dx.doi.org/10.1108/00242539510076961.
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Bodagh, Neil, Christopher Meechan, and Philip Woodland. "The academic foundation programme: a new foundation for academic medicine." British Journal of Hospital Medicine 78, no. 7 (July 2, 2017): C110—C112. http://dx.doi.org/10.12968/hmed.2017.78.7.c110.
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Fedorov, A. A., G. A. Paputkova, E. K. Samerkhanova, I. F. Filchenkova, and N. N. Natalia. "New Design of University Educational Ecosystem in the Context of Modernisation of Teacher Education in Russia." Психологическая наука и образование 23, no. 1 (2018): 52–63. http://dx.doi.org/10.17759/pse.2018230105.
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The article discusses the issues of developing a new design of the educational ecosystem of university which would comply with the main lines of modernisation of the Russian education. Implementing the model of management of educational programmes in the university requires a transition to a new quality of the educational ecosystem of the university. The new design of the educational ecosystem of the University includes the following: an organizational construct for managing educational programmes; an institute of leaders of heads of educational programmes that ensure their quality, the system for managing professional development of academic and research staff on the basis of the concept of the division of pedagogical labour; an integrated electronic management service platform for educational programmess in the university. Managing basic professional educational programs actually means managing a multidimensional educational product aimed at the labour market and at the implementation of the social and educational mandate which includes management of content, process, resources, contingent, finance, and quality. Establishing the leadership institute for heads of basic professional educational programmes is one of the strategic tasks of transition to a new management model; it implies a complex training programme for academic staff, which includes strategic design and implementation of these programmes, strategic management and evaluation of the programmes’ effectiveness. Effective logistics of programme management is ensured by the integrated electronic service platform which is a set of information, educational, organizational, technological and management solutions that provide interactive interaction between participants in the educational process, and is implemented on the basis of the following services: "Personal account of the head of basic professional educational programme", "Profile of professional growth of the academic staff", "Map of personal and professional development of students", "Assessment of profitability of basic professional educational programme", "Evaluation of the basic professional educational programme effectiveness".
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Curtis, Elana, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Phillippa Poole, Mark Barrow, Warwick Bagg, and Papaarangi Reid. "Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand." BMJ Open 7, no. 8 (August 2017): e017276. http://dx.doi.org/10.1136/bmjopen-2017-017276.
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ObjectiveTo determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway.DesignRetrospective observational study using secondary data.Setting 6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate).Participants1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme—MAPAS (317) or Rural Origin Medical Preferential Entry—ROMPE (192). Of these, 1082 students completed the programme in the study period.Main outcome measuresGraduated from medical programme (yes/no), academic scores in Years 2–3 (Grade Point Average (GPA), scored 0–9).Results735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2–3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission).ConclusionsThere were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended.
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S., Nikitha, Tessy Treesa Jose, and Blessy Prabha Valsaraj. "Effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in selected schools of Udupi District." Journal of Health and Allied Sciences NU 05, no. 04 (December 2015): 009–12. http://dx.doi.org/10.1055/s-0040-1703926.
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Abstract Problem statement: “A study to assess the effectiveness of academic stress management programme on academic stress and academic performance among higher secondary students in a selected school of Udupi district, Karnataka, India” Objective : To evaluate the effectiveness of academic stress management programme on academic stress and academic performance. Materials and Methods: Study was conducted among 96 subjects. Data were collected using Demographic Proforma and Academic stress Rating Scale. Academic performance was assessed by verifying existing school records of formative evaluation test conducted in the month of January and February 2013. Academic stress management programme was provided one hour per day for three consecutive days. Result: Data were analysed using t test and Wilcoxon signed rank test. Result showed a significant difference in pretest post test stress level and academic performance. Conclusion: The findings of the study indicated that academic stress management programme was effective in reducing academic stress but not in improving academic performance.
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Boyle, Jennifer, Scott Ramsay, and Andrew Struan. "The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 41–53. http://dx.doi.org/10.53761/1.16.4.4.
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Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.
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Kanmodi, Kehinde Kazeem. "Teach Them How to Fish, Help Them to Survive: Empowering Future Doctors in Nigeria through Work-Study Programmes." Education in Medicine Journal 12, no. 4 (December 30, 2020): 17–23. http://dx.doi.org/10.21315/eimj2020.12.4.3.
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The work-study programme is a student-friendly and institution-friendly initiative that had been in legal existence for decades in the Western world. The benefits attached to work-study are enormous, some of which include acquisition of technical skills, research skills, administrative skills, leadership skills, increased financial income, and on-the-job experience, just to mention a few. However, in Nigerian tertiary schools, the work-study programme is yet to gain much foothold; many Nigerian students are not benefitting from school-created part-time job positions since many schools do not have such programmes in place. Although some Nigerian tertiary schools had embraced and as well created work-study programmes for students in this recent decade; however, the programme is still premature in such schools because not all of students are equally benefitting from that programmes. The medical and dental students especially those in the clinical phase of academic programmes are yet to benefit from such programmes due to the unfavourable structure of academic programmes and other factors. Hence, this article is to emphasise on the need for the creation of doable work-study opportunities for medical and students in Nigeria.
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Benzon, Benjamin, Katarina Vukojevic, Natalija Filipovic, Snježana Tomić, and Merica Glavina Durdov. "Factors That Determine Completion Rates of Biomedical Students in a PhD Programme." Education Sciences 10, no. 11 (November 18, 2020): 336. http://dx.doi.org/10.3390/educsci10110336.
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Purpose: The purpose of this retrospective study is to identify potential predictors of academic success or failure in Doctor of Philosophy (PhD) programmes in the field of biomedicine. Based on these, the policies and structure of academic programmes granting PhD degrees in biomedicine might be improved. Literature review (State of the art): At the present moment, most European and all of the EU doctoral education systems in biomedicine are regulated by the Salzburg principles of the Bologna process. Almost all the programmes formally comply with regulations, but the degree to which rules are applied varies greatly. The European Research Council (ERC) and various stakeholders’ associations, such as the Organisation for PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS), have recognised this and in their policies, they recommend regular evaluation of PhD programme structures. One such evaluation that was conducted at our institution motivated us to search for quantifiable factors that can help the process of PhD programme structural reform. Since the literature is scarce on this matter, we decided to conduct analysis of our own data and thus study the relationships between recommended EU policies and real-world data. Methods: Biology of Neoplasms is a PhD programme founded under Bologna process rules. It enrols students with Doctor of Medicine (MD), Doctor of Dental Medicine (DMD) or similar degrees in the biomedical field. A large portion of enrolled PhD students work full time in medical practices. A retrospective analysis was conducted on students who enrolled between 2006 and 2017. In order to quantify academic success, outcome measures of graduation (completion) rate, time to graduation, average impact factor of published papers comprising a PhD thesis and the ratio of the latter two were formed. Age, sex, employment institution, mentor experience and tuition subsidy were considered as potential predictors. Results: A total of 124 students were enrolled in the study—38% male. Out of the total, 21 (16.94%) students discontinued the study programme and 22 students graduated (17.7%). The average impact factor (IF) of published papers was 2.66 ± 1.51. Mentor experience (Odds ratio (OR) = 6.7) and student employment in academia (OR = 11.7) were significant predictors of successful graduation. Stricter criteria for graduation had no effect on graduation in newly enrolled students. Likewise, sex, tuition subsidy and age did not affect graduation rates. Surprisingly, time to graduation was not affected by any of the considered predictors. On the other hand, students that were mentored by experienced mentors and employed in academia outperformed their peers in terms of impact factors of publications related to their thesis. Conclusion: Characteristics such as gender, age at enrolment and even tuition paid by the institution do not have a significant impact on completion rate. Experienced mentors and employment in academic institutions seem to be the factors that predict a successful completion of a PhD programme. Furthermore, our results give a quantifiable support to the ORPHEUS and ERC recommendations and policies. These conclusions can be easily applied to any PhD programme formed under the tenets of the Bologna process.
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Heinonen, Jarna, Sari-Anne Poikkijoki, and Irma Vento-Vierikko. "Entrepreneurship for Bioscience Researchers." Industry and Higher Education 21, no. 1 (February 2007): 21–30. http://dx.doi.org/10.5367/000000007780222714.
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Entrepreneurship is reaching new areas in which the concept of business is more or less unfamiliar and remote. This study focuses on a specific entrepreneurship education programme in the fields of chemistry, physics, information technology and bioinformatics, life sciences and medicine development. The aim is to gain a deeper understanding of the entrepreneurship-directed educational approach in a programme targeted at a special academic group with a background in natural science. The authors discuss the entrepreneurial intentions and expectations of the participants and the results of the programme as perceived by the students in the final evaluation session. They also briefly discuss the programme and the entrepreneurial-directed approach in the context of the literature on entrepreneurship training. Highlighting the key success factors, the authors then offer insights into the further development of entrepreneurship programmes for specialized academic target groups.
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Fleming, Kenneth A., and Denise Best. "The Integrated Academic Training programme at Oxford." Lancet 379, no. 9814 (February 2012): 411. http://dx.doi.org/10.1016/s0140-6736(12)60188-3.
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BRENNAN, MICHAEL, IAN R. MCWHINNEY, MOIRA STEWART, and WAYNE WESTON. "A Graduate Programme for Academic Family Physicians." Family Practice 2, no. 3 (1985): 165–72. http://dx.doi.org/10.1093/fampra/2.3.165.
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Sysoieva, Svitlana, and Iryna Sokolova. "ACADEMIC STAFF DEVELOPMENT PROGRAMME: RESEARCH COMPETENCE FORMATION." Continuing Professional Education: Theory and Practice, no. 4 (2020): 23–32. http://dx.doi.org/10.28925/1609-8595.2020.4.3.
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The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.
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Taylor, J. R. "Russian—UK Academic—Industrial Collaboration." Industry and Higher Education 12, no. 6 (December 1998): 362–66. http://dx.doi.org/10.1177/095042229801200606.
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A collaborative programme is described that was established in 1997 between academic and industrial partners in Russia and the UK, and is supported by the British Council, to provide an active training ground for students from the Institute of Physics and Technology, Dolgoprudnyi. Imperial College's Femtosecond Optics Group has made available training course and laboratory facilities in association with IP Fibre Devices in the UK who have given financial and equipment support for the project as well as actively participating in the training programme through hosting students at their R&D facility The overall programme was conceived by the IRE Polus Company in Moscow, in an effort to maintain a mechanism to train students in key technological areas that will be of vital importance to the development of an internationally competitive associated Russian industrial base.
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McEnnis, Simon. "A whole new ball game: How Sky Sports News journalists are learning from the academy." Australian Journalism Review 41, no. 2 (November 1, 2019): 169–81. http://dx.doi.org/10.1386/ajr_00004_1.
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This article outlines an academic development programme at Sky Sports News (SSN), a 24-hour rolling news television channel in the United Kingdom. The course counters negative industry perceptions of journalism education. It demonstrates that a major news organization and a significant employer of sports journalists in the United Kingdom considers that academia has an important role to play in the professionalization process. SSN’s commitment to resourcing such a programme should also be seen as an attempt to raise professional standards and overcome the derogatory ‘toy department’ reputation that has hampered sports journalism. This article outlines how industry professionals are connected to academic learning and encouraged to critically reflect on their practice. The article intends to raise awareness of the programme across contexts and countries and, in doing so, provide a blueprint for similar industry-academic collaborations.
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McWilliams, Robyn, and Quentin Allan. "Embedding Academic Literacy Skills: Towards a Best Practice Model." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 94–114. http://dx.doi.org/10.53761/1.11.3.8.
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Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives
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Eastman, Julia Antonia. "Programme Structure and Academic Freedom: An Analysis of the "New Programme" in Architecture at the University of Toronto 1968-1983." Canadian Journal of Higher Education 16, no. 3 (December 31, 1986): 13–29. http://dx.doi.org/10.47678/cjhe.v16i3.183003.
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The degree of autonomy available to an individual professor depends upon the nature of the academic programme(s) to which he or she contributes. Some programmes communicate information to students by means of discrete classes, and leave to the students the task of integrating this information into a unified body of knowledge. Most undergraduate programmes in the liberal arts and sciences fall into this category. The primary mechanism for coordinating the teaching activity of faculty members is the curriculum: within its framework, professors enjoy substantial autonomy in the design and provision of their individual classes. In contrast, a second type of academic programme seeks to shape the way students understand and approach the world. Realization of this objective necessitates the development of extensive and complex mechanisms for communication and coordination, and constrains the autonomy of individual professors. The "New Programme" in architecture at the University of Toronto - although of this second type - was without mechanisms capable of producing concerted action and common standards. The problems which plagued the department of architecture for more than a decade and culminated in a recommendation for its closure, are traced to this failure.
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Gavin, James P., and Ian Coleman. "Placement experience and learning motivations in higher education." Journal of Applied Research in Higher Education 8, no. 3 (July 4, 2016): 302–15. http://dx.doi.org/10.1108/jarhe-11-2014-0105.
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Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.
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Máchal, Pavel, and Dana Linhartová. "Pedagogical preparation of academic staff starting their career." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 54, no. 5 (2006): 85–92. http://dx.doi.org/10.11118/actaun200654050085.
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Within the development programme of the Ministry of Education, Youth and Physical Training of the Czech Republic the Lifelong Learning Institute at the Mendel University of Agriculture and Forestry in Brno introduced and carried out the educational programme for enhancement of pedagogical competences of young academic workers at MUAF in Brno in 2005. It consisted of two parts – pedagogical-didactical and psychosocial. Its objective was the development of pedagogical competences of the young academic staff. Our contribution explains the definition of the objectives of both parts of this programme as well as its contents. We also present the evaluation of both parts of the programme.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.
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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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Nyaboke, Osoro Gladys, Dr Callen Nyamwange, and Dr Enock Obuba. "Variability of Academic Adjustment of First Years among Public Kenyan Universities." Volume 5 - 2020, Issue 8 - August 5, no. 8 (September 12, 2020): 1456–67. http://dx.doi.org/10.38124/ijisrt20aug707.
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Adjustment to University was defined in terms of academic; the study endeavoured to determine the influence of orientation programme on first-year students' academic adjustment in public universities in Kenya; Mixed methods research approach was used. The study utilized a descriptive survey design. Twostage cluster sampling, simple random sampling, and purposeful sampling techniques were employed to obtain 479 respondents from the target population of 71,285. The study was conducted in nine public universities in Kenya between January and April 2019. Data was collected using three research instruments: a questionnaire, focused group discussions, and in-depth interview schedule. The tools were validated by two experts from Kisii University, while reliability was determined through the test-re-test method in a pilot study for a first-year student questionnaire. Both qualitative and quantitative techniques (Content Analysis, Means and Standard Deviations, Factor Analysis, Analysis of Variance (ANOVA), and Post-hoc t-tests) were utilized to analyze data with the aid of the computer-based Statistical Package for Social Sciences (SPSS) version 22.0. Research hypotheses were tested at α ≤ 0.05 level. Findings indicatethat the duration of the orientation programme, activities and how they are carried out together with the location and size of the universities in terms of the student population and organizational structure do influence the level of adjustment realized by first-year students. Besides, academic adjustment was higher in old universities than in new universities. This will inform the design and implementation of diverse guidelines and programmes suitable to meet first-year students' requirements.Further, results will enlighten first-year students to recognize their situation and be encouraged to seek more timely assistance and services. The study recommends that when developing orientation programmes, universities need to identify specific desired outcomes in all areas of first year students’ academic adjustment and create programmes that align with those unique demands.Universities may consider adopting an extended orientation programme by integrating orientation materials into the curriculum during the first semester.
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Hörzer, Birgit, Karin Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, Christian Schlögl, Monika Schneider-Jakob, and Maria Seissl. "Education for academic librarians in Austria: From the early beginnings up to the present." Education for Information 36, no. 4 (December 16, 2020): 441–55. http://dx.doi.org/10.3233/efi-190343.
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After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.
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Brezavšček, Alenka, Mirjana Pejić Bach, and Alenka Baggia. "Markov Analysis of Students’ Performance and Academic Progress in Higher Education." Organizacija 50, no. 2 (May 1, 2017): 83–95. http://dx.doi.org/10.1515/orga-2017-0006.
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Abstract Background: The students’ progression towards completing their higher education degrees possesses stochastic characteristics, and can therefore be modelled as an absorbing Markov chain. Such application would have a high practical value and offer great opportunities for implementation in practice. Objectives: The aim of the paper is to develop a stochastic model for estimation and continuous monitoring of various quality and effectiveness indicators of a given higher education study programme. Method: The study programme is modelled by a finite Markov chain with five transient and two absorbing states. The probability transition matrix is constructed. The quantitative characteristics of the absorbing Markov chain, like the expected time until absorption and the probabilities of absorption, are used to determine chosen indicators of the programme. Results: The model is applied to investigate the pattern of students’ enrolment and their academic performance in a Slovenian higher education institution. Based on the students’ intake records, the transition matrix was developed considering eight consecutive academic seasons from 2008/09 until 2016/17. The students’ progression towards the next stage of the study programme was estimated. The expected time that a student spends at a particular stage as well as the expected duration of the study is determined. The graduation and withdrawal probabilities were obtained. Besides, a prediction on the students’ enrolment for the next three academic years was made. The results were interpreted and discussed. Conclusion: The analysis presented is applicable for all higher education stakeholders. It is especially useful for a higher education institution’s managers seeing that it provides useful information to plan improvements regarding the quality and effectiveness of their study programmes to achieve better position in the educational market.
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Besor, Omri, Orly Manor, Ora Paltiel, Milka Donchin, Orly Rauch, and Vered Kaufman-Shriqui. "A city-wide health promotion programme evaluation using EQUIHP: Jerusalem Community-Academic Partnership (J-CAP)." European Journal of Public Health 30, no. 3 (September 20, 2019): 427–32. http://dx.doi.org/10.1093/eurpub/ckz154.
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Abstract Background While health promotion initiatives are common, too little is known about their quality, impact and sustainability. Fragmentation between sectors exists and programme evaluation initiatives lack consistency, making comparison of outcomes challenging. Methods We used a ‘snowball’ methodology to detect health promotion programmes (HPPs) in the Municipality of Jerusalem, excluding those in schools. The European Quality Instrument for Health Promotion (EQUIHP) was adapted and used to examine programme quality. The tool was pre-tested among stakeholders, and translated into Hebrew and Arabic between March and December 2017. Trained research assistants collected information on four domains using in-person interviews: (i) compliance with international principles of HPPs, (ii) development and implementation, (iii) project management and (iv) sustainability of programmes. Results Overall, 93 programmes, including 33 670 participants, were ascertained and evaluated. The majority of HPPs (54.8%) addressed nutrition and physical activity, with 58.1% targeting the non-orthodox Jewish population and 68.8% aimed at both sexes. Cronbach’s alpha scores were 0.968 for the entire EQUIHP tool and 0.802, 0.959, 0.918 and 0.718 for the subdomains of Framework, Project Development, Project Management and Sustainability, respectively. Median domain scores were 0.83, 0.61, 0.76 and 0.75. Median score of the entire tool was 0.67. HPPs operated by the Municipality scored lower than those of non-governmental organizations and health providers/organizations in every domain except for Project Management. Conclusion A systematic city-wide evaluation of HPPs is feasible and uncovers strengths and weaknesses, including sustainability and variability by programme provider. Academic-community partnerships may assist planning and improving HPPs in the city.
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Laver, Kate E., Ivanka J. Prichard, Monica Cations, Ivana Osenk, Kay Govin, and John D. Coveney. "A systematic review of interventions to support the careers of women in academic medicine and other disciplines." BMJ Open 8, no. 3 (March 2018): e020380. http://dx.doi.org/10.1136/bmjopen-2017-020380.
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ObjectiveTo summarise quantitative evaluations of interventions designed to support the careers of women in academia of any discipline.MethodA systematic search of English entries in PubMed, CINAHL and Google Scholar was conducted in September 2017. Methodological quality of the studies was independently assessed by two authors using the Joanna Briggs Institute quality appraisal checklists. Meta-analysis was not possible due to heterogeneity in methods and outcomes; results were synthesised and displayed narratively.ResultsEighteen eligible studies were identified, mostly evaluating programmes in academic medicine departments. The most common interventions were mentoring, education, professional development and/or networking programmes. All programmes took a ‘bottom-up’ approach in that women were responsible for opting into and devoting time to participation. Study quality was low overall, but all studies reported positive outcomes on at least one indicator. Most often this included improvements in self-rated skills and capabilities, or satisfaction with the programme offered. Results regarding tangible outcomes were mixed; while some studies noted improvements in promotion, retention and remuneration, others did not.ConclusionsThis review suggests that targeted programmes have the potential to improve some outcomes for women in academia. However, the studies provide limited high-quality evidence to provide information for academic institutions in terms of the best way to improve outcomes for women in academia. The success of an intervention appears to be undermined when it relies on the additional labour of those it is intending to support (ie, ‘bottom-up’ approaches). As such, academic institutions should consider and evaluate the efficacy of ‘top-down’ interventions that start with change in practice of higher management.
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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (May 15, 2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.
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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.
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Scott, Janet. "Should I apply for an academic foundation programme?" Foundation Years 4, no. 2 (April 2008): 85–86. http://dx.doi.org/10.1016/j.mpfou.2008.03.002.
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Macur, Mirna. "QUALITY OF AN ACADEMIC STUDY PROGRAMME - EVALUATION MODEL." Innovative Issues and Approaches in Social Sciences 9, no. 1 (January 31, 2016): 112–29. http://dx.doi.org/10.12959/issn.1855-0541.iiass-2016-no1-art07.
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Nasser, Mervat, and Traolach Brugha. "The University of Leicester new MRCPsych academic programme." Psychiatric Bulletin 13, no. 8 (August 1989): 428–31. http://dx.doi.org/10.1192/pb.13.8.428.
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Since the establishment of a separate Royal College of Psychiatrists and membership examination, psychiatry has been progressively acquiring a special identity of its own that bridges the social and biological sciences. The University of Leicester Psychiatric Training Scheme has responded to the recently revised Membership Examination by developing a two year modular academic programme, which complements the traditional medical (diagnostic) organisation of teaching by incorporating social and psychological views of the subject, which reflect the lessons of modern psychiatric research. It is hoped that the development of a more eclectic approach to the subject and its practice will complement the multidisciplinary and growing community orientation of the profession. We describe here our first attempts to provide an academic programme that responds sympathetically to these important developments.
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Fallon, Helen. "A writing support programme for Irish academic librarians." Library Review 58, no. 6 (June 26, 2009): 414–22. http://dx.doi.org/10.1108/00242530910969776.
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Milburn, Peter C. "The role of programme directors as academic leaders." Active Learning in Higher Education 11, no. 2 (July 2010): 87–95. http://dx.doi.org/10.1177/1469787410365653.
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Borrelli, Mimi R., Reem Farwana, Buket Gundogan, Yasser Al Omran, Thomas Edward Pidgeon, and Riaz Agha. "How to apply for the academic foundation programme." Annals of Medicine and Surgery 29 (May 2018): 5–9. http://dx.doi.org/10.1016/j.amsu.2018.01.008.
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Huijser, Henk, James Wilson, Yao Wu, Shuang Qiu, Kangxin Wang, Shun Li, Wenye Chen, and M. B. N. Kouwenhoven. "Putting student partnership and collaboration centre-stage in a research-led context." International Journal for Students as Partners 3, no. 1 (May 7, 2019): 160–68. http://dx.doi.org/10.15173/ijsap.v3i1.3497.
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In this case study, we evaluated the Summer Undergraduate Research Fellowship (SURF) initiative at Xi’an Jiaotong-Liverpool University (XJTLU), an extracurricular programme that focuses on academic staff-student partnerships and collaborations. While not directly integrated into university degree programmes, SURF provides students with the opportunity to develop practical research skills related to knowledge they have acquired in class. Participating students receive an authentic research experience, which involves collaboration on research projects with academic staff. All students are required to present results of their projects at a public poster presentation event organised by the university. This case study is a partnership between Academic Enhancement Centre (AEC) staff, who organize and run SURF, SURF students, and a lecturer (M.B.N. Kouwenhoven), and it presents a reflection on their experiences of the SURF programme, and in particular on the notions of partnership and collaboration and the potential tension between those two concepts.