Relevant bibliographies by topics / Education advisor

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education advisor'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "Education advisor"

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Al-Hunaiyyan, Ahmed A., Rana Alhajri, Asaad Alzayed, and Ahmed Al-Sharrah. "Evaluation of an e-Advising System." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–17. http://dx.doi.org/10.4018/ijvple.2022010101.

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Higher education (HE) in Kuwait suffers from high dropout rates, and one of the leading causes of this desertion is a lack of academic advising. Effective academic advising systems must fulfill its user’s needs and provide a positive user experience (UX), which allows users to successfully and effectively fulfill their goals. This study used quantitative and qualitative approaches to evaluate an electronic advising system (e-Advisor) used by the Public Authority for Applied Education and Training (PAAET). Survey data from 1,095 PAAET students were analyzed to determine students' perceptions and evaluate their experience using e-Adviser. The findings indicated that students were aware of the features and advantages of e-Advisor. Overall, the participants had a moderately positive impression of e-Advisor’s UX. The system’s attractiveness, efficiency, and perspicuity were rated slightly higher than its dependability, stimulation, and novelty. Moreover, female students’ perceptions of e-Advisors UX were significantly more favorable than their male counterparts.
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Kim, Eunyoung, and Seung Jung Kim. "Advisor Selection, Advisor-Advisee Relationship, and Perceived Stress among Korean and US Doctoral Students." International Journal of Chinese Education 8, no. 2 (2019): 235–64. http://dx.doi.org/10.1163/22125868-12340114.

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Abstract In recent decades a prolific amount of research has been conducted into the topic of students’ relationships with supervising professors as key to doctoral experiences and success. Across different education systems, positive relationships between doctoral students and their advisors have been strongly associated with socialization into their departments and disciplines, as well as overall satisfaction with doctoral programs. While faculty-student relationship has been widely studied as one of the most important factors affecting student satisfaction and attrition, little is known about how the choice of advisor and how advisor-student relationships are related to stress. Data was collected by administrating a survey of students enrolled in doctoral programs from a public, research-intensive university in the Midwest of the United States and a public, research-oriented institution in South Korea. The findings indicate that US students were generally more positive about the advisor-advisee relationship than Korean students and both Korean and US doctoral students’ concerns were largely related to post-graduation options.
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Gehring, Donald D. "THE LEGAL LIMITATIONS ON STATEMENTS MADE BY ADVISORS." NACADA Journal 7, no. 2 (1987): 64–68. http://dx.doi.org/10.12930/0271-9517-7.2.64.

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Academic advisors serve a useful and necessary function in higher education. The nature of the academic advisor's role requires that he or she receive and transmit information concerning advisees. In fulfilling this role, an advisor is often defined by the legal concept of “agent.” This entitles the advisor to specific legal privilege, but it also holds the advisor accountable for actions taken within the scope of his or her employment. Acting beyond this scope could be grounds for personal liability rather than liability as an agent of the college or university. This article outlines the legal parameters that define the liability of an advisor for statements made in transmitting information to or about students.
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Nguyen, Huynh Mai. "Faculty Advisors’ Experiences with International Graduate Students." Journal of International Students 3, no. 2 (2013): 102–16. http://dx.doi.org/10.32674/jis.v3i2.504.

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The current study explored the experiences of faculty advisors working with international graduate students (IGS). Data was collected through semi-structured interviews and a demographic survey and was analyzed using open, axial, and selective coding strategies. Three central categories emerged from the analysis: (a) advisors’ perceptions of IGS, (b) lessons learned by advisors, and (c) indicators of success. A model for advisors’ experiences emerged using the data gathered. Overall, advisors reported positive experiences with current and former advisees. Advisor perceptions’ of IGS were used to develop strategies and approaches that they believe enhance their experiences as well as the advisees’ experiences. At the core of the Advisor Experiences Model are variables that convey success regarding the relationship between advisors and their IGS. These variables are: (a) sustained relationships and (b) student success rates. Advisors all reported that the sustained relationship is one of the most rewarding aspects of being an advisor.
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Galassi, John P., Suzanne A. Gulledge, and Nancy D. Cox. "Middle School Advisories: Retrospect and Prospect." Review of Educational Research 67, no. 3 (1997): 301–38. http://dx.doi.org/10.3102/00346543067003301.

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This article presents a critical analysis of middle school advisor-advisee programs. The history of and rationale for these programs are reviewed, and a typology is offered for distinguishing different advisory programs. A conceptual framework is provided for identifying potential barriers to advisories at the inception as well as the implementation and maintenance phases, and suggestions for addressing these barriers are discussed. Existing research on advisory programs is reviewed and evaluated, and guidelines for improving future research are presented. Finally, alternative educational practices for achieving the goals of advisory programs are considered.
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Duong Ba, Vu, Thien Nguyen Hoang, Phuong Pham Thi Lan, Quy Nguyen Thi Phu, Phu Nguyen Thi, and Huong Pham Thi Xuan. "STUDENTS’ OPINIONS ABOUT THE WORK OF ACADEMIC ADVISORS IN VIETNAMESE UNIVERSITIES – A CASE STUDY." Journal of Science Educational Science 67, no. 3 (2022): 136–46. http://dx.doi.org/10.18173/2354-1075.2022-0052.

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The research investigates students’ opinions about the work of their academic advisors through a case study of a university that traditionally provides teacher education. In order to have diverse perspectives, the study gathered the opinions of students from the first year to the last year through online surveys. In general, the participants appreciated their academic advisors. Between the tasks and activities that the academic advisor performed and the attitudes of the academic advisor, the participants appreciated the attitudes of the academic advisor more. When comparing different groups of students, it can be seen that the longer the students study, the lower level of their assessment for their academic advisors is. Moreover, based on the types of programs, students of teacher education programs appreciated their academic advisors more than students of non-teacher education ones.
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Craft, Christy Moran, Donna Augustine-Shaw, Amanda Fairbanks, and Gayla Adams-Wright. "Advising Doctoral Students in Education Programs." NACADA Journal 36, no. 1 (2016): 54–65. http://dx.doi.org/10.12930/nacada-15-013.

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Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor–advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.
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Anastasi, Natasha, Joanne Lusher, and Chris Chandler. "Proportion of Time Spent Delivering Support Predicts Stop Smoking Advisor Quit Rate Independently of Training, Experience, and Education." Journal of Smoking Cessation 13, no. 1 (2017): 18–25. http://dx.doi.org/10.1017/jsc.2016.28.

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Despite a downwards trend in smoking prevalence, smoking remains the UK's biggest preventable cause of premature mortality. Specialist stop smoking support programmes provided by the NHS have helped to reduce smoking prevalence and whilst there has been a vast amount of research investigating the most effective behavioural and pharmacological support models, little is known about the impact of smoking cessation advisor's smoking status and clinical effectiveness on quit rates. This study aimed to identify factors that contribute to NHS stop smoking advisor performance using a quantitative cross-sectional design via an online survey that was completed by 159 participants in 24 London boroughs. Multiple regression analyses revealed that level of training, years practiced, level of advisor education, number of patients supported in a given year, and smoking status had no significant impact on NHS stop smoking advisor quit rate in this sample. However, the model revealed that proportion of time spent delivering smoking cessation support was significantly associated with quit rate. It is imperative that this finding is considered when recruiting, commissioning, and training new smoking cessation advisors or provider organisations.
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Alfermann, Dorothee, Christopher Holl, and Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, no. 3 (2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.

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Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.
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Cross, Lydia Karakolidis. "Graduate Student Perceptions of Online Advising." NACADA Journal 38, no. 2 (2018): 72–80. http://dx.doi.org/10.12930/nacada-17-015.

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As online education continues to expand across the nation and world, studies on online learners need to continually address student needs for and satisfaction with advising. However, to date, academic advising for online education has been explored rarely. Therefore, this quantitative study was conducted on graduate students' perceptions of academic advising experiences in online education programs in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. The data indicated that students agreed to statements about academic advisors as effective and that they expected proactive, timely, and knowledgeable advising. Implications for advisors of online students and suggested strategies emerged from the data and may enhance current advising practices.
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Dissertations / Theses on the topic "Education advisor"

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Nobles, Kathryn Gilbert Juan E. "Academic Virtual Advisor." Auburn, Ala., 2007. http://hdl.handle.net/10415/1364.

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Mayo, Melody. "Online and Hybrid Graduate Student and Advisor Preferences." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6062.

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The focus of this study was the advising style preference of graduate-level students and advisors in online and hybrid programs at a university in rural Arkansas. Students and advisors will benefit from the results because the advisors will have a greater understanding of expectations during an advising session. The problem stems from the fact that graduate level advising is not considered important by administrators at the study institution. The purpose of this study was to determine how graduate level advisors can better serve students and to use the results as a tool for advisor training. The study was guided by Crookston's developmental advising style, in which the advisor and student work together to ensure student success. The key research questions for the study were the preferred advising style of graduate-level students in online and hybrid programs and the advising style preferred by graduate-level advisors. A mixed method with an explanatory sequential design was used, and the Academic Advising Inventory was administered to the population of graduate students and their advisors using a web-based survey. After completing each section of the inventory, respondents had an opportunity for open responses to clarify their selections. Student responses to the inventory indicated their preferred advising style, the advising style they had received, and their satisfaction with the advising they had received. Advisor responses detailed the form of advising they practice. Data were collected from students (n = 224) and advisors (n = 9). Responses were analyzed by following the Academic Advising Inventory Manual and using SPSS for calculations. The responses were recoded to separate the prescriptive and developmental responses. Next, the items were calculated to determine if each respondent was advised prescriptively or developmentally. Finally, the advising satisfaction level for students was calculated to determine student satisfaction with each form of advising received. The results indicate that graduate-level students in both online and hybrid programs prefer developmental advising over prescriptive advising. Students enrolled in hybrid programs indicated greater satisfaction with the advising they received than students enrolled in online programs. Overall students who received developmental advising reported higher satisfaction rates than those who received prescriptive advising. Results of this study will serve as the basis for graduate advisor training and the creation of a training manual.
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Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.

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Sadouskas, Andrew Patrick. "Resident Advisor Selection: Is a Broad Measure of Personality a Good Predictor of Resident Advisor Performance?" Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1320283024.

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Brodie, Beth S. "Perceptions of the Impact of High School Advisory on Academic Success, Connectdness and Personalization of Education." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/248.

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Public education is a cornerstone of our democracy and social advancement. However, current Vermont graduation rates would indicate that public education at the high school level does not address the needs of all twenty-first century learners. Research has revealed that personalization and creating a connected environment are promising innovations for improving education for all students. One structure that supports personalization, high school advisory, provides each student with an adult advisor that knows them well through their high school years. This research on high school advisory in Vermont was divided in two phases: 1) an assessment of the current state of advisory in all Vermont public high schools, and 2) a qualitative study that focused on the perceptions of students, advisors and administrators in 4 Vermont high schools with established advisory programs. In the second phase, a phenomenological framework was used to examine the perceptions of how advisory impacted academics, connectedness and the personalization of the high school experience. Document review, focus forum groups and interviews with the sixteen students, eight advisors and four administrators were conducted over a six-month period. Findings demonstrated that 53 out of 62 high schools in Vermont had some form of advisory program. In the study of four schools, over two-thirds of the students perceived that their high school advisory positively impacted their academic achievement. Advisors and administrators were less clear about the impact, however. Furthermore student-to-student connectedness was described positively by three-quarters of the students. The connection between advisory and personalization of education was the least clear both among students and advisors. All administrators and three-quarters of the advisors felt that in the future, personalization would become an integral part of the advisory program with the advent of Vermont Act 77, the 2013 legislation that mandates personalized learning plans and multiple pathways to graduation. Finally, there was considerable agreement in three schools that a significant roadblock to implementing effective advisories was a lack of support for advisory in the following areas: purpose, time, training and materials.
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Bennett, Cynthia D. Baker Paul J. "A case study of a high school advisor/mentoring program." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416859.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Richard L. Berg, Anita Curtis, George Padavil. Includes bibliographical references (leaves 134-136) and abstract. Also available in print.
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Kemp, Michael William. "From classroom tutor to hypermedia advisor : a case study in medical education." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326377.

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Mellen, Jason. "The Research, Design And Development Of An Education Game For Training Resident Advisor Staff." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764256.

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Fairbanks, Amanda Jo. "Relationship factors influencing doctoral student retention and success: a study of faculty advisor and doctoral student perceptions." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32501.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Linda P. Thurston<br>Navigation and completion of a doctoral degree presents numerous challenges, including managing and understanding the faculty advisor/advisee relationship. Research shows faculty advisors are a critical aspect of the doctoral student experience; however faculty advisors and doctoral students do not always have the same perceptions of the advisor/advisee relationship. This study focused on measuring perceptions of faculty advisors and doctoral students in STEM and social science disciplines on various aspects of the advisor/advisee relationship. Likert-style survey items were used to measure perceptions of six constructs, advisor attributes and characteristics, roles and functions, relationship behaviors, and the faculty advisor role in student academic success, professional socialization, and engagement. Surveys were completed by 137 faculty advisors and 131 doctoral students. Analysis of data was conducted using various methods, including comparison of descriptive statistics, independent samples t-tests, and a factorial analysis of variance. Results of the data analysis revealed some significant differences between the perceptions of faculty advisors and doctoral students on several constructs. The discussion of results focuses on connections to current literature, as well as implications for future research and practice.
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Epps, Susan Bramlett. "The Nature of the Beast: The Worklife of the Professional Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2577.

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Books on the topic "Education advisor"

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Holding, Peter John. An agent based higher education course advisor. Oxford Brookes University, 2004.

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Dambro, Mark R. The 5-minute patient advisor. Lippincott Williams & Wilkins, 2001.

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The portable dissertation advisor. Corwin Press, 2004.

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Institute of Chartered Accountants in England and Wales. Education and Training Directorate. Creating the added-value business advisor: An education and training green paper. Institute of Chartered Accountants in England & Wales, 1998.

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Program, University of Michigan School of Nursing Lay Health Advisor Education. Helping women fight breast cancer: The Lay Health Advisor (LHA) Education Program. University of Michigan, 2002.

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Plue, Leo. Keys to success: Suggestions for teacher advisor programs. Educational Services Committee, OSSTF, 1997.

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Calabrese, Raymond L., and Page A. Smith. The doctoral student's advisor and mentor: Sage advice from the experts. Rowman & Littlefield Education, 2010.

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Calabrese, Raymond L. The doctoral student's advisor and mentor: Sage advice from the experts. Rowman & Littlefield Education, 2010.

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James, Michael. Adviser-advisee programs: Why, what and how. National Middle School Association, 1992.

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Inspecting and advising: A handbook for inspectors, advisers, and advisory teachers. Routledge, 1992.

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Book chapters on the topic "Education advisor"

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Marcdante, Karen, and Deborah Simpson. "Mentor, Advisor and Coach." In Mentoring In Health Professions Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_14.

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Fleming, Robert S., and Michelle Kowalsky. "Roles and Responsibilities of a Research Advisor." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_11.

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Baveye, Philippe, and Françoise Vermeylen. "The Advisor-Advisee Relationship in Soil Science Graduate Education: Survey and Analysis." In SSSA Special Publications. Soil Science Society of America, 2015. http://dx.doi.org/10.2136/sssaspecpub37.c10.

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Harding, Jenni L., Boni Hamilton, and Stacy Loyd. "Ethical Doctoral Advisor–Student Relationships in the United States: Uncovering Unknown Perspectives and Actions." In Palgrave Studies in Education Research Methods. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11016-0_4.

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Snihovyi, Oleksandr, Vitaliy Kobets, and Oleksii Ivanov. "Implementation of Robo-Advisor Services for Different Risk Attitude Investment Decisions Using Machine Learning Techniques." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13929-2_15.

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Savchenko, Serhii, and Vitaliy Kobets. "Development of Software Architecture and Machine Learning Modules of Robo-Advisor System for Personalized Investment Portfolio Generation." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20834-8_8.

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Lombardo, Gabi. "Science Advisors and “Good Evidence”: A Case Study." In Research Ethics Forum. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15746-2_6.

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AbstractThis chapter addresses the place of research ethics in evidence-informed policy and the role of those who are elevated to special roles to advise governments. Science advisors are one type of institutional link between scientific research and policymakers. The aim of this chapter is to discuss the role for science advisors to provide the main guarantee that the research, which provides the evidence for policymaking, is based on methodologically robust and ethically grounded scientific work. This relies on the academic training and culture of the science advisers. There is currently no forum where policymakersand academic/higher education institution (HEI) researchers can easily come together to work jointly to develop the process of continuous expert policy advice and evaluation in response to key national strategic issues. In progressing this agenda, it is critical to design effective structures to identify research demand from government and ethically sound research supply from HEIs and other sources over the long term, at least at national levels. Even more importantly, there are no declared standards in scientific policy advice, except the assumption that those who have received an academic training are assumed to be bounded by robust academic values and carry these with them into their new roles in providing scientific advice for policymaking. To explore this issue, this chapter examines the case of the International Network for Government Science Advice (INGSA). This is a gateway to the community of professional science advisers working inside governments, and to those engaged in other aspects of the production, brokerage and analysis of scientific advice, not just in the European Union (EU) but globally.
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Roaf, Virginia, and Catarina de Albuquerque. "Practice Note: Why We Started Talking About Menstruation—Looking Back (and Looking Forward) with the UN Special Rapporteur on the Human Rights to Water and Sanitation." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_37.

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Abstract In this conversation, Catarina de Albuquerque, former UN Special Rapporteur on the human rights to water and sanitation, and her former advisor, Virginia Roaf, discuss how menstrual health and menstruation have become critical to understanding the contribution that the water, sanitation and hygiene (WASH) sector can make to ensuring gender equality. They look back at country missions and the many conversations with women and girls that led to a closer examination of how stigma around menstruation limits access to education, work, and a life in dignity. WASH provides a strong entry point for addressing taboos relating to menstruation, but the authors identify that one must get past this often technical understanding to address deeply entrenched gender stereotypes.
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Fleming, Robert S., and Michelle Kowalsky. "Selecting Research Advisors." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_12.

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Fleming, Robert S., and Michelle Kowalsky. "Working with Your Research Advisors." In Springer Texts in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80939-3_13.

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Conference papers on the topic "Education advisor"

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Song, Ying, and Jing Sun. "The education strategy of student advisor on college students." In 2016 International Conference on Humanity, Education and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.66.

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Lo Presti, Maria Vittoria. "Autonomy in language learning: a case study with Italian as a second language." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12963.

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The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.
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Allen, Emily, Francisco Castillo, and Eva Schiorring. "Starting a new conversation: An engineering faculty advisor development program." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462234.

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Cohen, Ed. "Software Engineer to Global Leader: Service Provider and Trusted Advisor." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.48.

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Geiger, Tray. "Supporting Systematically Marginalized Students in Higher Education Using Analytic-Driven Advisor Action." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1891990.

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Parker, Mackenzie C., Marissa A. Tsugawa-Nieves, Derrick Satterfield, et al. "Engineering Doctoral Student Perceptions of Research Task Difficulty and the Student-Advisor Relationship." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028623.

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Vaughn, Ashley. "Higher Education Students' Perceptions of Institution, Instructor, and Advisor Response to COVID-19." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691878.

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De Ciurana, Joaquim, Maria Luisa Garcia-Romeu, Ciro A. Rodriguez, and Victor Vazquez. "Integration of Information Technology for Manufacturing Education." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82294.

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This paper shows how information technology (IT) is integrated into the manufacturing education curriculum at the Instituto Tecnolo´gico y de Estudios Superiores de Monterrey in Mexico and the Universitat de Girona in Spain, with similar approaches that include: a) web-based manufacturing education tools, and b) advanced CAD/CAM/CAE, with emphasis on manufacturing process CAE. The paper describes the general structure of the mentioned approaches and their application through the following case studies in Spain: a) web-based machining advisor (including general process information and machining parameter specification) and Mexico: b) application of manufacturing process CAE for tooling development.
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Basu, Prasenjit, and Samir Roy. "A fuzzy rule based intelligent advisor for self-paced learner in e-Learning environment." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529243.

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CHIȘ-MANOLACHE, Diana. "MENTORING - AN ORGANIZATIONAL NEED NOWADAYS." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of "Henri Coanda" Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2022.23.18.

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Today's organizations are different from those of two decades ago, and organizational needs have become increasingly complex. For this reason, organizational leaders play many different roles within organizations, such as the role of advisor and mentor. Really valuable leaders have usually been supported by mentors and have been mentors to other individuals. This has brought many benefits to both followers and leaders, but also to the organization as whole. The benefits of subordinates are many, from professional counseling to the existence of a role model. On the other hand, reverse mentoring brings to mind the benefits of mentoring relationships with subordinates.
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Reports on the topic "Education advisor"

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Atcitty, Stanley. Technical Advisor to the American Indian Research and Education Initiatives (AIREI). Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1431193.

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Freed, Danielle. K4D Strengthening Cross-sector Learning for Education and FCAS. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.159.

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This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.
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Watkins, Susan, and Adam Ashforth. An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors. Research on Improving Systems of Education (RISE), 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/031.

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Lewis, Dustin. Three Pathways to Secure Greater Respect for International Law concerning War Algorithms. Harvard Law School Program on International Law and Armed Conflict, 2020. http://dx.doi.org/10.54813/wwxn5790.

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Existing and emerging applications of artificial intelligence in armed conflicts and other systems reliant upon war algorithms and data span diverse areas. Natural persons may increasingly depend upon these technologies in decisions and activities related to killing combatants, destroying enemy installations, detaining adversaries, protecting civilians, undertaking missions at sea, conferring legal advice, and configuring logistics. In intergovernmental debates on autonomous weapons, a normative impasse appears to have emerged. Some countries assert that existing law suffices, while several others call for new rules. Meanwhile, the vast majority of efforts by States to address relevant systems focus by and large on weapons, means, and methods of warfare. Partly as a result, the broad spectrum of other far-reaching applications is rarely brought into view. One normatively grounded way to help identify and address relevant issues is to elaborate pathways that States, international organizations, non-state parties to armed conflict, and others may pursue to help secure greater respect for international law. In this commentary, I elaborate on three such pathways: forming and publicly expressing positions on key legal issues, taking measures relative to their own conduct, and taking steps relative to the behavior of others. None of these pathways is sufficient in itself, and there are no doubt many others that ought to be pursued. But each of the identified tracks is arguably necessary to ensure that international law is — or becomes — fit for purpose. By forming and publicly expressing positions on relevant legal issues, international actors may help clarify existing legal parameters, pinpoint salient enduring and emerging issues, and detect areas of convergence and divergence. Elaborating legal views may also help foster greater trust among current and potential adversaries. To be sure, in recent years, States have already fashioned hundreds of statements on autonomous weapons. Yet positions on other application areas are much more difficult to find. Further, forming and publicly expressing views on legal issues that span thematic and functional areas arguably may help States and others overcome the current normative stalemate on autonomous weapons. Doing so may also help identify — and allocate due attention and resources to — additional salient thematic and functional areas. Therefore, I raise a handful of cross-domain issues for consideration. These issues touch on things like exercising human agency, reposing legally mandated evaluative decisions in natural persons, and committing to engage only in scrutable conduct. International actors may also take measures relative to their own conduct. To help illustrate this pathway, I outline several such existing measures. In doing so, I invite readers to inventory and peruse these types of steps in order to assess whether the nature or character of increasingly complex socio-technical systems reliant upon war algorithms and data may warrant revitalized commitments or adjustments to existing measures — or, perhaps, development of new ones. I outline things like enacting legislation necessary to prosecute alleged perpetrators of grave breaches, making legal advisers available to the armed forces, and taking steps to prevent abuses of the emblem. Finally, international actors may take measures relative to the conduct of others. To help illustrate this pathway, I outline some of the existing steps that other States, international organizations, and non-state parties may take to help secure respect for the law by those undertaking the conduct. These measures may include things like addressing matters of legal compliance by exerting diplomatic pressure, resorting to penal sanctions to repress violations, conditioning or refusing arms transfers, and monitoring the fate of transferred detainees. Concerning military partnerships in particular, I highlight steps such as conditioning joint operations on a partner’s compliance with the law, planning operations jointly in order to prevent violations, and opting out of specific operations if there is an expectation that the operations would violate applicable law. Some themes and commitments cut across these three pathways. Arguably, respect for the law turns in no small part on whether natural persons can and will foresee, understand, administer, and trace the components, behaviors, and effects of relevant systems. It may be advisable, moreover, to institute ongoing cross-disciplinary education and training as well as the provision of sufficient technical facilities for all relevant actors, from commanders to legal advisers to prosecutors to judges. Further, it may be prudent to establish ongoing monitoring of others’ technical capabilities. Finally, it may be warranted for relevant international actors to pledge to engage, and to call upon others to engage, only in armed-conflict-related conduct that is sufficiently attributable, discernable, and scrutable.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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