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Gunawan, Vania Pradipta, and Retno Yuliati. "APLIKASI MODEL SOCIAL COGNITIVE CAREER THEORY UNTUK MEMPREDIKSI NIAT MAHASISWA BEKERJA SEBAGAI AKUNTAN PUBLIK." Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan dan Akuntansi 11, no. 1 (May 31, 2019): 35. http://dx.doi.org/10.35313/ekspansi.v11i1.1203.
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Abstract: The purpose of this research is to examine thesocial cognitive career theory (SCCT) model (Lent, Brown, & Hackett, 1994) which is composed of self efficacy and outcome expectation to predict university students’ intention to work as public accountant. To our best knowledge, this is the first research to examine SCCT model in accounting field; which is done prior and after the respondents take auditing course in university. Data from 234 respondents prior to taking auditing course and 215 respondents after taking auditing course from three universities in Jabodetabek area were taken and analysed using Structural Equation Modeling (SEM). It can be inferred that: (a) the correlation between self-efficacy and university students’ intention to be public accountant is stronger after taking auditing course; (b) the correlation outcome expectation and intention to work as public accountant is not significant both prior to and after taking auditing course;(c) the correlation between self-efficacy and outcome expectation is significant only on respondents after taking auditing course. The limitations in this research are the data was taken prior to and after taking Auditing 1 course (prior to taking Auditing 2) and all respondents are from renowned university in major cities. The result of this research is expected to increase the effectiveness of auditing courses to develop university students’ competence and confidence to achieve their career as public accountant.Keywords:social cognitive career theory, self-efficacy, outcome expectation, public accountant career
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Adachi, Tomoko. "Career Self-Efficacy, Career Outcome Expectations and Vocational Interests among Japanese University Students." Psychological Reports 95, no. 1 (August 2004): 89–100. http://dx.doi.org/10.2466/pr0.95.1.89-100.
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The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.
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Grier-Reed, Tabitha L., and Nicole R. Skaar. "An Outcome Study of Career Decision Self-Efficacy and Indecision in an Undergraduate Constructivist Career Course." Career Development Quarterly 59, no. 1 (September 2010): 42–53. http://dx.doi.org/10.1002/j.2161-0045.2010.tb00129.x.
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Reese, Robert J., and Charles D. Miller. "Using Outcome to Improve a Career Development Course: Closing the Scientist-Practitioner Gap." Journal of Career Assessment 18, no. 2 (December 2, 2009): 207–19. http://dx.doi.org/10.1177/1069072709354309.
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Fernandez-Lazaro, Cesar I., Kevin A. Brown, Bradley J. Langford, Nick Daneman, Gary Garber, and Kevin L. Schwartz. "Late-career Physicians Prescribe Longer Courses of Antibiotics." Clinical Infectious Diseases 69, no. 9 (January 7, 2019): 1467–75. http://dx.doi.org/10.1093/cid/ciy1130.
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Abstract Background Antibiotic duration is often longer than necessary. Understanding the reasons for variability in antibiotic duration can inform interventions to reduce prolonged antibiotic use. We aim to describe patterns of interphysician variability in prescribed antibiotic treatment durations and determine physician predictors of prolonged antibiotic duration in the community setting. Methods We performed a retrospective cohort analysis of family physicians in Ontario, Canada, between 1 March 2016 and 28 February 2017, using the Xponent dataset from IQVIA. The primary outcome was proportion of prolonged antibiotic course prescribed, defined as >8 days of therapy. We used multivariable logistic regression models, with generalized estimating equations to account for physician-level clustering to evaluate predictors of prolonged antibiotic courses. Results There were 10 616 family physicians included in the study, prescribing 5.6 million antibiotic courses. There was substantial interphysician variability in the proportion of prolonged antibiotic courses (median, 33.3%; interdecile range, 13.5%–60.3%). In the multivariable regression model, later physician career stage, rural location, and a larger pediatric practice were significantly associated with greater use of prolonged courses. Prolonged courses were more likely to be prescribed by late-career physicians (adjusted odds ratio [aOR], 1.48; 95% confidence interval, 1.38–1.58) and mid-career physicians (aOR, 1.25; 1.16–1.34) when compared to early-career physicians. Conclusions We observed substantial variability in prescribed antibiotic duration across family physicians, with durations particularly long among late-career physicians. These findings highlight opportunities for community antimicrobial stewardship interventions to improve antibiotic use by addressing practice differences in later-career physicians.
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JADIDI, MOHSEN, FARIBA KARIMI, HAIKO LIETZ, and CLAUDIA WAGNER. "GENDER DISPARITIES IN SCIENCE? DROPOUT, PRODUCTIVITY, COLLABORATIONS AND SUCCESS OF MALE AND FEMALE COMPUTER SCIENTISTS." Advances in Complex Systems 21, no. 03n04 (May 2018): 1750011. http://dx.doi.org/10.1142/s0219525917500114.
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Scientific collaborations shape ideas as well as innovations and are both the substrate for, and the outcome of, academic careers. Recent studies show that gender inequality is still present in many scientific practices ranging from hiring to peer-review processes and grant applications. In this work, we investigate gender-specific differences in collaboration patterns of more than one million computer scientists over the course of 47 years. We explore how these patterns change over years and career ages and how they impact scientific success. Our results highlight that successful male and female scientists reveal the same collaboration patterns: compared to scientists in the same career age, they tend to collaborate with more colleagues than other scientists, seek innovations as brokers and establish longer-lasting and more repetitive collaborations. However, women are on average less likely to adopt the collaboration patterns that are related with success, more likely to embed into ego networks devoid of structural holes, and they exhibit stronger gender homophily as well as a consistently higher dropout rate than men in all career ages.
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Westwood, Esther, Balaram Malla, Jeremy Ward, Roshan Lal, and Kamal Aryal. "The Impact of a Laparoscopic Surgery Training Course in a Developing Country." World Journal of Surgery 44, no. 10 (June 24, 2020): 3284–89. http://dx.doi.org/10.1007/s00268-020-05606-y.
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Abstract Introduction Surgeons training junior colleagues to perform laparoscopic surgery find the ‘apprenticeship’ model of surgical training inadequate. Therefore, the use of training courses involving simulation have become an important way to teach laparoscopic surgery. An annual laparoscopic surgery course began in Nepal in 2013. It is difficult to assess the impact of the course on trainees and demonstrate a subsequent improvement in patient outcomes, but one way is to ask delegates for reflections on their experience of the course and their perception of how it has impacted patients. Methods The course involved simulation and patient-based training. A questionnaire to collect quantitative data and qualitative comments was sent to all 80 previous delegates (at least 9 months after the course) in September 2018. Results Twenty-eight delegates responded. The majority demonstrated career progression since completing the course (independent practitioners increased from 7 to 50%) and progression in their practice (18% had performed >20 laparoscopic procedures at the time of the course, vs 70% at the time of the questionnaire). All delegates felt that laparoscopic training is useful in the Nepalese context. Delegates felt the course was useful in developing skills, and improving confidence and safety. Suggestions for improvement included lengthening the course and increasing the amount of practical exposure. Conclusion There was a positive outcome of the course to Kirkpatrick level 2. There is a need to expand the course’s scope to an advanced level, increase its length and start courses in other centres, to ensure the most possible benefit to patients.
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Care, Esther. "Assessment of Interests and Aptitudes for Career Planning." Australian Journal of Career Development 4, no. 3 (October 1995): 9–13. http://dx.doi.org/10.1177/103841629500400304.
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In order to ensure that the guidance process is effective, career guidance professionals must make decisions about what techniques and interventions to implement with clients in the limited time generally available. Given the variety of interventions in the professional's repertoire, a decision to implement any one of these must be based on a strong probability that the outcome will be constructive. This study reports on the relevance of using vocational interests and aptitude data in the guidance process. The immediate and longer-term aptness of the assessment results is examined through analysis of measured interests, aspirations, scholastic aptitudes and tertiary course entry of 335 female secondary students. Results indicated excellent concurrent and predictive validity for the interest data while also indicating the role played by aptitudes.
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Nasab, Susan, John S. Rushing, James H. Segars, Emily Evers, Victoria L. Handa, Shari Lawson, Colleen Miller, Gayane Yenokyan, Jessica Bienstock, and Andrew J. Satin. "A Mentorship Program for Academic Obstetrician Gynecologists that Improved Publication and Overall Confidence for Success." Seminars in Reproductive Medicine 37, no. 05/06 (September 2019): 257–64. http://dx.doi.org/10.1055/s-0039-1697934.
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AbstractThis article aims to evaluate the impact of a mentorship program to enhance the training of clinical and research scientists in obstetrics and gynecology (OBGYN). A departmental course was developed for junior faculty and fellows based on their areas of interest. The research was IRB-approved. The curriculum consisted of monthly interactive workshops for an interdisciplinary group of trainees in OBGYN. Themes included research, education, and leadership in academic OBGYN. There was a strong emphasis on participatory exercises. Examples of curriculum topics included manuscript publication and review, grant writing, working with an IRB, promotion, and time management. Pre- and post-course questionnaires assessed participants' confidence in skills related to the course topics. Generalized linear models were used to assess changes in post-course response, using each question as the dependent variable and an indicator for post-course as the predictor variable. The control group was composed of junior faculty and fellows before the course was initiated. Outcome measures included the number and impact factor of published manuscripts. A Wilcoxon rank-sum test was used to assess outcome measures. Of the 118 attendees, 26 (22.0%) were junior faculty, 35 (29.66%) were clinical fellows, and 28 (23.7%) were research fellows, other research staff, or students. For each 3-year course series, an average of 20 participants completed the post-course surveys, of which 72% were clinical fellows, 22% were assistant professors, and 5% were instructors. The data revealed a statistically significant change in the participant's overall confidence in skills related to research, education, and leadership when comparing the cumulative results from the pre-to-post course surveys (p < 0.001). Specifically, participants noted improved confidence in their skills related to clinical and translation research (p < 0.001) and leadership and academic career advancement (p = 0.001). Additionally, junior faculty and clinical fellows who attended the course had a higher number of publications during the course period compared with controls (p = 0.003 and p = 0.008, respectively). This subspecialty-tailored, departmental training program was effective in increasing junior faculty and clinical fellows' confidence in skills related to career advancement and research and in the number of peer-reviewed publications.
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Phillips, Jen, Nancy Fjortoft, Karen Nagel-Edwards, and Ana C. Quiñones-Boex. "Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework." INNOVATIONS in pharmacy 10, no. 2 (June 26, 2019): 19. http://dx.doi.org/10.24926/iip.v10i2.1679.
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ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop students’ knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career. Each course has at least one required activity addressing each of the four elements of Standard 4. The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPD—reflect, plan, act, evaluate.
Article Type: Note
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Harrison, Melinda, David Dunbar, Lisa Ratmansky, Kimberly Boyd, and David Lopatto. "Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude." CBE—Life Sciences Education 10, no. 3 (September 2011): 279–86. http://dx.doi.org/10.1187/cbe.10-12-0151.
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Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates’ decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.
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Heppner, Mary J., Dong-gwi Lee, P. Paul Heppner, Lynn C. McKinnon, Karen D. Multon, and Norm C. Gysbers. "The role of problem-solving appraisal in the process and outcome of career counseling." Journal of Vocational Behavior 65, no. 2 (October 2004): 217–38. http://dx.doi.org/10.1016/s0001-8791(03)00100-3.
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Kenny, Dianna T., Stephen Arthey, and Allan Abbass. "Intensive Short-Term Dynamic Psychotherapy for Severe Music Performance Anxiety: Assessment, Process, and Outcome of Psychotherapy with a Professional Orchestral Musician." Medical Problems of Performing Artists 29, no. 1 (March 1, 2014): 3–7. http://dx.doi.org/10.21091/mppa.2014.1002.
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This paper reports on the process and outcome of therapy using intensive short-term dynamic psychotherapy (ISTDP) with a professional musician who had suffered severe music performance anxiety over the course of his entire 30-year career. In this paper, we describe the nature of the therapy, the case history of the musician, the first assessment and trial therapy session, and the course and successful outcome of therapy. The patient underwent 10 sessions of ISTDP over a period of 4 months. This paper reports on the first 6 sessions, which were most relevant to the understanding and treatment of the patient’s severe music performance anxiety. This case study is the first reported application of ISTDP to a professional musician. We believe that this case study provides initial support that moderate to severe performance anxiety, in at least some cases, has its origins in unresolved complex emotions and defences arising from ruptures to early attachment relationships.
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Rothman, Miriam. "Business Students' Evaluation of Their Internships." Psychological Reports 101, no. 1 (August 2007): 319–22. http://dx.doi.org/10.2466/pr0.101.1.319-322.
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An 8-item evaluation of a business internship was completed by 363 junior and senior undergraduates. Students agreed or strongly agreed that the internship met the following goals and criteria of the for-credit course: adequacy of orientation, clarity of expectations, helpfulness of supervision, adequacy of feedback, application of business education, development of new knowledge and skills beneficial to career exploration, value of the placement and recommendation of employer for other interns. The importance of outcome assessment is discussed within the context of internship programs.
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Greece, Jacey A., Joanne G. Patterson, Sarah A. Kensky, and Kate Festa. "Incorporating practical application in graduate introductory public health courses." On the Horizon 23, no. 4 (November 9, 2015): 309–22. http://dx.doi.org/10.1108/oth-05-2015-0021.
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Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.
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Lander, Michel W., J. (Hans) van Oosterhout, Pursey Heugens, and Jorien L. Pruijssers. "Career stage dependent effects of law firm governance: A multilevel study of professional-client misconduct." Human Relations 72, no. 9 (November 14, 2018): 1497–529. http://dx.doi.org/10.1177/0018726718796157.
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Are governance practices employed by professional service firms equally effective in preventing professional-client misconduct for professionals at different stages of their career? Drawing upon professional-agency theory and the literature documenting professional career patterns, we develop a multilevel theoretical model to answer this question. We test our model in the empirical context of the Dutch legal profession, using firm-level survey data on 142 law firms and individual-level archival data from the 2994 lawyers working for these firms to explain 97 formally adjudicated complaints of professional-client misconduct committed by individual lawyers registered with the Amsterdam Bar Association. We find that the ‘orthodox’ distinction between informal behavioral and formal outcome-based governance practices is too course-grained to receive empirical support, and that firm-level governance practices only reduce professional-client misconduct when they are specifically targeted at the career stage of the lawyers employed. Our findings not only allow us to develop a finer-grained version of Sharma’s professional-agency model, but may also be practically useful in developing firm-level governance practices targeted at different strata of professionals.
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Diegelman, Nathan M., and Linda Mezydlo Subich. "Academic and Vocational Interests as a Function of Outcome Expectancies in Social Cognitive Career Theory." Journal of Vocational Behavior 59, no. 3 (December 2001): 394–405. http://dx.doi.org/10.1006/jvbe.2001.1802.
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Garrett, Terence M. "A Real Ethical Dilemma: Professor Whistleblower and the Diary of the Lost Job*." Public Voices 7, no. 2 (January 11, 2017): 20. http://dx.doi.org/10.22140/pv.228.
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At various times in one’s career, whether it is in an academic or non-academic setting, a person has to deal with ethical dilemmas. Most problems do not entail a situation where a professional career is at stake. Rather, situations arise that may be handled in the normal course of events with a minimal number of consequences. Occasionally, however, an issue arises where one is faced with an ethical dilemma that the outcome determines job security versus doing what is ethically appropriate. The following story presents a situation where the professor has to make a decision as to whether he follows the dictates of a university administration set to increase the size of students in classrooms ill-designed for expansion or to remain silent concerning the expansion and knowingly allow a possible tragedy to occur. The conflict is one aspect of an overall plan to supplant university governance and participation with centralization of power at theexpense of faculty and students.
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Patton, G. C., E. Johnson-Sabine, K. Wood, A. H. Mann, and A. Wakeling. "Abnormal eating attitudes in London schoolgirls — a prospective epidemiological study: outcome at twelve month follow-up." Psychological Medicine 20, no. 2 (May 1990): 383–94. http://dx.doi.org/10.1017/s0033291700017700.
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SynopsisThe occurrence and course of eating disorder in a large representative population of 15-year-old London schoolgirls has been assessed using a two-stage survey methodology. Attempts to control weight were common and often transient. Dieting was in the great majority of girls found to be a benign practice without progression to more extreme concerns about food and weight. However, a small proportion of dieters did become cases and formed the majority of new cases found at follow-up. The relative risk of dieters becoming cases was eight times that of non-dieters. Many factors conventionally associated with eating disorder were associated more with attempting weight control than caseness. These included pre-morbid personality, pre-morbid obesity and family weight pathology. Other factors, including social class, career choice and psychosexual development, had no association either with attempting weight control or caseness.
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Farrall, Stephen, Emily Gray, and Phil Mike Jones. "Politics, Social and Economic Change, and Crime: Exploring the Impact of Contextual Effects on Offending Trajectories." Politics & Society 48, no. 3 (August 11, 2020): 357–88. http://dx.doi.org/10.1177/0032329220942395.
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Do government policies increase the likelihood that some citizens will become persistent criminals? Using criminological concepts such as the idea of a “criminal career” and sociological concepts such as the life course, this article assesses the outcome of macro-level economic policies on individuals’ engagement in crime. Few studies in political science, sociology, or criminology directly link macroeconomic policies to individual offending. Employing individual-level longitudinal data, this article tracks a sample of Britons born in 1970 from childhood to adulthood and examines their offending trajectories through the early 1980s to see the effects of economic policies on individuals’ repeated offending. A model is developed with data from the British 1970 Birth Cohort Study that incorporates individuals, families, and schools and takes account of national-level economic policies (driven by New Right political ideas). Findings suggest that economic restructuring was a key causal factor in offending during the period. Criminologists are encouraged to draw on ideas from political science to help explain offending careers and show how political choices in the management of the economy encourage individual-level responses.
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Eiffe, Franz. "Eurofound’s Reference Framework: Sustainable work over the life course in the EU." European Journal of Workplace Innovation 6, no. 1 (March 5, 2021): 67–83. http://dx.doi.org/10.46364/ejwi.v6i1.805.
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Demographic change has triggered policy debates and responses across Europe. The need of keeping workers in employment longer is a consequence that requires rethinking new solutions for working conditions and career paths helping workers to retain their physical and mental health – as well as motivation and productivity – throughout an extended working life. Eurofound has titled the broad goal set out by this statement as ‘making work sustainable over the life course’. Identifying and analysing the factors and actions underpinning sustainable work throughout working life has been a research priority for Eurofound since 2013. In this article, the Eurofound reference framework of sustainable work is introduced and its components are discussed. In a first step, the rather expansive concept of sustainable work was illuminated by a framework that explains our approach and that has been used as reference point for a range of Eurofound research projects examining different aspects of sustainable work. Section 2 presents sustainable work outcome indicators on the societal and the individual level and provides some reflections of how those can be used jointly to map overall beneficial work environments for sustainable work. Section 3 investigates contextual factors such as infrastructures, workplace practices and job quality. The specific role of motivation is highlighted in section 4 based on empirical analysis. The paper closes with some conclusions and a policy outlook.
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Gushue, George V. "The relationship of ethnic identity, career decision-making self-efficacy and outcome expectations among Latino/a high school students." Journal of Vocational Behavior 68, no. 1 (February 2006): 85–95. http://dx.doi.org/10.1016/j.jvb.2005.03.002.
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Hansen, Jamie M., Aaron P. Jackson, and Tyler R. Pedersen. "Career Development Courses and Educational Outcomes." Journal of Career Development 44, no. 3 (April 21, 2016): 209–23. http://dx.doi.org/10.1177/0894845316644984.
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Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).
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Schofield, Oscar, Scott Glenn, Josh Kohut, Travis Miles, Hugh Roarty, Grace Saba, and Janice McDonnell. "Developing Practical Data Skills in Undergraduate Students Using Ocean Observatories." Marine Technology Society Journal 52, no. 1 (January 1, 2018): 47–53. http://dx.doi.org/10.4031/mtsj.52.1.7.
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AbstractDeveloping the workforce to meet the needs of the blue economy will require changing undergraduate marine science programs to provide a wider range of skills developed by “doing” rather than just “reading.” Students also need training on how to effectively work in a team, critically analyze data, and be able to clearly communicate key points. With that in mind, we developed a new undergraduate course (called Ocean Observing) focused on conducting research by analyzing data collected and delivered to shore in near real time from the growing global network of ocean observatories. The course structure is based on student teams that use data to develop a range of data products, many of which have been suggested by state and federal agencies as well as from maritime companies. Students can take the Ocean Observing course repeatedly throughout their undergraduate career. A complimentary second entry course (called Oceanography House) was developed to entrain freshmen first-term students into research on their first semester on campus. The Ocean Observing course has increased the number of marine science majors and the overall diversity of the marine science program and resulted in a dramatic increase in the number of independent student theses conducted each year. Over the last 10 years, student data profiles from the course emphasize the importance of conducting research in a public way so students can partake in the “adventure” of research before the outcome is known. To increase the public visibility of these “adventures,” collaborations between departments across the campus have developed nationally broadcast documentaries and outreach materials. Going forward, we seek to build on this success by developing an accelerated Masters of Operational Oceanography and link these undergraduate students with external companies through externships and coordinated research projects.
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Abou-Hanna, Jacob J., Jonah E. Yousif, Ariane D. Kaplan, David C. Musch, and Jonathan D. Trobe. "Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e255-e266. http://dx.doi.org/10.1055/s-0040-1721069.
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Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.
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Singh, Amandeep, and Abhay Kapoor. "A Survey on Level of Awareness of Physiotherapy as a Career Option among Private School Students." International Journal of Health Sciences and Research 11, no. 7 (July 12, 2021): 51–57. http://dx.doi.org/10.52403/ijhsr.20210708.
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Background: High school students have a far-reaching discernment when it comes to opting a vocation this is because decisions made in the senior year of school concretes their future. Physiotherapy is a health-maintenance craft that necessitate appraisal and drawing out a diagnosis to heal deterioration, improve vigor, and hence improve standard of living. This study evaluated the perception of high school students about physiotherapy as a profession and career option. Methodology: Based on the inclusion and exclusion criteria 200 high school students were selected using cluster sampling. Outcome measures used a self-made questionnaire sculpted as Google form which was sent to students from standard IX to XII. Bearing physiotherapy as an option within health sciences domain in mind, various types of questions specific to physiotherapy department, its practice areas, and the course study were put forth to these students through the online questionnaire. Results: The percentage of students who considered physiotherapy as a career option in medicine was 59% but, 72.5% were not aware of the eligibility criteria for entering a physiotherapy degree program and 73.5% did not know about the pathological conditions treated in physical therapy although, 81% agreed that physical therapy is effective in reducing pain. Mixed opinions were noted on physical therapy as profession as good (46.5%), very good (24%), excellent (23%) and not good (6.5%). Conclusion: Conclusion of above study is that the awareness among students of senior secondary section of private schools across the city of Ludhiana in Punjab is less than half of the percentage in most of the questions of surveyed population. None of the students were able to complete the whole questionnaire perfectly. Key words: awareness; physiotherapy; private schools; career options; students.
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Edali, Mohamed, Walid Alaswad, Ali Bseibsu, Zaed Sahem, Faraj Ben Rajeb, and Ali Elkamel. "Chemical Engineering Graduate Courses Curriculum Development with Simulation Components." Journal of Pure & Applied Sciences 20, no. 3 (March 21, 2021): 64–73. http://dx.doi.org/10.51984/jopas.v20i3.1171.
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The graduate chemical engineering curriculum at our institution Elmergib University is replete with both problem-based and project-based learning components. This paper focuses on a complex methodology of inquiry-based learning (IBL), which has been proven to well prepare graduate students for a successful career in engineering. IBL requires Students to invest a considerable time during the class and after working at home learning with the aid of mentoring how to develop and answer a research question. Teaching both IBL and the development of field-specific simulation skills challenge professors. That does not allow much of the class time required to cover material reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in four successive graduate courses: Advanced computational Numerical Methods, Advanced heat transfer, Advanced fluid mechanics, and Advanced transport phenomena. The courses were modified to contain Multiphysics simulations with application building that develop technical competency by developing modeling skills, deeper understanding by solving realistic problems, and writing skills by producing technical reports for each simulation. The use of the Multiphysics application building component adds a new skillset that further strengthens our program graduates. The paper shows the teaching and learning strategies efforts have been implemented, course teaching tools Apps structure, student outcome assessment, and research project exam questions and their simulation results from students’ reports.
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Kinash, Shelley, Linda Crane, John Capper, Mark Young, and Ashley Stark. "When do university students and graduates know what careers they want: A research-derived framework." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (August 23, 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.
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This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the ‘chaos theory of careers.’ The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A ‘university student and graduate career-knowledge framework’ was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.
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Scheepstra, Karel Willem Frank, Hannah S. Pauw, Minouk Esmee van Steijn, Claire A. I. Stramrood, Miranda Olff, and Maria G. van Pampus. "Potential traumatic events in the workplace and depression, anxiety and post-traumatic stress: a cross-sectional study among Dutch gynaecologists, paediatricians and orthopaedic surgeons." BMJ Open 10, no. 9 (September 2020): e033816. http://dx.doi.org/10.1136/bmjopen-2019-033816.
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ObjectiveTo compare the prevalence of work-related potential traumatic events (PTEs), support protocols and mental health symptoms across Dutch gynaecologists, orthopaedic surgeons and paediatricians.DesignCross-sectional study, supplementary analysis of combined data.SettingNationwide survey between 2014 and 2017.ParticipantsAn online questionnaire was sent to all Dutch gynaecologists, orthopaedic surgeons and paediatricians, including resident physicians (4959 physicians). 1374 questionnaires were eligible for analysis, corresponding with a response rate of 27.7%.Outcome measuresPrimary outcome measures were the prevalence of work-related PTEs, depression, anxiety, psychological distress and traumatic stress, measured with validated screening instruments (Hospital Anxiety and Depression Scale, Trauma Screening Questionnaire). Secondary outcomes were the association of mental health and defensive practice to traumatic events and support protocols.ResultsOf the respondents, 20.8% experienced a work-related PTE at least 4 weeks ago. Prevalence rates indicative of depression, anxiety or post-traumatic stress disorder (PTSD) were 6.4%, 13.6% and 1.5%, respectively. Depression (9.2% vs 5.2%, p=0.019), anxiety (18.2% vs 8.2%, p<0.001) and psychological distress (22.8% vs 12.5%, p<0.001) were significantly more prevalent in female compared with male attendings. The absence of a support protocol was significantly associated with more probable PTSD (p=0.022). Those who witnessed a PTE, reported more defensive work changes (28.0% vs 20.5%, p=0.007) and those with probable PTSD considered to quit medical work more often (60.0% vs 35.8%, p=0.032).ConclusionPhysicians are frequently exposed to PTEs with high emotional impact over the course of their career. Lacking a support protocol after adverse events was associated with more post-traumatic stress. Adverse events were associated with considering to quit medical practice and a more defensive practice. More awareness must be created for the mental health of physicians as well as for the implementation of a well-organised support system after PTEs.
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Dyer, Suzette, Heather Lowery-Kappes, and Fiona Hurd. "Moving critical management education to praxis: integrating professional services within the critical classroom." Journal of Work-Applied Management 13, no. 1 (February 12, 2021): 19–35. http://dx.doi.org/10.1108/jwam-10-2020-0042.
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PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.
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Cuervo, Keren, and Lidón Villanueva. "Prediction of Recidivism With the Youth Level of Service/Case Management Inventory (Reduced Version) in a Sample of Young Spanish Offenders." International Journal of Offender Therapy and Comparative Criminology 62, no. 11 (November 14, 2017): 3562–80. http://dx.doi.org/10.1177/0306624x17741250.
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Intervention in youth recidivism is critical in helping prevent young people from continuing their criminal career into adulthood, on a life-course-persistent trajectory. Andrews and Bonta attempt to provide an explanation of risk and protective factors using a conversion of the Youth Level of Service/Case Management Inventory (YLS/CMI), which predicts recidivism. In this study, scores have been obtained from 382 adolescents ( M age = 16.33 years) from the juvenile court, to check the ability of a reduced version of the YLS/CMI, to predict recidivism. The outcome variables for recidivism were examined in the 2-year follow-up period, after their first assessment in the court. The risk factors showed good levels of recidivism prediction. Recidivists obtained significant higher mean total risk scores than nonrecidivists in the reduced ( M = 6.54, SD = 2.44; M = 3.66, SD = 2.85), with areas under the curve (AUCs) ranging from .601 to .857. The factors that emerged as the most discriminative were education/employment, criminal friends, and personality. All the protective factors differentiated between recidivists and nonrecidivists. The results, therefore, showed that this reduced version would be capable of predicting youth recidivism in a reliable way.
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Devi, Gayathri, Ranjan Sudan, Stephanie Freel, and Laura Fish. "2305." Journal of Clinical and Translational Science 1, S1 (September 2017): 47. http://dx.doi.org/10.1017/cts.2017.171.
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OBJECTIVES/SPECIFIC AIMS: To improve translational research, we have developed a program called Duke Multidisciplinary Education and Research in Translational Sciences (Duke MERITS). Duke MERITS will facilitate cross-disciplinary collaboration among faculty involved in foundational, clinical and/or health care research and in turn also prepare them to train the next generation of translational researchers. METHODS/STUDY POPULATION: The program aims are (1) to define metrics and outcomes measures so faculty can track their progress and identify impact of their collaborative research in translational sciences; (2) to offer a multi-modal faculty development series to promote team science, improve didactic teaching, and incorporate innovative resources to promote interdisciplinary approach to translational research; (3) to provide module-based hands-on-training sessions in bench to bedside research and training in translational grant writing to facilitate the development of multidisciplinary research collaborations. The present study describes results from Aim 1 and includes (a) development of baseline outcome assessment tools necessary to gauge the impact of our programs on both the participating faculty and the research culture within Duke University, (b) impact of a specific course offering in Translational Medicine. In order to achieve this, we conducted multiple focus group sessions with faculty self-identified as junior-, mid-, or advanced-career, a mixed group at any career level and included a group of graduate students and postdoctoral trainees to study the impact of a graduate level course in Translational Aspects of Pathobiology. The activities during these translational science focus groups were designed to define what successful translational science is, to determine what resources support translational Science at Duke, and to decide what resources we need in order to enhance Duke’s position as a leader in research and scientific education. RESULTS/ANTICIPATED RESULTS: We identified that translational science is changing standards while incorporating leadership, teamwork, collaborations, and movement primarily focusing on the overall goal of improving all aspects of health. Participants categorized their field of study and the fields of their coparticipants most frequently as basic discovery and a combination of intervention and health services. The most frequently identified pros/benefits of performing translational science at Duke include industry connections, collaborations with other departments resulting in disciplines being bridged, improving patient care, and access to resources as well as money. The most frequently identified cons/barriers of performing translational science includes the expensiveness, silos, and lack of resources willing to absorb risks. DISCUSSION/SIGNIFICANCE OF IMPACT: The identification of these defined factors from the focus groups has allowed us to issue a comprehensive, sliding Likert scale-based anonymous survey from the secure RedCap system and is being rolled out throughout Duke University, including schools of medicine, nursing, Trinity, biomedical engineering. We envision that Duke MERITS education program will facilitate interprofessional efforts, which we define as a team science approach to identify the clinical “roadblock” and then seek an innovative approach or technology to help overcome this “roadblock”? It can facilitate institutional and departmental recognition in faculty career development. The common goal is to gain fundamental new insights that will result in significant improvement of the existing “standard of care” and meet the challenges of dwindling extramural support.
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Velasco, George, John Neidecker, Don Muzzi, and Nitin Sethi. "Retrospective Analysis of Professional Boxing Fight Outcomes in the United States during a 6 Month Study Period in 2017." Neurology 93, no. 14 Supplement 1 (September 30, 2019): S11.2—S12. http://dx.doi.org/10.1212/01.wnl.0000580936.14660.4e.
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ObjectiveTo identify combatants within a population of active boxers at greater risk for morbidity and mortality by analysis of prior fight win-loss records.BackgroundPrior studies have suggested that boxing losses which occur via knockout (KO) or technical knockout (TKO) are associated with greater neurological damage and higher rates of mortality among professional boxers.Design/MethodsProfessional boxing fight records were reviewed for all boxing fights that took place in the United States during a 6 month period in 2017. Fights ending in a draw or non-contest ruling were excluded. Data was collected regarding fight location, win-loss records of the participants, and final outcome of the fight (KO, TKO, judges’ decision, etc).ResultsA total of 1690 professional boxing fights were included in the analysis. 46.5% (n = 786) of fights ended in a judges’ decision outcome, 35.1% (n = 594) ended in TKO, 18.1% (n = 306) ended in KO, 0.2% (n = 4) ended in a participant disqualification outcome. For the subgroup of fighters with 30 + losses (n = 56), 60.7% of them lost their fights via judges’ decision outcome.ConclusionsVariability in KO/TKO rates between states may be a result of variability in pre-fight licensing requirements for fighters between different states, signaling the need for further research and implementation of interventions aimed at guiding licensure of fighters deemed to be at higher risk for injury. Boxers with greater than 30 losses on their record did not exhibit an increased likelihood of KO/TKO loss in their next fight, but still may incur significant cumulative injury and neurological damage over the course of their career. Winless boxers were at increased likelihood for losing by KO/TKO with winless fighters who had 4 losses on their record losing by KO/TKO more than 75% of the time in our study.
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Hill, Melanie S., James E. Hill, Stephanie Richardson, Jessica Brown, Jeremy B. Yorgason, and Jeff Hill. "CONTINUITY OF CAREER OVER THE LIFE COURSE ON LIFE SATISFACTION AND DEPRESSIVE SYMPTOMS IN LATER LIFE." Innovation in Aging 3, Supplement_1 (November 2019): S128—S129. http://dx.doi.org/10.1093/geroni/igz038.468.
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Abstract Identity scholars have suggested that having a unified sense of past, present, and future is related to positive well-being outcomes (Whitbourne, Sneed & Skultety, 2009). One’s occupation can have a profound influence on an individual’s identity throughout the life course (Nazar & van der Heijden, 2012). Research has looked at career mobility among younger age groups (Baiyun, Ramkissoon, Greenwood, & Hoyte, 2018); however, less is known about the impact of career stability later in life. Consistency in career choice over the life course may have positive outcomes down the line as career becomes part of an individual's identity. The current study uses the Life and Family Legacies dataset, a longitudinal state-representative sample of 3,348, to examine individual’s careers at three points in the life course: high school (projected career choice), early adulthood, and later life. Results revealed that a match of desired career in high school and actual career in early adulthood was not predictive of life satisfaction or depressive symptoms in later life. However, a match of career in early adulthood and later life was significantly related to better life satisfaction and less depressive symptoms, which was explained through higher levels of job satisfaction. This study highlights the importance of acquiring and maintaining a career that is fulfilling to the individual over the course of early adulthood to later life.
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Nathie, Mahmood, and Mohamad Abdalla. "Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools." Religions 11, no. 12 (December 10, 2020): 663. http://dx.doi.org/10.3390/rel11120663.
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Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.
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Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran, and David Carroll. "A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (July 16, 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.
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Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.
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Zainuddin, Norzairiah, Zahayu Md Yusof, Bahtiar Jamili Zaini, and Rosnalini Mansor. "Identifying volunteers’ motivation: A factor analysis study." Journal of Science and Mathematics Letters 8, no. 1 (February 5, 2020): 57–65. http://dx.doi.org/10.37134/jsml.vol8.1.7.2020.
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This paper focuses on the motivational factors that influence the volunteering acts of Universiti Utara Malaysia (UUM) students from the Foundation Management course by using factor analysis. The volunteering programme at the university are vastly expanded in the form of charity works, funding, sports activities, events, and other aspects by which the main and primary volunteers are students. This study was conducted to identify students’ volunteer motivation that complement the programme organiser goal and objectives. This is a quantitative research by using factor analysis method and questionnaire survey is conducted on the UUM students (n=204). In this study, only variables with factor loading of greater than 0.4 is included in the analysis. From extraction sums of squared loading, 5 factors with eigenvalues higher than one were extracted. The volunteer’s motivation of UUM students may be summarized in 5 factors which represents 61.49% of total variance explained. Research findings reveal only four main reasons that influenced students’ volunteer motivation. The main factor that influenced students’ volunteer motivations was self-enhancement. The other factors that follows were expression of values, career orientation, and interpersonal contacts. In the future, any volunteering programme that is planned needs to consider the students interests in order to fully maximize the students’ participation which concurrently would help the organiser to achieve the desired objective and outcome of the programme itself.
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Othman, Muhammad Hanif, Noorihsan Mohamad, and Mohd Nizam Barom. "Students’ decision making in class selection and enrolment." International Journal of Educational Management 33, no. 4 (May 7, 2019): 587–603. http://dx.doi.org/10.1108/ijem-06-2017-0143.
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Purpose The purpose of this paper is to propose a theoretical model that integrates various dimensional factors which influence decision-making process of class selection and enrolment, analysing different angles of this process and explaining those factors which determine students’ decision. Design/methodology/approach This study uses quantitative design to determine and explore students’ decision making in class selection and enrolment. There were 396 students who participated in this study. The data were analysed using principle component analysis to determine the dominant factor for class selection and enrolment. Findings The study has analysed different factors that can influence students’ decision for class selection and enrolment. Five important underlying factors have been identified which includes the class and lecturer factor, time-space factor, ease and comfort factor, course mate factor and commitment factor. Moreover, the Kruskal–Wallis test shows that there is a significant mean difference in choice and selection behaviour between genders and students’ personal attitudes. Research limitations/implications This study is an early attempt to explore the wide fields of decision making in class selection and enrolment. It is hoped that follow-up studies would provide more coverage relative to the findings of this research. Practical implications One particular dimension of micro decision making faced by students is class (course) selection in the beginning of every academic semester/term. Class selection is very critical decision for students as it would reflect students expected outcome for their future career directions. More importantly, the decision made by the students may also affect their academic performance throughout their study. Social implications From the perspective of the university’s administrators, this issue is very critical for planning purposes. Understanding the students’ behaviour in class selection could improve the cost effectiveness as well as the scheduling of course offering to enhance students’ and instructors’ teaching and learning experience. Originality/value While many studies try to explore the questions of what makes a student choose a specific college/university or a specific field, limited number have investigated the behaviour of students in class selection and enrolment. This paper contributes to bridging that gap.
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Hernandez, Paul R., Patricia D. Hopkins, Krysta Masters, Lisa Holland, Betty M. Mei, Michelle Richards-Babb, Kimberly Quedado, and Natalie J. Shook. "Student Integration into STEM Careers and Culture: A Longitudinal Examination of Summer Faculty Mentors and Project Ownership." CBE—Life Sciences Education 17, no. 3 (September 2018): ar50. http://dx.doi.org/10.1187/cbe.18-02-0022.
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It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. The current study used a longitudinal design and latent growth curve modeling to examine and predict the development of scientific research career persistence intentions over the course of an intensive summer URE. The latent growth curve analysis showed that student persistence intentions declined and rebounded over the course of the summer. Furthermore, the positive impact of faculty mentor role modeling on growth trajectories was mediated through internalization of science community values. In addition, project ownership was found to buffer students from the typical trend of declining and rebounding persistence intentions. The TIMSI framework illuminates the contextual features and underlying psychological processes that link UREs to student integration into STEM careers and culture.
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Hitka, Miloš, Lenka Ližbetinová, Jarmila Schmidtová, Žaneta Balážová, Silvia Lorincová, Peter Štarchoň, Alžbeta Kucharčíková, and Mariana Sedliačiková. "How to manage careers in Slovak small and medium-sized wood-processing enterprises." BioResources 13, no. 3 (July 2, 2018): 6300–6320. http://dx.doi.org/10.15376/biores.13.3.6300-6320.
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Current approaches to human resource management are focused on the sustainable development of small and medium-sized enterprises (SMEs). Career strategies of employees are its integral part. The aim of this paper is to determine the changes in professional priorities of employees in small and medium-sized wood-processing enterprises in the area of motivation relating to career aspiration throughout the course of life. The research outcomes show significant correlation between age, gender, and motivation factors relating to career aspiration. Slovak women working in SMEs prefer motivation factors relating to finances, mutual relationships, work, and career aspiration. Motivation factors selected by men are almost the same. In terms of age, motivation factors relating to career aspiration are preferred mainly by women aged 30 to 40 years old. Mentioned factors become less important for respondents of older age groups. Men working in SMEs prefer the motivation factors relating to career aspiration at the age of 30 and subsequently they become less important as well. Following the outcomes of this research, managers of SMEs should motivate career-oriented employees especially according to their needs. In the long-term perspectives, managers can encourage employees to stay focused on their careers.
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Jones, Paul, David Pickernell, Rebecca Fisher, and Celia Netana. "A tale of two universities: graduates perceived value of entrepreneurship education." Education + Training 59, no. 7/8 (August 14, 2017): 689–705. http://dx.doi.org/10.1108/et-06-2017-0079.
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Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers. Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques. Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes. Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design. Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation. Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees.
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Velle, Gaute, Torstein Nielsen Hole, Oddfrid Kårstad Førland, Anne-Laure Simonelli, and Vigdis Vandvik. "Developing work placements in a discipline-oriented education." Nordic Journal of STEM Education 1, no. 1 (November 15, 2017): 294. http://dx.doi.org/10.5324/njsteme.v1i1.2344.
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<p>Education within higher education is often divided into discipline-oriented and professional programs. Professional programs prepare students for a specific profession and include relevant theoretical- and practical knowledge. Discipline-oriented programs emphasize theoretical knowledge and research within a specific discipline or field. Except for a career within research and higher education, discipline-oriented programs provide less obvious links to future careers. The transition from student life to working life may therefore be challenging.</p><p> </p><p>In this paper, we present and discuss the development and implementation of a work placement course as part of the disciplinary programs in biology at the University of Bergen. The course was developed to provide students with practical- and work- related skills and competences, inform about future careers and to foster motivation and learning. We have revised the course according to feedback from students, workplace hosts and our experience during the six semesters the course has been running.</p><p> </p><p>The work placement course is at the bachelor (BSc) level and consists of two main components; the work placement itself and the student’s own reporting of placement outcomes. For the placement, the students work 140 hours at a workplace as a biologist. The reporting consists of four open blog-posts, one written reflective essay and a final oral presentation. The course teachers also meet with the students and convey information on the roles of biology and biologists in today’s society through a Facebook group.</p><p> </p><p>Feedback from the students, hosts and course teachers point to a range of benefits from work practice courses in discipline- oriented study programs. Based on our experience, we provide guidance for developing such courses as part of discipline-oriented curricula.</p>
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Chou, Te-Shun, and Aaron Vanderbye. "The Impact of Hands-On Simulation Laboratories on Teaching of Wireless Communications." Journal of Information Technology Education: Innovations in Practice 16 (2017): 069–90. http://dx.doi.org/10.28945/3674.
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Aim/Purpose: To prepare students with both theoretical knowledge and practical skills in the field of wireless communications. Background: Teaching wireless communications and networking is not an easy task because it involves broad subjects and abstract content. Methodology: A pedagogical method that combined lectures, labs, assignments, exams, and readings was applied in a course of wireless communications. Contribution: Five wireless networking labs, related to wireless local networks, wireless security, and wireless sensor networks, were developed for students to complete all of the required hands-on lab activities. Findings: Both development and implementation of the labs achieved a successful outcome and provided students with a very effective learning experience. Students expressed that they had a better understanding of different wireless network technologies after finishing the labs. Recommendations for Practitioners: Detailed instructional lab manuals should be developed so that students can carry out hands-on activities in a step-by-step fashion. Recommendation for Researchers: Hands-on lab exercises can not only help students understand the abstract technical terms in a meaningful way, but also provide them with hands-on learning experience in terms of wireless network configuration, implementation, and evaluation. Impact on Society: With the help of a wireless network simulator, students have successfully enhanced their practical skills and it would benefit them should they decide to pursue a career in wireless network design or implementation. Future Research: Continuous revision of the labs will be made according to the feedback from students. Based on the experience, more wireless networking labs and network issues could be studied in the future.
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Silver, Julie K., Anna M. Bank, Chloe S. Slocum, Cheri A. Blauwet, Saurabha Bhatnagar, Julie A. Poorman, Richard Goldstein, Julia M. Reilly, and Ross D. Zafonte. "Women physicians underrepresented in American Academy of Neurology recognition awards." Neurology 91, no. 7 (July 20, 2018): e603-e614. http://dx.doi.org/10.1212/wnl.0000000000006004.
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ObjectiveTo investigate representation by gender among recipients of physician recognition awards presented by the American Academy of Neurology (AAN).MethodsWe analyzed lists of individual recipients over the 63-year history of the AAN recognition awards. Included were awards intended primarily for physician recipients that recognized a body of work over the course of a career. The primary outcome measures were total numbers and proportions of men and women physician award recipients.ResultsDuring the period studied, the proportion of women increased from 18% (1996) to 31.5% (2016) among AAN US neurologist members and from 18.6% (1992) to 35% (2015) in academia, and the AAN presented 323 awards to physician recipients. Of these recipients, 264 (81.7%) were men and 59 (18.3%) were women. During the most recent 10-year period studied (2008–2017), the proportion of women increased from 24.7% (2008) to 31.5% (2016) among AAN US neurologist members and from 28% (2009) to 35% (2015) in academia, and the AAN presented 187 awards to physician recipients, comprising 146 men (78.1%) and 41 women (21.9%). Although it has been more than 2 decades since the proportion of women among US neurologist members of the AAN was lower than 18%, 1 in 4 AAN award categories demonstrated 0% to 18% representation of women among physician recipients during the most recent decade. Moreover, for highly prestigious awards, underrepresentation was more pronounced.ConclusionAlthough the reasons why are not clear, women were often underrepresented among individual physician recognition award recipient lists, particularly for highly prestigious awards.
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Neale, Jenny, and Kate White. "Australasian university management, gender and life course issues." Equality, Diversity and Inclusion: An International Journal 33, no. 4 (May 13, 2014): 384–95. http://dx.doi.org/10.1108/edi-05-2013-0024.
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Purpose – The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach – The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers – a total of 26 interviews from New Zealand universities and 21 from Australian universities. “Senior Management” was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings – Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications – The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value – This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector.
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Torner, James, Beth R. Knudson, and Kimberly Dukes. "2234 Developing the future translational science workforce at the University of Iowa." Journal of Clinical and Translational Science 2, S1 (June 2018): 53–54. http://dx.doi.org/10.1017/cts.2018.203.
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OBJECTIVES/SPECIFIC AIMS: To evaluate the extent to which the curriculum delivered via an innovative program, the Early Scholars Certificate in Clinical and Translational Science (CCTS) at the University of Iowa (UI), develops a translational science workforce pipeline by increasing awareness of and interest in translational science as a career goal for highly prepared undergraduates. METHODS/STUDY POPULATION: The CCTS’s objective is to increase the awareness of the philosophy and tools of translational science and to incorporate critical evaluation and self-appraisal of the translational aspects of a scholar’s own research. CCTS is a 16-semester-hour (sh) academic certificate program introducing translational science concepts and careers to undergraduate students. The CCTS is a selective program with requirements including a minimum GPA, minimum sh completed, completion of course prerequisites, and already engaged and supported by mentored research. The curriculum includes electives in the area of their research interests (6 sh); graduate level Epidemiology (3 sh); Biostatistics (3 sh); and 2 core Translational Research courses (4 sh total). The first core course, an Introduction to Translational Research, is a survey course providing students the opportunity to learn how translational research is conceived and developed. It is designed to instruct the student how to interpret their research in a translational T1 to T4 paradigm. The program’s capstone course, Practicum in Translational Research, provides undergraduate students the opportunity to address how their research experience translates into clinical practice. Student’s spend the majority of this course’s contact hours in a shadowing experience with a clinician in the area of their research. Students reflect on this shadowing experience and its relevance to their academic and professional goals. The students also spend time developing skills in peer review—not only learning to provide constructive feedback to other research professionals, but also how to receive and integrate the feedback. The course includes a mock research fair where both UI faculty and classmates provide feedback that is later integrated into their capstone projects—a poster presentation at the UI Carver College of Medicine Research Fair as well as a final translational paper. As part of the ongoing evaluation of the program and graduates, we examined the participant data, the course satisfaction with content, the change in understanding of translational science, and the intention to incorporate translational science into research and career goals. We also conducted course evaluation surveys and qualitative analysis of a focus group and interviews. RESULTS/ANTICIPATED RESULTS: Since 2015, the CCTS program has introduced translational science curriculum to 20 undergraduate participants (men/woman 40%/60%; 5% Hispanic or Latino; 15% Center for Diversity and Enrichment Eligible). Areas of academic interest include: biology, genetics, engineering, bioinformatics, biochemistry, neuroscience, psychology, and microbiology. Graduates of the Certificate and degree program to date (n=8) have gone onto: Fullbright awards (1), medical school/Masters in public health (1), combined MD/PhD programs (2), biomedical PhD program (1), or currently work in translational science positions in industry (2). In questionnaire and focus group results, we found that in general, students reported increased understanding of the translational spectrum and felt the certificate program helped them clarify their educational or career goals. Data from both the focus group and the questionnaire demonstrate that students are strongly positive about the program in general, including its quality, faculty and guest speakers, structure, goals, opportunities, personality, and personnel. All students highly valued many elements of the program and each course, and particularly the opportunity for clinical shadowing. Among the questionnaire findings for 2016–17, all students (100%) rated program quality “excellent,” and 7 of 8 (87.5%) “strongly agreed” that they better understood translational science, that they saw themselves continuing in translational science research after graduation, and they were better able to communicate how their lab research fits within the translational spectrum. In each case 1 of 8 “agreed.” Participants also generally felt that their career goals had been affirmed or realigned, and that they were better able to communicate the meaning of translational science to multiple audiences. Responses on changes to career aspirations and plans were mixed, and are ambiguous. Questionnaire Item 4, “My UI curricular and/or co-curricular plans changed as a result of the CCTS program,” which had mixed responses, asked specifically about the CCTS program as a reason for change, but it is not clear if, whether, or how the program specifically wants to change curricular plans. In the focus group, students reported using their individual shadowing and lab experience in determining preferences and intentions about future career choices (e.g., whether or not to apply to medical school and/or pursue basic science research). Participants perceived the shadowing experience, complementing or contrasting their lab research, as particularly relevant in deciding about their future careers. Other themes that emerged from the focus group and/or open section of the questionnaire demonstrate the impact of various course elements on participants’ understanding of translational science and potential careers, including: quality of instruction, program and course content (including guest speakers, the shadowing experience, and the poster development process); the exposure to a range of possibilities along the translational spectrum and the expansion of ideas about what research could look like; the value of connections (to faculty, researchers and clinicians, and other CCTS students and alumni); the attributes of the cohort; and the “personality” of the program and personnel. DISCUSSION/SIGNIFICANCE OF IMPACT: Developing a pipeline for translational science workforce development has been problematic because a lack of the understanding of the need of translational research and a structuring a time efficient program for early career clinical and basic scholars. Undergraduates making critical decisions about educational paths and career goals and plans may not be aware of opportunities in translational science or the type of choices they need to make to prepare for such opportunities. Our data demonstrates that CCTS was an effective way of introducing translational science concepts and career paths to undergraduate students and potentially a powerful way to encourage them to consider these career paths. Participants in our program improved their knowledge of the field and expressed interest and intention to incorporate translational science training into their career plans. However, improvements can be made in the CCTS program. Additionally, CTSAs should consider ways to incorporate findings like these into a wider sphere of training to help develop and strengthen a translational science workforce for the future. The exposure to a variety of translational science career possibilities and specialties was important to students. Based on both focus group discussion and questionnaire data, a few students did expand slightly their sense of career possibilities, but the larger benefit may be their concrete experiences that validate or solidify their interests, making them more skilled at talking about and supporting their career goals on applications and in interviews. Shadowing did not always encourage students to go into clinical medicine, but often solidified interests or leanings students already had, giving them a more grounded basis for refining their decisions. For some students, shadowing a clinician confirmed ideas of being a physician; for others, it steered them away from it. Some now found ethical challenges, bureaucracy, or emotional challenges daunting or newly necessary to consider before focusing on clinical careers. This may be just what students need at this point, and emphasizes for them the relation between different kinds of research and application within translational science. Our evaluation suggests that CCTS contributes to academic choices for career development and additionally can help attract highly skilled students into TS research, including students of color. Future work to evaluate CCTS impact on graduates’ career outcomes will inform the translational research direction and content. In terms of program design, it could be useful to build in multiple opportunities for students to understand the diversity of translational science careers and provide students more exposure to different possibilities in clinical and translational work.
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Kuzma, Ann T., John R. Kuzma, and Harold F. Thiewes. "Students Expectations Of A Career In Sales: A Comparison Of Finance And Marketing Majors." American Journal of Business Education (AJBE) 2, no. 5 (August 1, 2009): 45–52. http://dx.doi.org/10.19030/ajbe.v2i5.4069.
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Many of the graduates majoring in Finance and Marketing will secure entry-level positions in sales, often beginning careers dedicated to the sale of financial products; yet, perceptions of this career vary significantly, dependent on a students area of study. The purpose of this study is to compare and contrast the perceptions of Finance majors versus Marketing majors regarding entry-level career expectations. Students were surveyed in upper-level Finance and Marketing courses during the 2008 fall semester at a north-central state university concerning 1) their perceptions of the importance of various employment characteristics that they would consider in accepting their entry-level job and 2) the perceived importance of particular academic learning outcomes to the success of their career.
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Romero, Isabel María Vázquez, and Ángeles Blanco Blanco. "Factores sociocognitivos asociados a la elección de estudios científico-matemáticos. Un análisis diferencial por sexo y curso en la Educación Secundaria." Revista de Investigación Educativa 37, no. 1 (December 31, 2018): 269–86. http://dx.doi.org/10.6018/rie.37.1.303531.
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El estudio se inserta en la investigación orientada a entender las trayectorias de elección vocacional de los jóvenes en los campos profesionales de la ciencia, la tecnología, la ingeniería y las matemáticas (STEM). Dada la constatada brecha de género, el análisis se centra en analizar posibles diferencias entre alumnos y alumnas a lo largo de distintos cursos de educación secundaria en un conjunto de variables sociocognitivas con una relevancia bien establecida en el desarrollo vocacional. Se utiliza como marco la teoría cognitivo social del desarrollo de la carrera (SCCT). En el estudio participaron 1465 estudiantes españoles. Todos ellos completaron medidas de autoeficacia, expectativas de resultados, intereses, aspiraciones ocupacionales y apoyos y barreras sociales percibidas en la elección de estudios científico-matemáticos. Se aplicaron pruebas no paramétricas y se estimaron medidas del tamaño del efecto para las comparaciones por género y curso. Se identificaron diferencias significativas a favor de los varones, en general de baja magnitud, en todas las variables salvo en las aspiraciones ocupacionales. Igualmente se identificó una tendencia significativa a presentar menores promedios en todas las variables a medida que se avanza en la secundaria. Sin embargo, este patrón de resultados presentó aspectos diferenciales al considerar el curso y/o la modalidad de bachillerato. Los resultados se discuten en el contexto de la investigación previa y se sugieren líneas de trabajo futuro desde el punto de vista de la investigación y de la intervención educativa. This study is part of the research aimed at understanding vocational choice trajectories of students in professional areas related to science, technology, engineering and mathematics (STEM). Due to the well-known gender gap, the study is focused on analyzing possible differences between women and men in several socio-cognitive variables with a well-established relevance in vocational development. Differences along different grades of secondary education are also discussed. Social Cognitive Career Theory (SCCT) is used as a framework. In this study 1,465 high school Spanish students were involved. All of them were evaluated for self-efficacy, outcome expectations, interests, support, occupational aspirations and perceived social barriers when starting careers in the science/mathematics area. Non-parametric statistic tests were applied as well as measures of the effect size comparing by gender and course. Significant differences were found in favor of males, usually of low magnitude, in all the variables analyzed with the exception of those concerning the occupational aspirations. Likewise, a significant tendency was identified to present lower averages in all the variables as it progresses in secondary school. However, the general pattern of results showed differentiating aspects when considering a course and/or a kind of high school curriculum. The results are discussed in the context of the previous research on this topic and future lines of work are suggested from the point of view of the research and also educational intervention.
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Frantz, Kyle J., Melissa K. Demetrikopoulos, Shari L. Britner, Laura L. Carruth, Brian A. Williams, John L. Pecore, Robert L. DeHaan, and Christopher T. Goode. "A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates." CBE—Life Sciences Education 16, no. 1 (March 2017): ar1. http://dx.doi.org/10.1187/cbe.16-06-0206.
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Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We are also tracking long-term retention in science-related career paths. For both short- and longer-term outcomes, the two program formats produced similar benefits, supporting our hypothesis that the CLM provides positive outcomes while conserving resources, such as faculty mentors. We discuss this method in comparison with course-based undergraduate research and recommend its expansion to institutional settings in which mentor resources are scarce.
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Reinert, Michael E., and Dan T. Stearns. "(144) ePortfolios: A Philosophy for Improving Education in Horticulture." HortScience 40, no. 4 (July 2005): 1044B—1044. http://dx.doi.org/10.21273/hortsci.40.4.1044b.
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ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.