ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Engineering Applicants&apos; Perceptions of Cooperative Education: A Text Mining Approach
Author: Chopra, Shivangi
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Student Attitudes,Cooperative Learning,Data Analysis,College Applicants,Gender Differences

Benefits of cooperative (co-op) education have been investigated, mainly by surveying students already enrolled in co-op programs. In contrast, this paper investigates prospective students' perceptions of co-op. This was done by analyzing over 33,000 applications to undergraduate engineering programs in a large North American university. Text mining was applied to analyze applicants' responses to the question &quot;Tell us about your reasons for applying&quot;. Overall, 58% of students mentioned co-op in their response; this percentage was higher for female applicants, applicants to chemical engineering, domestic students and students applying directly from high school. Based on words frequently occurring in sentences that mentioned co-op, applicants were attracted to co-op programs to learn new skills, gain practical work experience leading to a desirable career, and leverage the reputation and size of the institution's co-op program, with the first two reasons mentioned more often by female applicants and the last by male applicants.
The Indigenous Work-Integrated Learning Resource Hub: A Needs-Based Approach to Addressing Barriers and Opportunities for Indigenous Students
Author: Nielsen, Julianna
Date: 2022-00-00
Type: Journal Articles
Subjects: Canada Natives,Foreign Countries,Work Experience Programs,College Students,Barriers,Access to Education,Culturally Relevant Education,Student Needs,Cooperative Education

Despite increases in Indigenous enrolment in post-secondary institutions (PSIs) in British Columbia, Canada, there are significant disparities in Indigenous student access, retention, and success in work-integrated learning (WIL) programs. By analyzing Indigenous-specific WIL literature, this article identifies existing barriers to Indigenous WIL as well as unrealized opportunities to expand and transform WIL approaches and practices. Based on these findings, the paper offers 10 recommendations for the development of resources and strategic Indigenous WIL initiatives, recommendations that also served to guide the creation of a publicly-accessible Indigenous WIL Resource Hub (IRH). However, the literature review also revealed limitations to academic publishing and challenges in institutional reporting. Accounting for these scholarly limitations and recognizing the value of on-the-ground and community-held knowledge, the directives guiding the IRH and shared in this article's conclusions are based on the understanding that initiatives to act on opportunities and address barriers must be needs-based and community-specific.
A Relational Understanding of Learning: Supporting Indigenous Work-Integrated Learning Students
Author: Arney, Noah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Undergraduate Students,Student Attitudes,Student Experience,Educational Benefits,Student Recruitment,Authentic Learning,Cooperative Learning,Work Experience Programs

The positive impact of work-integrated learning (WIL) is well-known, but there are substantial gaps in the literature related to the benefits Indigenous students receive and Indigenous students' perspective on those benefits. This article reports on a mixed methods research project into Indigenous students' perspectives on their curricular WIL experiences through qualitative semi-structured interviews and assessment of the academic impact of WIL. This study identified no difference between the academic benefits Indigenous and non-Indigenous students receive but did find a substantial gap in recruitment of Indigenous students into optional WIL programs. It argues that the WIL experience is best when situated in an authentic and challenging experience in collaboration with others where students can build confidence and develop new relationships. It concludes by advocating that WIL programs adopt a relational and holistic understanding of WIL to better recruit Indigenous students and support students beyond employment outcomes.
Preparation for Work: Reflections on Developing an International Indigenous Field Trip
Author: Mukuria, Valentine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Field Trips,Program Implementation,Program Design,Educational Objectives,Transformative Learning,Intercollegiate Cooperation,International Cooperation

This paper presents reflections on an international field trip for Indigenous students enrolled in an Education degree at a university in Australia. The field trip was co-developed with staff, students, and community partners of a Canadian university, as a pilot project to prepare Indigenous students for work in various cultural contexts. This paper outlines considerations for planning and coordinating an international career development opportunity, from inception to completion. Successes and failures of the program are discussed, recognizing the pitfalls that plague many well-intentioned program developments. The paper then argues for an intentional and generative approach in co-developing and co-delivering international learning experiences. Finally, it offers reflections on the need for more explicit alignment between academic outcomes and career aspirations, supporting students to articulate knowledge and skills acquired to translate them into the world of work.
Amplifying Indigenous Student Voice in Work-Integrated Learning
Author: Keen, Joel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Work Experience Programs,Higher Education,College Students,Employment Potential,Career Readiness,Safety

This study explores how work-integrated learning (WIL) in higher education contexts translates for Indigenous Australian students and subsequent notions of their employability. Through a mixed methods survey, the paper identifies problematic issues that exist in current comprehensions of Indigenous Australian graduate employability readiness; and validates the Indigenous student voice via Western methods. Insights from Indigenous Australian students highlight themes of cultural safety and individualized approaches to employability promotion, amongst others. Survey results inform recommendations for tertiary institutions to consider regarding WIL reform.
Improving Work-Integrated Learning Experiences for Pacific Students
Author: Hay, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,College Students,Work Experience Programs,Educational Improvement,Student Needs,Accountability,Social Work,Student Placement,Cultural Awareness,Cultural Context

Aotearoa New Zealand has a significant population of Pacific students in the higher education sector although proportionally Pacific academic staff numbers are negligible. In social work programs students undertaking work-integrated learning (WIL) generally work with non-Pacific academic staff and are matched with agencies seen to be appropriate to their learning needs. This article draws on the perspectives of six Pacific graduates on elements that may enable the improvement of WIL experiences. The findings indicate that higher education providers should strengthen relationship-building with students and families; support host organizations to understand the unique needs of Pacific students; and develop systems of accountability and mentoring that promote Pacific student success in WIL. Drawing on a Pacific model of professional supervision and the findings from this study a model for supporting the learning of Pacific WIL students is proposed. The model encompasses three domains: personal, cultural, and professional.
Cultural Identity Transforming Work-Related Learning
Author: Reid, Lynette
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Employment Potential,Foreign Countries,Pacific Islanders,Ethnicity,Work Environment,Occupational Aspiration,Career Choice,Career Development,College Students,Educational Benefits,Workplace Learning

Work-related learning (WRL) and employability programmes seek to provide an effective means of testing and applying knowledge gained through academic studies within the workplace. Proponents have argued that WRL provides an opportunity for individuals to learn about the work environment and the relationship between work and future career aspirations. This study, situated in New Zealand, sought to determine whether WRL was an effective way of guiding both career decisions and improving educational outcomes among a group of 16 Maori students. Findings suggest that while Maori students develop career opportunities and awareness through WRL experiences, it is the context that allows Maori to express themselves as Maori that provides an equally, if not more meaningful experience.
Community-Based Access to Apprenticeship: An Indigenous Work-Integrated Learning Model
Author: Cameron, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Apprenticeships,Canada Natives,Foreign Countries,Cooperative Education,Story Telling,Work Experience Programs,Indigenous Knowledge

Fresh approaches to trades training are essential for decolonizing educational access and success for Indigenous people. Holistic approaches to supporting student success are needed for the unique learning needs and contexts of Indigenous learners. Community-based training presents opportunities for this type of innovation. Using a Canadian case study and an Indigenous storytelling approach of &quot;witnessing,&quot; this paper introduces an Indigenous work-integrated learning conceptual model to support apprentice access and success through a community-based program. This student-centered approach ensures the apprentice is grounded in culture and Indigenous ways of knowing, doing, and being. Key features are described in a medicine wheel, which includes community, training providers, funders, and industry, and has the apprentice at the core.
Work-Integrated Learning for Career Clarification: Lessons from an Indigenous Pre-Accounting Enabling Program
Author: Hill, Guzyal
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Indigenous Populations,College Students,Accounting,Business Administration Education,Foreign Countries,Career Development,Role Models,Mentors,Student Diversity

This is a case study of the Indigenous Pre-Accounting Enabling Program. With less than 100 self-identified Indigenous registered accountants in Australia, the accounting profession has capacity to provide opportunities for more Indigenous people. Highlighting the critical nature of Work-Integrated Learning (WIL) in making visible the stories of professions for career clarification and introducing students to the bigger picture of the accounting profession, can add to the design knowledge of what works, for WIL programs, in other universities and professions.
Divorce and Asset Burn: Using Retirement Planning Techniques to Model Long-Term Outcomes of Divorce
Author: Kothakota, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Retirement,Planning,Money Management,Divorce,Income,Expenditures,Monte Carlo Methods,Markov Processes,Ownership,Financial Support,Gender Differences,Financial Services,Simulation

Financial professionals involved in divorce proceedings, whether for a client or an attorney, often use software to project the ability of a dependent spouse to earn income off of her separate estate. These projections have historically relied on static inputs and use a Monte Carlo simulation to illustrate the paths a portfolio might take. Within this study, the effects on dynamic income and expense changes on outcomes were examined. A comparison was made between the traditional Monte Carlo methods and Markov Chain Monte Carlo (MCMC) methods. Results using MCMC methods more closely approximated investment return distribution, and illustrated investable assets were the primary driver of long-term success, and not items such as spousal or child support. Practical implications for financial professionals, family law attorneys, judges, and clients are discussed as well as opportunities for future research.
A Mathematical Model to Determine the Optimal Ratio of Researchers of Different Categories for Solving a Scientific Problem in the Military Sphere
Author: Semenenko, Liliia
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Models,Researchers,Problem Solving,Scientific Research,Resource Allocation,Equations (Mathematics),Military Science,Interdisciplinary Approach,Specialists

In the paper, the authors propose a variant of the mathematical model for justifying the optimal ratio of researchers of different categories to conduct scientific research of the highest possible quality in conditions of limited resources. The discrepancy is formulated between the quality of scientific research and the restriction on financial resources, that is, the problem of resource allocation is solved. The relationship between the quality of scientific research and the number of researchers is proposed to be reflected by the canonical parabola equation. A mathematical model is formulated that reflects the essence of the question under study. The problem is solved using the method of Lagrange multipliers. The results of the study are confirmed by a numerical experiment. Resource constraints have always existed. This is especially true now for the development of the Armed Forces of Ukraine and increasing their combat and mobilisation readiness, which result in the country's defence capability as a whole. Limited funding also takes place in military science. It is very difficult to introduce new full-time positions and divisions. Previously, the number of researchers was justified following regulatory documents when creating scientific institutions and divisions, or by analogy with similar scientific institutions. In other words, the problem was solved empirically or situationally. This scientific study concerns substantiating the number of scientific personnel in conditions of limited resources, taking into account the work that is now performed and will be performed in the future.
Cognitive Abilities and Seeking Financial Advice: Differences in Advice Sources
Author: Fan, Lu
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Memory,Numeracy,Age Differences,Older Adults,Money Management,Opinions,Communication (Thought Transfer)

This study used the 2017 National Financial Well-Being Survey to investigate the relationship between cognitive ability and seeking financial advice. Three aspects of cognitive ability were examined: memory, objective numeracy, and subjective numeracy. The results showed that in general, the three were not associated with seeking financial advice. However, after decomposing the sources of the advice, we found that among financial advice-seekers, memory and objective numeracy were positively associated with seeking financial advice from family. When adding the interactions between cognitive ability factors and age, older individuals with good memories were less likely to seek advice from family, while older individuals with higher objective numeracy were less likely to use social networks to seek financial advice. The study's findings suggest future development in policies and practices to benefit those with low cognitive abilities to seek better financial advice using multiple advice sources.
Integrating Indigenous, Western and Inclusive Pedagogies for Work-Integrated Learning Partnerships in Architecture and Design Disciplines
Author: Gajendran, Thayaparan
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Indigenous Populations,Indigenous Knowledge,Foreign Countries,Teaching Methods,Authentic Learning,Cultural Context,Holistic Approach

Work-integrated learning WIL provides an opportunity for integrating Indigenous and Western learning pedagogies and facilitate a meaningful pathway for authentic learning through developing partnerships between Indigenous and non-Indigenous stakeholders. However, research in developing WIL with Indigenous communities and appropriate learning pedagogies is limited. This paper discusses how WIL can inculcate Indigenous and non-Indigenous learning pedagogies to facilitate authentic, culturally enhanced learning. The proposed theoretical framework was constructed using the concepts relating to '8 Ways of Knowing Indigenous Learning' framework, Studio Based Learning, Co-design, and WIL. The research method draws on autoethnographic approaches to reflect and critically analyze academic observations and reflections across two case studies. The findings propose a WIL pedagogical approach integrating Indigenous and non-Indigenous learning pedagogies to enable authentic learning by co-generating emergent knowledge in complex socio-cultural contexts. Moreover this approach enables training architecture students to represent cultures and values of the Indigenous communities in the mainstream Anglo Australian architecture.
Financial Literacy and the Early Withdrawal of Funds from Retirement Accounts
Author: Tharayil, Ashley
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Knowledge Level,Consumer Education,Retirement Benefits,Adults,Decision Making

This study examined the association between financial literacy and the decision to withdraw funds from different types of retirement accounts before retirement. Data from the 2012 and 2015 National Financial Capability Study were used to investigate if financial literacy may potentially influence the decision to dissave from funds already set aside for retirement. The results showed that lower financial literacy appeared to increase the likelihood to retract funds saved for retirement, across different types of retirement accounts. The importance of financial literacy persisted, even after controlling for income shocks to personal finances, the availability of precautionary savings as an alternative source of funding, and an extensive set of demographic variables.
Employment Interventions for Youth with Disabilities: A Review of Transition Practices and Partners
Author: Schutz, Michele A.
Date: 2022-08-00
Type: Journal Articles
Subjects: Employment,Intervention,Disabilities,Young Adults,Adolescents,Outcomes of Education,Employment Level,Transitional Programs,Partnerships in Education

The employment process for youth with disabilities often begins in high school. Although connecting youth to work is a recommended practice, the literature lacks a review of available interventions. This scoping review examined the practices and partners represented in 42 intervention studies addressing employment outcomes for transition-age youth (14-22 years old) with disabilities. These interventions varied widely, with a total of 25 components addressing employment preparation, job placement, other supports for youth, supports for other stakeholders, and collaborative/organizational strategies. Although families and employers participated in these interventions, the most prominent players were school staff and agency providers. We offer recommendations for research and practice around strengthening employment practices and engaging multiple stakeholders in preparing youth with disabilities for work.
&quot;I Want to Work for My People&quot; -- Towards a Specific Model for Indigenous Work-Integrated Learning
Author: Duder, Elisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Indigenous Knowledge,Foreign Countries,Work Experience Programs,Business Schools,College Students,Holistic Approach,Social Capital,Cultural Capital

This paper discusses changes taking place in the delivery of work-integrated learning (WIL) in a Faculty of Maori and Indigenous Development in Auckland, New Zealand. WIL in the faculty utilized a model adopted from a business school which did not recognize key aspects of the students' lives and expectations, in particular the strong connection that Maori students can have with their communities. Over time the nature of the WIL experience is moving to a model based on Maori values. Indigenous models must be relevant to and driven by a community's underlying values, as many students feel primary responsibility to their community, and second to the academy. This paper is part of an ongoing reflection on how WIL placements in Te Ara Poutama at Auckland University of Technology can fulfil wide-ranging expectations of students and their communities and help develop a coherent Indigenous framework for WIL.
Mental Health of Female Adolescents with Disabilities: Considerations for Career Development
Author: Walden, Emily D.
Date: 2022-08-00
Type: Journal Articles
Subjects: Females,Adolescents,Students with Disabilities,High School Students,Public Schools,Mental Health,Barriers,Self Determination,Mental Disorders,Career Development,High School Teachers,Teacher Attitudes,Student Characteristics

Female adolescents with disabilities are at an increased risk for mental health concerns, which can negatively impact their self-determination, making transition to postschool opportunities difficult. We analyzed two waves of survey data from 366 female adolescents with disabilities, recruited from 26 U.S. public high schools, as part of a randomized controlled trial of a career development intervention. Participants with mental health concerns evidenced a slower increase in self-determination over the follow-up period than those without such concerns. Individuals assigned to the intervention condition experienced significant gains in self-determination compared with the control. Findings suggest that mental health concerns can operate as a barrier to growth in self-determination skills among this population, though targeted interventions can help in boosting these skills.
Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment
Author: Johnson, Paige M.
Date: 2022-08-00
Type: Journal Articles
Subjects: Transitional Programs,Students with Disabilities,Deafness,Postsecondary Education,Expectation,Parent Attitudes,Student Attitudes,Two Year Colleges,Vocational Schools,College Attendance,Predictor Variables,Institutional Characteristics,Enrollment

This study used the National Longitudinal Transition Study--2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year colleges, and career and technical education (CTE) schools. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and it significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.