ethanporcaro/eric-fulltext-meta huggingface dataset:
Competing in the Graduate Labour Market: Student Perspectives on (Not) Participating in Extra-Curricular Activities
Author: Greenbank, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Labor Market,Competition,Student Attitudes,Student Participation,Extracurricular Activities,Employment Potential,Part Time Employment,Student School Relationship,Long Range Planning,Life Style,Values,Personality Traits,Undergraduate Students,Foreign Countries,Business Schools,Risk,Individual Development

In order to be able to compete in an increasingly competitive graduate labour market students need to develop their 'personal capital'. Participation in a range of relevant extracurricular activities (ECAs) is a key element to the development of personal capital. This paper carried out in-depth interviews with undergraduates in the first and final years of their studies in order to understand the factors influencing their level of participation in ECAs. The research found that participation in ECAs was generally limited (with little change occurring during the three years of their degree), particularly in relation to year-long work placements, volunteering and sporting and cultural activities. Students often engaged in part-time working, but this was for financial reasons, with few students regarding part-time working as a way of developing their employability. The students underlying values, especially their present-time orientation, and the desire to enjoy a particular student life-style, acted as barriers to engaging in the type of ECAs that would help them to develop their personal capital. This paper suggests that higher education institutions may be able to motivate students to participate in ECAs by encouraging them to be future-orientated, less risk averse and willing to adopt a more strategic (i.e. 'player') approach to developing their personal capital. The paper proposes that this can be achieved by encouraging students to write about their future possible selves and asking them to undertake research into the different career options open to them.
Speech Pathology Students&apos; Perceptions of Workplace-Based Volunteer Placements in a School Setting
Author: Westerveld, Marleen
Date: 2014-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Personnel,Volunteers,Program Effectiveness,College Students,Employment Qualifications,Student Motivation,Job Skills,Skill Development,Experiential Learning,Foreign Countries

Workplace-based learning has long been recognised as crucial in preparing higher education students in allied-health related disciplines for clinical practice. Most of these learning opportunities are embedded in traditional programs and referred to as clinical placements. This study explored the perceptions of university students studying speech pathology who &quot;volunteered&quot; their services in a school setting. In particular the research aimed to determine what motivated students to undertake volunteer workplace-based learning (for no academic credit), what students learned from being involved in this innovative type of placement, and whether students perceived any benefits in terms of future employability. Student perceptions were gathered using focus group discussions which were subsequently analysed using a content analysis approach to identify key meanings. As expected, students' main motivation to volunteer their service was to add the experience to their resume and thus make them more competitive upon graduation. However, results indicated that the students' learning went beyond their initial expectations of gaining experience in administering assessment tasks. More importantly, the volunteer placement provided the students with clear mastery experiences, leading to improved confidence in their clinical skills and a growth in professional identity. These findings are important for understanding and improving learning experiences within higher education for students who engage in relational work with children and schools.
Is the Graduate Attributes Approach Sufficient to Develop Work Ready Graduates?
Author: Nagarajan, Srivalli
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Readiness,21st Century Skills,Information Technology,Skill Development,Student Attitudes,Relevance (Education),Employment Potential,Work Experience,College Graduates,Foreign Countries,Program Effectiveness,Undergraduate Study,Job Skills,Cultural Awareness,Communication Skills,Teamwork

Many universities have graduate attributes, sometimes referred to as generic skills, soft skills or work ready skills. This paper reports a study of the professional work experiences of recent Australian Information Technology (IT) graduates who identified that communication, time management, teamwork, working with people, working across cultures, project management and business skills were some of the major professional skills required for their work. A discussion of the study and its findings raises questions about the adequacy of the graduate attributes approach in the development of professional skills such as the ability of to work across cultures and on multiple projects which are major requirements of graduates in many IT (and other) workplaces. The study reveals the IT graduates' perspectives on the challenges they faced at work, the typical professional skills requirements of their practice and how they acquired or developed them, the elements of their university study which had relevance to the required workplace professional skills and how well their studies prepared them to meet the professional needs of their practice.
Validation of an Instrument to Assess Beliefs about Nature of Science and Scientific Inquiry in Namibia
Author: Shaakumeni, Simson Ndadaleka
Date: 2019-06-00
Type: Journal Articles
Subjects: Scientific Principles,Case Studies,Foreign Countries,Science Instruction,Secondary School Students,Student Attitudes,Scientific Research,Cultural Context,Item Analysis,Correlation,Secondary School Teachers,Science Teachers,Teacher Attitudes,Gender Differences,Psychometrics,Teaching Methods

The aim of this study was to validate a new 5-point Likert scale questionnaire that is being developed to assess secondary school science students' beliefs about the nature of scientific knowledge and scientific inquiry. Following a review of literature, it was found that out of the many existing instruments, most of them were open-ended and none were found to have been developed in the cultural context of Namibia. The beliefs about nature of science (BANOS) questionnaire is currently being developed to break the ground for future cross-sectional research on the nature of science and scientific inquiry in Namibia. The BANOS questionnaire taps from aspects of nature of science and scientific inquiry as a theoretical framework. The 35-item BANOS questionnaire was administered to a sample of 124 (39% male and 61% female) secondary school science teachers. The analysis of the instrument showed that the average inter-item correlation was reasonable at r = 0.40, the mean item-total correlations were acceptable at r = 0.63 and the reliability was very high at a = 0.96. Science teachers response pattern showed several variations indicating mixed beliefs about the nature of science and scientific inquiry. At non-parametric level, it was established that gender, science teaching and the type of science subject taught did not influence teachers' beliefs about nature of science and scientific inquiry. Further piloting of the questionnaire on adequate sample of student population is needed to enable more robust statistical analyses to assess the psychometric properties of the instrument.
Three Perspectives on a Collaborative, Whole-of-Program Process to Support Curriculum Change
Author: Hammer, Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Outcomes of Education,Employment Potential,Administrator Attitudes,Intellectual Disciplines,Department Heads,Instructional Design,Creativity,Art Education,Alignment (Education),Teaching Methods,Reflective Teaching,Peer Teaching,Leadership Training,College Graduates,Foreign Countries,Universities,Experiential Learning,Learning Theories,Feedback (Response),Teacher Attitudes,College Faculty,Design,Curriculum Implementation

This qualitative case study reports on an emerging four-stage process of support for curriculum change using reflective data which highlights three perspectives: that of the Academic Developer, the Head of Program, and the Discipline Leader. The aim of the change process was to enhance employment outcomes of Creative Arts students by aligning the program curriculum with disciplinary Threshold Learning Outcomes. Successful features and areas for further attention are identified. The findings indicate that key features of the support process, such as its collaborative, situated, action-learning approach, have resulted in positive outcomes for participants. These include opportunities for reflective practice, peer and in situ learning as well as the development of participant engagement and leadership as part of the curriculum change process. Furthermore the process mirrored actions and emphasised concepts related to the employability of graduates of the program under review.
Ensuring Health Graduates&apos; Employability in a Changing World: Developing Interprofessional Practice Capabilities Using a Framework to Inform Curricula
Author: Brewer, Margo
Date: 2014-00-00
Type: Journal Articles
Subjects: Employment Potential,Foreign Countries,Health Sciences,Competency Based Education,College Students,Curriculum Design,Health Personnel,Interprofessional Relationship,Cooperation,Student Development

Curtin University introduced an interprofessional first year curriculum in the Faculty of Health Sciences in 2011. This curriculum, now delivered to over 3,300 first year health science students annually, consists of five common compulsory units, eight optional units (specific to several courses) and one discipline specific unit for each course. Significantly, the learning outcomes are informed by an Interprofessional Capability Framework (Brewer &amp; Jones, 2013). This paper reports on a study which aimed to analyse the use of the capability framework in supporting the development of the desired interprofessional capabilities. This qualitative study was based on data from student reflective journals in one of the large common units. The sample consisted of 105 of the 411 students enrolled in one of the common units (response rate 25.6 percent) in the second major teaching period (semester two) in 2011. The data was analysed via NVivo8© to provide a holistic view of the content of the reflections as they related to the Interprofessional Capability Framework. The results indicate that the use of the Interprofessional Capability Framework in structuring the learning outcomes has influenced student learning. This is evidenced by the correlation between the themes which emerged during the coding of the data and the Interprofessional Capability Framework. For example, 'Client-centred' was the most frequently coded theme, followed by Collaboration, Team Function, and Quality Care, all of which are reflected in the Framework. The major finding of the study is that the framework did have an impact in guiding the development of the foundational interprofessional unit; the learning outcomes included key elements of the framework, the learning experiences were designed to meet these outcomes, and the assessment utilising a reflective journal was designed to measure the development of novice interprofessional capabilities.
Perceptions of Preservice and Induction Physical Educators
Author: Gentry, Chris R.
Date: 2018-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Beginning Teachers,Teacher Attitudes,Student Attitudes,Physical Education Teachers,Teacher Education Programs,Program Effectiveness,Interdisciplinary Approach,Physical Activities,Curriculum Development,Beginning Teacher Induction,Socialization,Professional Identity,Classroom Techniques,Lifelong Learning,State Universities,Private Colleges

This study examines the similarities and differences in perceptions of preservice and induction physical education teachers regarding their level of career preparedness and curricular preferences. Findings are based on interviews with 23 participants (12 preservice and 11 induction) from two Midwestern universities. Qualitative data from the structured interview questions designed for the study were collected and analyzed using content analysis and compared with the guiding theory. Trustworthiness for data collection and analysis was followed and validated by guidelines and recommendations (Lincoln &amp; Guba, 1985; Patton, 2002). In addition, 39 individuals from the two universities were surveyed regarding teacher attitudes by utilizing a validated survey (Kulinna &amp; Silverman, 1999). Qualitative data analysis revealed the following themes: a) Physical Education Teacher Education (PETE) programs may not adequately prepare induction teachers for the realities of the classroom environment; b) cross-curricular integrations are valued; and c) physical activity for a lifetime is a primary curricular outcome. Results suggest that PETE curriculum may need to be modified to provide increased fidelity in the induction years of physical educators. In addition, these themes signify the influence of the socialization process and its relevance to the realities of induction physical educators.
The Impact of Free Primary Education Inputs on Educational Outcomes in Kenya (2003 to 2013): The Rate of Enrolment and Retention at Primary School Level as a Factor
Author: Owuor, Dorothy Akinyi
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Outcomes of Education,Input Output Analysis,Enrollment Rate,School Holding Power,Educational Quality,Educational Policy,Budgets,Resource Allocation,Class Size,Teacher Student Ratio,Teacher Student Relationship,Student Participation,Dropout Rate,After School Programs,Tutoring,Educational Facilities,Sex Fairness

Free Primary Education Initiative has been running for more than a decade and its purpose has been to help Kenya achieve equity, parity, quality and higher retention rate in primary schools. This study investigated the impact of FPE inputs on educational outcomes in Kenya. The objective of the study was to determine the rates of enrolment and retention at Primary school level. Random sampling was used for data collection at school level; purposive sampling for teachers namely Head teachers, Deputy Head teachers and senior teachers. Out of a population frame of 641 schools and 7776 teachers from the ten Sub-Counties in Nakuru County, the sample comprised of 384 teachers from 128 primary Schools. Data was collected using questionnaires for teachers and Interview Schedules for the Quality Assurance and Standards Officers and Education officers. The study used both Descriptive and Inferential Statistics for analysis. The findings, therefore confirm an increased rate of enrolment and retention rate. The findings are intended to influence the Government to enhance provision of quality education. This study was also intended to make the government re-asses its education policy and budget allocation so that they target educational inputs that would have the greatest influence on learning outcomes.
Communication Skills for Children with Severe Learning Difficulties
Author: Mutumburanzou, Patricia
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Children,Learning Disabilities,Severe Disabilities,Childrens Rights,Civil Rights,Assistive Technology,Teaching Methods,Interaction,Augmentative and Alternative Communication

Individuals with severe learning disabilities have little or no speech and find it very difficult to communicate and learn new skills. Most of them were excluded from the education process due to the presumed inability to learn. However, it has been observed over time that individuals with severe learning disabilities (SLD) of all ages and types are able to learn to some degree. Because of the reduced ability to communicate they find it very difficult to interact with their environment and to cope independently hence they need constant support in daily living skills. Communication is critical even for individuals with SLD because it ensures the fulfillment of rights. This paper presents the communication skills that can be taught to children with severe learning disabilities to enable them to cope independently and to help improve the social interactions which are generally problematic or difficult.
Analysis of Graduate Level Principal Preparation and Teacher Preparation Candidates on a Christian Leadership Survey at an American Private Christian University
Author: Koonce, Glenn L.
Date: 2018-03-00
Type: Journal Articles
Subjects: Graduate Students,Administrator Education,Principals,Christianity,Church Related Colleges,Student Attitudes,Leadership Training,Instructional Leadership,Scores,Effect Size,Program Descriptions,Program Improvement,Accreditation (Institutions),Standards,World Views,Institutional Mission

Universities are seeking ways to measure seemingly subjective experiences of faith, &quot;objectively.&quot; This study focuses on the measurement of student perceptions of attributes of their Christian leadership development in a university in the mid-eastern part of the United States. Pre-program and post-program survey responses were collected from students enrolled in educational leadership endorsement and teacher licensure programs from January 2010 through December 2016. Dependent sample t-test showed a fairly normal distribution with three extreme outliers in the difference scores. With alpha set at 0.05, seven of the nine reviewed categories from the Christian Leadership Survey yielded statistically significant results. These results are tempered by the generally low effect sizes as measured by Cohen's &quot;d.&quot; Recommendations, as a result of this study, are focused on the commitment to continuous improvement in program practices and requirements found in the accreditation standards.
&apos;I Do and I Understand&apos;: The Importance of Reflective Placements for the Self-Perceived Work Readiness of Health Sciences Students
Author: Shekhawat, Giriraj Singh
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Health Sciences,Student Placement,Job Placement,Career Readiness,Employment Potential,Job Skills,Work Experience Programs,Transfer of Training,Self Esteem,Time Management,Social Networks,Theory Practice Relationship,Teamwork,Experiential Learning,Practicums,Knowledge Level,Employment Experience

POPLHLTH 302: Health Service Placement is a community health placement program that forms the capstone course for the Bachelor in Health Sciences (BHSc) at the University of Auckland. It aims to enable Population Health students to develop through experience the competencies that they will need to be employed in a broad range of roles in the health sector, including health policy analysis, health management, health information and health promotion. It provides students with the opportunity to gain a critical understanding of an organisation through day-to-day engagement with the provision of health services, and thereby to transition from university to work and to develop life-long learning attitudes and skills. Eighty-three students enrolled in the course completed a questionnaire before and after their placement about their skills, confidence and readiness to participate in the health workforce, and their knowledge of it and the health needs of the NZ population. A mixed methods analysis of the data confirmed that students' perceptions of their work-readiness improved over the course of the placement, in particular, where transferable skills such as confidence, time management, networking, the application of theory in practice, and team work were concerned.
Enhancing Comprehensive Ability through Subject Competitions: Model Development and Testing
Author: Chen, Xiaoxia
Date: 2018-03-00
Type: Journal Articles
Subjects: Competition,Educational Innovation,Foreign Countries,Models,Majors (Students),College Students,College English,Talent Development,Intellectual Disciplines

An empirical study of innovation education model with a related survey of subject competitions in Chinese colleges and universities was carried out, and the results of which was presented in this paper. Under the paradigm of the agility theory, a dynamic and cross-level 'enhancing comprehensive ability through subject competitions' innovation education theoretical model was constructed and examined by using structural equation modeling. A total of 350 English majors and 50 social personnel participated in this study by using the method of multi-layer random sampling and cluster sampling. 382 valid questionnaires were used for the data analysis. Data collected were analyzed by internal consistency reliability analysis, exploratory factor analysis, and confirmatory factor analysis. The empirical results suggest that under the guidance of the agility theory, the six links have significant positive impact on the innovation education and ultimately enhance students' comprehensive ability through subject competitions.
New Trends in Student-Teacher Relationships on University Campuses in Cameroon: Situation and Challenges
Author: Safotso, Gilbert Tagne
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Teacher Student Relationship,College Faculty,College Students,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Information Technology,Universities,Teacher Role,Student Role,Teacher Attitudes,Student Attitudes,Teaching Methods

In Cameroon, the implementation of the Bachelor-Master-Doctorate system in the universities, which has been on for about ten years now, has drastically changed the nature of the relationships between students and teachers. The huge distance which used to exist between the learner and the teacher at university level has considerably reduced. The former conflicting relationships between the two partners are becoming more and more positive. Owing to the nature of the new tasks and roles that the new system entails, with the help of the ICTs, Cameroonian students can now approach, call / write to have appointments with their lecturers without any fear, even out of opening days and hours. Teachers do the same with their students. This new situation has led to new attitudes, behaviours, ways of thinking and challenges. From a sociological frame, this paper analyses the new trends in students and teachers relationships on Cameroonian university campuses and the new challenges that they involve.