Relevant bibliographies by topics / Graduated students

Contents

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

Academic literature on the topic 'Graduated students'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 June 2025

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Journal articles on the topic "Graduated students"

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Aisyah Raihan Fadilah, Darul Ilmi, Baihaqi Anas, and Januar Januar. "Perbandingan Tingkat Kefasihan Membaca Al-Qur’an Siswa Lulusan SDIT dengan Siswa Lulusan SD N Kelas VII MtsN 1 Kota Payakumbuh." Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam 2, no. 2 (2023): 01–10. http://dx.doi.org/10.59059/al-tarbiyah.v2i2.816.

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There is a difference in the fluency in reading the Qur'an for class VII students at MTsN 1 Payakumbuh between SDN graduates and SDIT graduates. From the initial observations made, the authors found a temporary difference that students who graduated from SD N were more fluent in reading than students who graduated from SDIT. The problem that the author examines is how significant the difference in fluency in reading the Qur'an SDIT graduate students with SDN graduate students in class VII MTsN 1 Payakumbuh. And the aim is to find out how significant the differences in Al-Qur'an reading fluency are between IT Elementary School Graduates and Public Elementary School Graduates. This research uses a type of field research (field research) using a quantitative approach using a comparative descriptive design. Comparative research is a type of research that aims to compare the presence of one or more variables in two or different samples or at different times. The sample that the researcher used was several grade VII students who graduated from SDN and SDIT. The data collection techniques that the researchers used were oral tests and documentation. From the results of the data analysis used to test the hypothesis using the Mann-Whitney Test because the data is not normally distributed and not homogeneous and the results of statistical tests show that the Asymp.Sig.(2-tailed) value is .031 so it can be concluded that it is .031 < 0.05 and the hypothesis is accepted. If the hypothesis is accepted, it means that there is a significant difference in Al-Qur'an Reading Fluency between Elementary School Graduates and Elementary School IT Grade VII Students at MTsN 1 Payakumbuh City. Where students who graduated from SD N are more fluent in reading the Al-Qur'an than students who graduated from SD IT.
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Mutiara Alina, Wedra Aprison, Salmi Wati, and Muhiddinur Kamal. "Perbandingan Hasil Belajar PAI Antara Siswa Lulusan Madrasah Tsanawiyah (MTs) dan Sekolah Menengah Pertama (SMP) Kelas X di SMAN 1 Banuhampu." IHSANIKA : Jurnal Pendidikan Agama Islam 3, no. 1 (2025): 342–51. https://doi.org/10.59841/ihsanika.v3i1.2343.

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This research was motivated by the discovery that students who graduated from Junior High School (SMP) were more active and superior than students who graduated from Madrasah Tsanawiyah (MTs) in Islamic Education learning. This is of course a problem, because basically, in PAI learning, students who graduate from Madrasah Tsanawiyah (MTs) must be superior to students who graduate from Junior High Schools (SMP) because students who graduate from Madrasah Tsanawiyah (MTs) are students with notaben educational backgrounds religion school. This is of course a problem that must be resolved. So this research aims to compare the PAI learning outcomes of the two graduates and see how comparable they are. The type of research used in this research is comparative with a quantitative approach. The population is all class The sample in this study used a cluster random sampling technique, and 4 classes were sampled, with details of 36 MTs graduate students and 71 junior high school graduate students. Data was collected through documentation and analyzed independent sample t tests. Based on the results of research that has been carried out, research results show that there is a comparison of student PAI learning outcomes between MTs and SMP graduates, which is proven by the results of the independent sample t test where the calculated t value > t table is 8.332 > 1.985. And student PAI learning outcomes are higher for MTs graduate students as evidenced by the mean difference value in the independent sample t test of 7.329, which means that MTs graduate students have an average PAI learning outcome score of 7.329 higher than the PAI learning outcomes of junior high school graduate students so that Ha accepted.
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Kiong, Tee Poh, Eaw Hooi Cheng, Oh Siew Pei, and Han Kok Siew. "Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China." Asia Proceedings of Social Sciences 4, no. 1 (2019): 118–21. http://dx.doi.org/10.31580/apss.v4i1.630.

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This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.
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Riffel, Rogemar André, and Lucio Strazzabosco Dorneles. "The fiftieth anniversary of physics at UFSM: a gender analysis of graduates." Ciência e Natura 40 (May 11, 2018): 44. http://dx.doi.org/10.5902/2179460x31793.

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The Federal University of Santa Maria (UFSM - Universidade Federal de Santa Maria) has trained more than 600 undergraduateand 200 Ph.D. students, becoming a reference in physics training at the Rio Grande do Sul central region. In this work we presenta gender analysis of the UFSM graduated students from both levels. The number of graduated students of the female gender hasbeen rising with time and is significatively bigger than the number observed nationally in both levels. The mean values are35 %, 37 %, 28 %, 42 % e 39 % for the courses physics teaching (daytime), physics teaching (nightime), physics, master anddoctorate, respectively. We also observe an increase in the participation of female students in graduate courses, when comparing to undergraduate courses, unlike what is observed in the national average numbers. Considering only the last 5 years the number of graduated students reaches 50 % in the physics teaching (daytime) and master courses. Although this study is of a local nature, it reinforces the need for the dissemination of data regarding the gender of graduates by all universities, allowing to conduct general gender studies.
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Hendra, Nadiatul Fadhilah, and Asmar Yulastri. "Relationship Of Experience Of Industrial Field Practices With Work Readiness Of Graduates Of Family Welfare Education Study Program." Jurnal Pendidikan Tata Boga dan Teknologi 2, no. 3 (2021): 178. http://dx.doi.org/10.24036/jptbt.v2i3.217.

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This research basically wants to find answers to problems regarding the relationship of information to the world of work, student competencies and job readiness. This study aims to determine whether there is a significant relationship between experience in industrial practice and job readiness for graduates of the Family Welfare Education Study Program.This type of research is quantitative research with a correlation approach. The population of this study were students who graduated from the Family Welfare Education Study Program in 2015 totaling 106 students consisting of 68 students who graduated from Catering and 38 students who graduated from Fashion Design. The sampling technique used the Proportional Random Sampling method with a total of 51 students consisting of 33 students who graduated from Catering and 18 students who graduated from Fashion Design. The data collection technique uses a questionnaire (questionnaire) that has been tested for validity and reliability. To find out the relationship between Industrial Practice Experience and Work Readiness of Graduates of the Family Welfare Education Study Program using the Product Moment Correlation technique.The results of the study conclude that there is a positive and significant relationship between Industrial Field Practice Experience and Work Readiness of Graduates of the Family Welfare Education Study Program with a positive correlation coefficient of 0.457 and significant 0.001 < 0.05, then Ha is accepted.
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Lampara, Exedy C. "Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE)." Basic and Applied Education Research Journal 3, no. 2 (2022): 122–27. http://dx.doi.org/10.11594/baerj.03.02.05.

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The admission of non-STEM graduates to engineering programs creates an opportunity to determine if the Senior High School strand does really dictate the performance of students. This study administered the Force and Motion Conceptual Evaluation (FMCE) to the first-year engineering students to determine if STEM graduates perform better than non-STEM graduates. The FMCE was administered to six hundred-seven (n = 607) first year engineering students of a state-run university in the Philippines, school year 2019-2020 and 2020-2021. The results reveal that there is no significant difference between the mean scores obtained by the STEM and non-STEM graduates (p = 0.912) in the FMCE. It was noted that the students who graduated from private and public high schools have similar performance (p = 0.242). Nevertheless, there is an urban-rural gap in performance among the respondents, where students who graduated from schools in cities have better performance than those who graduated from rural schools (p = 0.019). Finally, in the field dominated by male, the results suggest that female students are at par with male student students (p = 0.123) and both have statistically the same level of confidence with their answers (p = 0.176).
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Ghimire, Binod, and Bashu Neupane. "Entrepreneurial Intention of Management Students in Kathmandu Valley." KMC Research Journal 4, no. 4 (2020): 19–28. http://dx.doi.org/10.3126/kmcrj.v4i4.46462.

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This study attempts to examine the relationship between risk tolerance and self-efficacy in entrepreneurial intention. A convenient sampling method was applied to select respondents. Self-structured questionnaires were used to collect the data. Out of the 180 questionnaires distributed to the graduated and post-graduate management students in Kathmandu valley, only 140 questionnaires were received and this study is based on the analysis of them. Descriptive and correlation research designs had been used to analyze them. The study concludes that risk tolerance capacity does not influence the students' intentions to start a new business. This result shows somehow inverse results than other previous studies. However, the study concludes that self-efficacy was important in determining the entrepreneurial intentions of graduates and post-graduate students. This result supports the previous study. Therefore, self-efficacy is to take positively related to entrepreneurial intention.
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Maghamil, Catalina W. "Graduate Education and Its Influence on Employability and Career Progression: A Tracer Study of La Salle University Graduates." Asian Journal of Education and Social Studies 51, no. 1 (2025): 70–78. https://doi.org/10.9734/ajess/2025/v51i11727.

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This descriptive research explores the impact of graduate education on the employability and career advancement of graduates. It further aims to glean insights on how the results of the tracer study can improve graduate curriculum and practices. The study involved 127 respondents who graduated from Doctor in Business Administration (DBA), Master in Business Administration (MBA), and Master in Public Administration (MPA) in the School of Graduate Studies, La Salle University Ozamiz from AY 2018-2019 to AY 2021-2022. Of this number, 42 (33%) were males and 85 (67%) were females; majority (54%) took up MBA while 27% graduated in 2021. Further, 86% were permanent employees while 68% worked in local public institutions. A tracer survey form was forwarded to the students through email and social media accounts. After the results were collated, descriptive statistics were used to analyze the results. The findings reveal that 60% of the respondents received promotions, and 65% reported salary increases after completing their graduate programs. Additionally, 85% cited professional development as the primary reason for enrolling, with them reporting enhanced work performance and career growth after graduation. The study also highlights that graduates felt highly satisfied (4.51) with the curriculum, especially its emphasis on values formation (4.73) and the integration of ethical principles (4.69), which they believed positively influenced their professional behavior. Hence, graduate education is a valuable investment, boosting job security, earnings, and career satisfaction. It helps students develop important skills like teamwork, problem-solving, and ethical decision-making, making them more competitive. The study suggests graduate programs focus on professional and ethical growth while adding hands-on experiences and industry projects to better prepare students for workforce demands.
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Andersen, Mark B., Tim Aldridge, Jean M. Williams, and Jim Taylor. "Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994." Sport Psychologist 11, no. 3 (1997): 326–44. http://dx.doi.org/10.1123/tsp.11.3.326.

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This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.
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Sloan, Pessy J. "NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship." Journal of Advanced Academics 29, no. 4 (2018): 304–20. http://dx.doi.org/10.1177/1932202x18778816.

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This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.
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Dissertations / Theses on the topic "Graduated students"

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Rodriguez, Eric. "Student loan debt implications for Hispanic students who have graduated from college." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133163.

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<p> This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American dream of social mobility. Hispanics now represent over 50 million and are the fastest growing (43% between the 2000 and 2010 U.S. Census) segment of the U.S. population. </p><p> The belief that gaining a college degree will enhance social mobility may in fact impede it, or at least, delay it for Hispanics. With the increase in borrowing to gain college access, Hispanic families may face financial constraints impeding social mobility. This study explores the surveys conducted (2008&ndash;2012) by the National Center for Education Statistics and consisting of approximately 13,500 students in postsecondary schools across the United States. The statistical analysis suggests that for Hispanic student graduates in higher education there may be a relationship between student loan debt and financial difficulties, including home affordability, getting married, and having children. The analysis explores the differences between Hispanics and non-Hispanics along these four dimensions. </p><p> Additionally, this study suggests several leadership practices as a way of influencing initiatives that may help address student loan debt for Hispanics. Recommendations for additional research include assessing measures that address the rise in borrowing by Hispanic graduates.</p>
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Emanuelsson, Amanda, Victoria Hultberg, and Wilma Fridell. "Why do newly graduated students choose to apply for jobs in small cities? : A Bachelor thesis exploring what newly graduated students consider being an attractive employer in a small city." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105863.

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Background: Employer branding is a concept that describes a company's reputation as a work place. Working with the employer brand can help companies to attract talented employees and also retain them in the company. It is therefore important that companies understand what makes an employer attractive in order to appeal and retain employees. This is important especially for businesses that are located in small cities since it can be challenging for them to attract talent there. Urbanization has led to smaller areas being less populated and that graduated students are least prone to move to these areas. Thus, it is important to make smaller cities and areas more attractive to make the graduates move there. Purpose: The purpose of this thesis is therefore to explore what factors graduated students consider attractive in an employer in a small city. Methodology: This thesis used a qualitative and deductive approach. In order to solve the purpose and answer the research question, eight semi-structured interviews were conducted through Zoom with a non-probability sampling that were chosen by the researchers. However, before conducting the interviews, the researchers did some theoretical research and discovered six factors that represented employer attractiveness (See Figure 1). These factors became the basis of the study and a foundation when constructing the questions for the interviews. Findings: The findings of this thesis showed that the factors that were most important; flexibility, salary, leadership, career possibilities, working culture and recruitment.
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Ninan, Barbara. "Success Experiences of Hispanic Nursing Students Who Persisted and Graduated after Academic Failure." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1419.

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Twenty percent of Hispanic nursing students at a west coast university are being dismissed from the nursing program due to repeated failures in nursing courses. The purpose of this study was to gain a better understanding of Hispanic nursing students' experiences of successfully completing a nursing program, earning a baccalaureate of science degree, and passing the state licensing examination for registered nurses despite having failed a nursing course and having been placed on academic probation. Guided by Tinto's theory of academic integration, a descriptive phenomenological design was used to explore Hispanic nursing graduates' success experiences. Purposive sampling was used to select a representative sample of 6 Hispanic registered nurses who achieved success after academic failure in the nursing program. Data were collected through 5 face-to-face interviews and 1 telephone interview. Giorgi's steps for data analysis were used to create a meaning structure of the success experience. Findings from analysis of the data revealed that the general structure of the phenomenon of achieving academic success is a process that occurs in 3 distinct successive stages: despair, self-reflection, and change. During the self-reflection stage, a pivotal turning point was the recapture of the dream to become a nurse. These findings lead to the preparation of a professional development workshop that may acquaint educators with the stages of the success journey for students such as these, and may equip educators with knowledge and skills to intervene to support students through the stages of the success journey. Positive social change may result from educators effectively guiding nursing students to achieve their academic goals and successfully graduate from a nursing program.
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Mira, Tapia Alejandro. "Academic knowledge and intercultural strategies among students and graduated from the Instituto Intercultural Ñöñho." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112538.

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Este artículo se basa en una investigación etnográfica de dos años que analiza el proceso de profesionalización y las experiencias de trabajo comunitario de estudiantes y egresados del Instituto Intercultural Ñöñho (IIÑ), una pequeña universidad indígena ubicada en la región ñöñho (otomí) del sur del estado mexicano de Querétaro. Entre los principales hallazgos se muestra que estos actores, a través del uso sociocultural de sus saberes escolares, construyen y despliegan colectivamente un conjunto de estrategias interculturales (Bertely, 1997) para intervenir comunitariamente en tres aspectos: (i) las condiciones locales de marginación socioeconómica, (ii) el desplazamiento cultural y lingüístico, y (iii) la presencia de violencias en los espacios de socialización juvenil. En un inicio, el texto pone en perspectiva histórica las distintas rutas de profesionalización indígena que han existido en el contexto mexicano. Posteriormente, se ofrece una contextualización del IIÑ y del perfil pedagógico de su programa de licenciatura en Economías Solidarias. Finalmente se describen las estrategias interculturales que producen estudiantes y egresados de esta universidad indígena, a partir de una mirada que contempla la afirmación de su etnicidad en el marco de procesos de escolarización.<br>This article is based on a two-year ethnographic research that analyzes the process of professionalization and community work experiences of students and graduates of the Instituto Intercultural Ñöñho (IIÑ), a small indigenous university located in the ñöñho (otomí) region of the southern Mexican state of Querétaro. Among the main findings it presents that these actors collectively build and display a set of intercultural strategies (Bertely, 1997) to intervene in three issues: (i) the local socio-economic marginalization conditions, (ii) the cultural and language shift, (iii) and the violence within the socialization spaces of the youths.; all these through the sociocultural application of their academic knowledge. Firstly, this study puts in historical perspective the different paths of indigenous professionalization that have existed in the Mexican context. Subsequently, it offers a contextualization of the IIÑ and of the pedagogical profile of its degree program in Solidarity Economics. Finally, it describes the intercultural strategies produced by the students and graduates from this indigenous university, departing from the assertion of their own ethnicity within their schooling process.
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Uhle, Karen F. "Graduated students with autism spectrum disorders and their parents lived experiences in public high school." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5068.

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With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.<br>ID: 029809603; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 364-375).<br>Ed.D.<br>Doctorate<br>Education
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Bolle, Mary E. "Transitional issues experienced by first-year college students who graduated from high school in a home-school setting." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345333.

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A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college.<br>Department of Educational Studies
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Onwe, Simon Nwigboji. "Postgraduate nursing education in Nigeria : understanding registered and graduated students' experiences in their journeys to programme completion or withdrawal." Thesis, Queen Margaret University, 2018. https://eresearch.qmu.ac.uk/handle/20.500.12289/9140.

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Background: Nigerian nursing education has developed from initially limited numbers of missionary schools to a more substantial expansion of urban, hospital-based institutions since 1945. Postcolonial emancipation sparked the University of Ibadan into opening the first Department of Nursing in Nigeria in 1965. This triggered the creation of further university-based undergraduate programmes across Nigeria, though many hospital-based schools offering diploma level training have also been retained. The first postgraduate nursing programme commenced in 1988 at the Obafemi Awolowo University, followed by the University of Ibadan and the University of Nigeria, Nsukka. These three universities are still the main postgraduate nursing education providers in Nigeria today. The Nigerian Government and professional stakeholders including the Nigerian Nursing and Midwifery Council are concerned by the low graduation rate of nursing students in relation to the standard programme duration of one year for masters' and three years for PhD programmes (10%), and their relatively high rate of attrition (20%). Objectives; The study seeks to understand the experiences of postgraduate nursing students in Nigeria. Research method: The research participants included registered and graduated postgraduate nursing students, lecturers, and the staff of nursing education coordinating bodies. They were recruited to this study purposively and by snowballing. The research employed a qualitative inquiry method using face-to-face interviews, the methodology being informed by a critical realist worldview with regard to agency and structure. Result: The key findings revealed that the students' experiences of delay in completing their programme were influenced by student factors (allocation of time between full-time work and full-time study, and sponsorship); lecturer factors (workload and workforce development); policy issues (programme structure and implementation); and social structures and mechanisms in Nigeria. Recommendation: The researcher recommends further studies on the impact of gender on nursing education, the relationship between postgraduate nursing students' experience and their expectations, and the effect of international partnerships on postgraduate nursing education in Nigeria. He further recommends a review of the postgraduate nursing curriculum. Conclusion: Findings from such studies would further help to improve the students' experiences.
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Gower, Shelley Louise. "The Influence of Participation in an International Clinical Placement on the Cultural Competence and Career Planning of Newly Graduated Nursing Students." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81388.

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This longitudinal mixed methods study revealed undergraduate nursing students who participated in an international clinical placement intended to pursue international nursing roles, including in health policy, to reduce global health disparities and improve health equity for vulnerable groups. International clinical placements can be effective in building and maintaining cultural competence over the longer term, but targeted planning of placements is necessary to ensure diverse cultural encounters to do not lead to increases in cultural barriers.
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Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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Oliveira, Renata Lima Zuccherelli de. "Análise de trajetórias profissionais de egressos do curso de zootecnia da Universidade de São Paulo: um estudo de caso para caracterização da inserção profissional no mercado de trabalho." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/74/74134/tde-20062018-140532/.

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O agronegócio brasileiro está em crescente ascensão, com evolução evidente nas últimas décadas e conquistas importantes nos mercados interno e externo. Diante disso, as exigências da demanda do mercado de trabalho deste segmento estão cada vez mais altas, principalmente no tocante à qualificação dos profissionais contratados. No contexto de formação profissional qualificada para o atendimento das demandas do mercado de trabalho do agronegócio brasileiro, inserem-se as Instituições de Ensino Superior, voltadas para a formação em Ciências Agrárias, incluída nesta grande área a formação de Zootecnistas. A FZEA/USP é uma destas IES formadoras de Zootecnistas, e grande parte destes profissionais atua no mercado de trabalho do agronegócio, sendo relevante, portanto, conhecer a trajetória profissional dos egressos, mesmo que de forma amostral e qualitativa, visando fomentar as discussões sobre a aproximação das IES à realidade do mercado de trabalho. O objetivo desta pesquisa é a promoção da identificação e diversidade de características determinantes da trajetória profissional de egressos do curso de Zootecnia da USP, com foco na formação empreendedora. A pesquisa foi realizada com abordagem qualitativa, de caráter exploratório e descritivo, com a utilização do estudo de caso como metodologia fundamental. O conjunto de informações que suporta esta pesquisa foi obtido através da coleta de dados primários e secundários. Como fontes básicas de dados primários, especificamente desta pesquisa, pode-se citar os próprios pesquisados, egressos do curso de Zootecnia da USP, onde foram coletadas informações através de entrevistas semiestruturadas, que incluíram questões que giravam em torno de quatro pontos principais: a) dados pessoais do entrevistado; b) percepções do egresso com relação à educação ofertada durante o curso de graduação; c) trajetória profissional, desde a formação acadêmica; e d) principais complementações na formação para inserção ou manutenção de sua trajetória profissional. As fontes básicas dos dados secundários desta pesquisa incluem a própria USP, os sistemas que nela se inserem e que foram passíveis de coleta de dados, além de publicações, dados do governo, de instituições não governamentais e serviços padronizados de informação de marketing. Após a coleta de dados e desenvolvimento desta pesquisa, pode-se observar que nas trajetórias profissionais analisadas, foi observada uma busca pela construção de carreiras motivadas por demandas empreendedoras ou intraempreendedoras, com uma constante de educação continuada (não necessariamente antecipando a construção das carreiras), majoritariamente realizadas nas áreas de gestão/business. Diante do exposto, concluiu-se que é preciso que as IES trabalhem no sentido de modernizar seus enfoques de formação incorporando uma abordagem de ensino-aprendizagem que estimule a iniciativa e a busca de soluções baseadas no desenvolvimento de habilidades pessoais (incluindo a capacidade empreendedora) para seus egressos no próximo futuro.<br>Brazilian agribusiness is increasing with evident evolution in the last decades and important achievements for the domestic and foreign markets. Therefore, the demands of the labor market are higer and higer in this business area, mainly regarding the qualification of the hired professionals. Inserted in the context of qualified professional training to supply the demands of the Brazilian agribusiness labor market are the Higher Education Institutions, focused on the training in Agricultural Sciences, included in this large area, the Animal Science professionals. Faculdade de Zootecnia e Engenharia de Alimentos of Universidade de São Paulo is one of these HEI training providers, and most of these professionals work in the agribusiness labor market. It is therefore relevant to know the professional trajectory of the graduates, even in a sampling and qualitative way, in order to promote discussions about the approach of the HEI to the reality of the labor market. The objective of this research is to identify and knowthe diversity of the key features of the professional trajectory that graduates in Animal Science at USP, focusing on entrepreneurship training. The research was carried out with a qualitative, exploratory and descriptive approach, with the use of the case study as a fundamental methodology. The set of information that supports this research was obtained through the collection of primary and secondary data. As basic sources of primary data, specifically from this research, one can cite the researched ones, graduates of the course of Animal Science at USP, where information was collected through semi structured interviews, which included questions that revolved around four main points: a) personal data of the interviewee; b) perceptions of the egress in relation to the education offered during the undergraduate course; c) professional trajectory, from the academic formation; and d) main complements in training for insertion or maintenance of their professional trajectory. The basic sources of secondary data from this survey include USP itself, the systems that are in place and that could be collected, as well as publications, government data, non-governmental institutions and standardized marketing information services. After the data collection, it was observed that in the analyzed professional trajectories, a search for the construction of careers motivated by entrepreneurial or intra-entrepreneurial demands was noticed, with a continuous education constant (not necessarily anticipating the construction of careers) , mostly carried out in the areas of management / business. In view of the above, it was concluded that HEIs need to work towards modernizing their training approaches by incorporating a teaching-learning approach that stimulates initiative and the search for solutions based on the development of personal skills (including entrepreneurship) for their graduates in the near future.
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Books on the topic "Graduated students"

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Nicola, Michel. A thousand and one nights: Graduated readings for English speaking students. International Book Centre, 1986.

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Taskey, Ronald D. The Graduate Student's Backpack. American Society of Agronomy and Soil Science Society of America, 2012. http://dx.doi.org/10.2134/2012.graduate-students-backpack.

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Foxman, D. D. Graduated tests in mathematics: A study of lower attaining pupils in secondary schools. NFER-NELSON, 1989.

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Frøseth, Mari Wigum. Tre år etter videregående opplæring: Kartlegging av overgangen til videre utdanning og arbeidsliv blant personer som avsluttet videregående opplæring i Østfold våren 2003. NIFU STEP, 2008.

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Chayama, Hidekazu, Maki Katō, and Yasushi Kanegae. Waga kuni no hakushi katei shūryōsha no daigakuin ni okeru shūgaku to keizai jōkyō ni kansuru chōsa kenkyū. Monbu Kagakushō Kagaku Gijutsu Seisaku Kenkyūjo, 2012.

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Bucher, Thies. Von der Fachhochschule an die Universität: Eine Bestandesaufnahme der Durchlässigkeit im schweizerischen Hochschulsystem. Haupt Verlag, 2011.

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Kenkyūjo, Mirai Kōgaku. Hakushi katei (kōki) no gakusei, shūryōsha tō no shinro ni kansuru ishiki tō ni tsuite no jittai chōsa hōkokusho: Heisei 20-nendo "sendōteki daigaku kaikaku suishin itaku jigyō". Mirai Kōgaku Kenkyūjo, 2009.

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Kenkyūjo, Mirai Kōgaku, ed. Hakushi katei (kōki) no gakusei, shūryōsha tō no shinro ni kansuru ishiki tō ni tsuite no jittai chōsa hōkokusho: Heisei 20-nendo "sendōteki daigaku kaikaku suishin itaku jigyō". Mirai Kōgaku Kenkyūjo, 2009.

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Ingleton, Elizabeth. Coping with postgraduate funding. Newpoint, 1987.

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Shinkōka, Japan Kōtō Kyōikukyoku Daigaku. Hakushi katei gakusei no keizaiteki shien jōkyō to shinro jittai ni kakaru chōsa kenkyū: Chūkan hōkokusho. Monbu Kagakushō Kōtō Kyōikukyoku Daigaku Shinkōka, 2013.

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Book chapters on the topic "Graduated students"

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Tonarelli, Annalisa. "Docenti e studenti dell’Università di Firenze: una lettura di genere." In Dialoghi con la società. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0282-4.39.

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The chapter investigates the issue of the feminization of the University of Florence by looking at both the teaching and student populations. Starting from a synthesis of previous research works we focus more specifically in last 20-year, a period characterized by some important legislative-institutional changes regarding access to university careers that potentially affect women's representation. As far as students are concerned, moreover, starting from 2003 allows the transition to the 3+2 system introduced with the 1999 reform to be taken as complete, thus enabling us to reason about a more homogeneous universe of enrolled and graduated.
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Hâj, Cezar Mihai, and Petrişor Laurenţiu Ţucă. "Access to Higher Education: Losing Precious Human Resources Before the Start Line." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_3.

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AbstractIn the last five years in Romania, a series of measures and policies have been adopted that aimed to increase the enrolment and participation of Romanian citizens in higher education. However, we are still witnessing a decline in the number of students even though Romania has the lowest proportion of graduates (30–34 years) with a higher education diploma in the EU. Through this paper, we will follow the educational path of students in final grades in upper secondary education to analyse how many of them graduated from the national baccalaureate exam and later became students. The data come from the interconnection of two important databases from the Romanian education system, the National Student Register (RMUR) and the Integrated Information System of Education in Romania (SIIIR). Access to higher education must be viewed not only from the perspective of the admissions process but also from the perspective of generational losses that have a direct impact on the human resources eligible for higher education. Thus, we will insist on analysing the “losses” of human capital registered in the national education system in the last year of study in pre-university education, looking at the same time at the characteristics of students who manage to enter higher education. The current analysis is based on the work done within the project “Quality in higher education: internationalization and databases for the development of Romanian education” (code POCU/472/6/8/126766/21.11.2018, implemented by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) in partnership with the Ministry of Education (ME).
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Reimer, Kristin Elaine. "Education that Makes Life Manageable, Comprehensible, and Meaningful: Experiences of the Monash Access Program, a University Alternative Entry Pathway." In Living Well in a World Worth Living in for All. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1848-1_12.

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AbstractAlthough formal education is arguably a powerful force for good, the experience of schooling can feel disempowering and disheartening to some young people. This chapter listens to students who have had negative experiences of schooling and entered university through an alternative pathway. Seven students who graduated from the Monash Access Program (MAP) in four different years share their insights into formal education. MAP is an intentionally relational program, grounded in critical praxis, for mature-aged students who have experienced educational disruptions. By drawing on Antonovsky’s concept of sense of coherence to understand the students’ insights, this study shows how MAP helped students to make sense of education as manageable, comprehensible, and meaningful. These students, who have had both educational disadvantage (prior to university) and educational advantage (through MAP), offer their perspectives into education’s role in helping us to live well and to create a world worth living in for all. With this study, after listening to the students, I argue that formal education can provide us with experiences of manageability, comprehensibility, and meaningfulness in order to create a world where we are able to thrive individually and collectively.
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Boettcher, Michelle L., and Cristóbal Salinas. "Graduate Students." In Law and Ethics in Academic and Student Affairs. Routledge, 2023. http://dx.doi.org/10.4324/9781003442707-19.

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Woo, Alexander, and Shirley Ngai. "Evolution of Clinical Education under COVID-19 Pandemic: Blended Clinical Education." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_31.

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AbstractClinical education is traditionally face-to-face and includes hands-on experience with patients. Under the pandemic, all clinical practice in various settings were suspended because of the safety concern of students, patients and clinical educators. Under the pandemic, the demand of the healthcare professionals for acute management and post-pandemic rehabilitation was increased. The suspension of clinical training delayed students’ graduation which was especially undesirable because of the insufficient manpower in society and the healthcare system. With limited knowledge on the transmission, management and post-COVID health impact, strict rules of infectious control have been executed. When considering the resumption of clinical education to students, the issue of everyone’s safety, students’ learning experience, fulfilling the intended learning outcomes, and most importantly, meeting the criteria of professional licensure registration must be balanced. Given the urgency, the clinical education team had reviewed the key intended learning outcomes of clinical education in the existing curriculum and revamped the content by including concepts of effective learning and blended strategies. A new model—“Blended Clinical Education”—a combination of face-to-face and online modes was established. To ensure successful launch of the new model, numerous briefings with students, clinical educators, faculty members and licensure registration board were organized for easing their stress. With all colleagues’ efforts, students finally graduated in time and joined the healthcare system providing urgent supply of manpower.
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König, Franziska Lucia, Bettina Manuela Johanna Kern, and Peter Knees. "The Need for Tailored Support for Long-Term Students in Informatics Bachelor’s Programmes." In European Higher Education Area 2030: Bridging Realities for Tomorrow’s Higher Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75140-0_17.

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Abstract Long-term students in higher education are characterised by extended study durations well beyond the expected or typical completion time. Extended study durations pose a persistent problem to higher education institutions in Austria, as they rely on their students graduating in a timely manner for budgetary reasons. Despite the importance of the issue, long-term students are currently an understudied topic in higher education research. This paper investigates subgroups of long-term students and discusses potential barriers to successful graduation. The data used for this study are administrative records from a technical university which include enrolment information, exams, and grades. There are 50 cases of registered students (as of August 2023) who enrolled in the Software and Information Engineering (SIE) bachelor’s programme between 2011 and 2016, have completed over 160 ECTS points, and have neither graduated nor dropped out. Results indicate there is a subgroup among the long-term students struggling with the bachelor thesis while others struggle with specific exams, either repeatedly failing or not attempting them. A subgroup of these students is continually active, completing only one or two courses each semester but doing so persistently. The university records, unfortunately, do not contain any information on why this is the case since the data only contain information on the long-term students’ academic performance and administrative status. To shed some light on the issue, a representative sample of long-term students would need to be surveyed and asked about their living circumstances. The findings show that not all students who study for a long time without graduating need help, while others struggle, especially with the bachelor thesis. This illustrates that a more fine-grained understanding of the reasons for extended study duration is required if universities want to develop support structures for long-term students that actually meet their needs.
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Gremm, Julia, Julia Barth, Kaja J. Fietkiewicz, and Wolfgang G. Stock. "Students and Graduates." In Transitioning Towards a Knowledge Society. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71195-9_10.

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Paviotti, Gigliola. "Students and Graduates." In ‘Regional Universities’ and Pedagogy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53680-0_6.

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Ozekinci, Selver. "Alcohol-Induced Cell Injury." In Medicolegal Aspect of Alcohol. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053359487.3.

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She graduated from Selçuk University Faculty of Medicine in 1992. She worked for six years as a general practitioner in different provinces. She completed her specialization in Pathology at Dicle University Faculty of Medicine in 2003. She worked for three years as a pathology specialist in Diyarbakır State Hospital. She has been working at Dicle University Faculty of Medicine, Department of Pathology since 2006. Head of the Department of Pathology since 2021. She completed her PhD Dicle University Faculty of Medicine, Department of Medical Biology in 2021. She has been a pathology specialist for 21 years. She teaches medical and dental students and pathology residents. Her research interests include dermatopathology, thoracic pathology, urologic pathology, bone and soft tissue pathology. Member of Turkish pathology, Aegean pathology associations and Federation of pathology associations.
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Laverick, DeAnna M. "Mentoring Graduate Students." In SpringerBriefs in Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_4.

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Conference papers on the topic "Graduated students"

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Kissova, Olga, and Tomas Lengyelfalusy. "FOSTERING ENGLISH COMMUNICATION PROFICIENCY: A STUDY ON THE IMPACT OF PROJECT-BASED LEARNING IN JOBLAB FOR GRADUATES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/57.

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The study examines the impact of innovative Project-based learning (PBL) on enhancing the graduate English language learning approach called �JobLab� at the University of Zilina, Slovakia. The paper explores the efficacy of integrating JobLab�s project-based approach into the learning framework to enhance graduate students� verbal creativity and presentation proficiency. Forty-four graduates were divided into an experimental group (N=22) with project-based training and a control group (N=22) with conventional teaching (T-test). The classroom observations, pre-and-post-knowledge online testing comparison using the online testing Socrative platform, and Students� self-assessment questionnaires were employed to gather data. This research adopts a mixed research approach. SPSS software was utilised for statistical analysis through qualitative and quantitative data analysis. This research highlights the practical benefits of project-based integration in JobLab as a catalyst for nurturing proficient communicators and future managers in various professional domains. Results indicate improved professional English language learning performance for the experimental group, positively impacting learners� vocabulary acquisition, motivation, and self-awareness.
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Castelló-Sirvent, Fernando, and Lourdes Canós-Darós. "LEARNING HOW STUDENTS LEARN: A COMPARATIVE STUDY ON GRADUATED AND POST GRADUATED ENGINEERING STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1464.

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Macías-Rodríguez, Y., JAG Dávila-Rivas, G. Guzman-Navarro, C. Ayala-Armendarís, and JL Peña-Lozano. "CAN MEDICAL RESIDENCY ENTRANCE EXAMINATION PREDICT ACADEMIC PERFORMANCE FOR POSTGRADUATE?" In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7130.

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Entrance examinations for postgraduate students are used by institutions to value their capacity to perform during their studies and excel in professional practice. The medical field leverages this practice for postgraduate students to select the best candidates to enter a rigorous program where participants are responsible for patients outcomes. Therefore it is important to analyze the quality and predictability of those examinations. The objective of this study was to analyze the predictability of the medical residency entrance examination for academic performance. As part of the analysis, we correlated the academic performance of the 2018 generation of graduates in thirteen medical specialties at Tecnologico de Monterrey, with 64 students' test scores. Academic performance was divided into students who graduated with honors and excellence (scores ≥90) and without honors. The admission test score has an 800-points total and was classified as high (≥600) and standard(≥550). The results show that from the participants, 37 had high entrance scores, of those 92% graduated with honors and excellence, and from the other 27 graduates which had a standard entrance score, 78% graduated with honors and excellence. The predictive positive value was 92% and the negative predictive value was 22%, whereas sensibility and specificity were calculated as 62% and 66%, respectively. Tecnologico de Monterrey's admission test had a predictive value in medical specialties academic performance whereas not in negative predictive value, which could evidentiate that the formation in the academic program itself contributed to students' professional and personal development. Factors like this might affect the sensibility and specificity values, further students would integrate more elements of performance scores to have added specificity and sensibility to assess and document performance Keywords: Higher education, Educational innovation, Medical education, Academic Performance, Residency programs, Admission test
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Qiao-Yun Chen, Yi Li, and Guang-Tao Wang. "Empirical research on studying satisfaction degree of graduated students." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641138.

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Amjad, Muhammad Saad, Pallavi Singh, Valerie Zapata, Marilyn Barger, and Nancy Diaz-Elsayed. "Recruiting and Training the Future Workforce in Advanced Manufacturing Capabilities: A Case Study From the Tampa Bay." In ASME 2024 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2024. https://doi.org/10.1115/imece2024-145355.

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Abstract The manufacturing sector is of paramount importance to a nation’s economy, as it creates employment opportunities, fosters innovation and enhances the competitive advantage in global markets. With the introduction of smart manufacturing technologies, the manufacturing sector has been able to boost its production performance, however, there is a skill gap that the manufacturing sector is facing when it comes to hiring a trained workforce. The US National Strategy for Advanced Manufacturing has underlined the importance of training an advanced manufacturing workforce with an opportunity to support historically underrepresented and underserved communities. We report the outcomes of a manufacturing training certificate program that is designed to provide equitable opportunities for high-quality, industry-relevant training that can lead to sustainable employment and economic growth. A holistic curriculum was developed to teach manufacturing education including CAD, CAM, 3D printing, AR/VR technologies, robotics and automation, assembly and production lines, and measurement systems. We report the outcomes of two cohorts that graduated in Summer 2023 and Fall 2023, in which a total of 86 training sessions were conducted. Twenty-five students enrolled and 17 students (14 males and 3 females) graduated across the two cohorts — among the graduates 47% identified as Hispanic or Latino, 41% identified as African American, and the rest identified as non-white/Hispanic; 16 of the graduates belonged to the low-to-middle income category. In the future, the program can be further expanded to include on the job training opportunities with local employers. We also provide recommendations to improve the learning experience of the students and enhance participation in the program.
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Miller, Amy L., and Jerry Samples. "Building a Community - How to Enrich an Engineering Technology Program With an Identity, Presence and Pride." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65034.

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Potential students and their parents are looking at schools differently than in the past: an out cropping of the new generation of parents and students. Academics are still the prime concern but more frequently than in past years families are concerned about the organization. Does the program have an identity that will assist in getting jobs? Is there a presence within the community? Do the faculty and students take pride in what is being accomplished and are graduates proud of their education and their school? The best way to answer these questions is to allow the families a chance to interact with students, see their products, read the posters of their work and show where graduates work. This paper will discuss the process needed to cultivate an engineering or engineering technology program into one with an identity, presence and ultimately pride. The paper will describe leadership steps that can be taken to generate pride and distinctiveness, first to the faculty, and then to the student body. Resulting in a close nit and enviable community where education can flourish, and the students’ academic related clubs are active and involved on campus. Where alumni look forward to visiting and helping with student projects. Where they take pride in their alma mater and often seek new hires from the program. Where faculty members win teaching awards and enjoy their time in the classroom and advising students. A case study will be presented and, detailed examples will be cited demonstrating how the students “caught on” and took pride to a new level based on the successful implementation at a university. It will show that leadership lessons learned by students while in school, continued to be used after they graduated. The case study will further demonstrate why everyone associated with the program feels that the engineering technology program is a great place to learn and work.
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Zineb, Sabri, Moumen Aniss, and Youssef Fakhri. "Serious Games Serving Integration of Graduated Students: Review and Study Cases." In INTERNATIONAL CONFERENCE ON BIG DATA, MODELLING AND MACHINE LEARNING (BML'21). SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010730700003101.

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Siswipraptini, Puji Catur, Harco Leslie Hendric Spits Warnars, Arief Ramadhan, and Widodo Budiharto. "Trends and Characteristics of Career Recommendation Systems for Fresh Graduated Students." In 2022 10th International Conference on Information and Education Technology (ICIET). IEEE, 2022. http://dx.doi.org/10.1109/iciet55102.2022.9779037.

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Olivarría González, Monica Del Carmen, and Juan Francisco Peraza Garzón. "GRADUATED STUDENTS FROM THE COMPUTER SCIENCE FACULTY OF MAZATLAN: THE CHALLENGE BEGINS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1062.

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Weilin, Shi, and Ma Xiying. "The Present Situation and Countermeasure for Culturing of Innovation Capability of Graduated Students." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.112.

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Reports on the topic "Graduated students"

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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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McCracken, Arienne, Sara Jablon, Amy Dorie, and Ashley Garrin. Integrating distance students into a graduate student organization. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-63.

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5

Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Donnelly, Alan, and Liz Austen. A process and impact evaluation of the PGCert and MA Student Engagement in Higher Education programme. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/pgcert_ma.

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This executive summary provides a brief overview of a project which evaluated the processes and impact of the Postgraduate Certificate (PGCert) and Master’s (MA) in Student Engagement in Higher Education at the University of Winchester. The postgraduate programme of study focuses on student engagement practices, policies and partnerships in UK Higher Education (HE) and it was created in 2018 to address a lack of professional development opportunities for practitioners who are responsible for engaging with students in HE. A Theory of Change approach was adopted to structure the evaluation, which aimed to understand ‘how much’ and ‘how and why’ change had occurred on the course since its inception. A mixed-methods post-test design was used. An Advisory Group of practitioners, who were either studying on the course or had graduated, were recruited to: co-create the Theory of Change and determine their own definitions of ‘success’; design the methods of data gathering; and reflect on emerging findings. Evidence of impact was collated from practitioners studying on the course, graduates and staff on the course via peer-led interviews, online reflective activities and other sources of evidence. The evaluation findings highlighted that the programme had a positive impact on practitioners while studying on and after completing the course across several areas, for example, within their knowledge, skills and practices, confidence in academic spaces, networks, career progression and personal success. Impact was also reported within practitioners’ organisations of employment, such as changes in culture around student engagement. The blended delivery of the PGCert and MA enabled individuals to study on the course alongside their professional roles and the effectiveness of these processes facilitated the impact outcomes. The evaluation demonstrated the potential of using a Theory of Change approach to structure the planning and design of evaluations of a HE programme of study, particularly for extending exploration of impact beyond traditional measures of course evaluation.
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Bishop, Michael, John H. Bishop, and Ferran Mane. Secondary Education in the United States: What Can Others Learn from Our Mistakes? Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0012257.

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Most of the world's best universities are in the United States. Their graduates are responsible for many of the technological breakthroughs of the last quarter century. Top students from all over the world come here for graduate education.
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Borjas, George. Do Foreign Students Crowd Out Native Students from Graduate Programs? National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10349.

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Zwetsloot, Remco. Keeping Top AI Talent in the United States. Center for Security and Emerging Technology, 2019. http://dx.doi.org/10.51593/20190007.

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Talent is core to U.S. competitiveness in artificial intelligence, and international graduate students are a large source of AI talent for the United States. Retaining them in this country as they transition into the workforce is key. Graduate student retention has historically been a core U.S. strength, but that strength is endangered by recent events.
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McEachin, Natasha. Graduate Level Credit for Resident EWS Students. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada508034.

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