ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Prominence, Student Housing Quality and Academic Success among Public Universities Students in Southwest, Nigeria
Author: Bankole, Taofik Olatunji
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Housing,Academic Achievement,Public Colleges,Parent Background,Marital Status,Employment Level,Gender Bias,College Seniors,Correlation,Grade Point Average,Socioeconomic Status,Student Financial Aid,Mothers,Fathers

University education, if properly managed remains an appropriate mechanism through which human and nation development could be attained. In spite of numerous studies that have explored academic performance in Nigeria, the contributions of parental prominence and student housing quality on academic success are yet to be explored in the nation's public universities. This study addresses this gap by raising this question: to what extent does parental prominence and student housing predict the attainment of academic success among university undergraduates? The cross-sectional survey design, with multi-stage and purposive sampling technique was adopted. Primary information was sourced from 426 final year students of OAU [Osun State], OOU [Olabisi Onabanjo University, Ago-Iwoye, Ogun State] and AAUA [Adekunle Ajasin University, Akungba, Ondo State]. The outcome variable of this study was academic success; and it was measured by student's attainment of outstanding or weak academic success. The key explanatory variables were parental prominence and student housing quality. Multivariate rank ordered-logistic regression and ANOVA was applied using Stata 14. Results showed that academic success was negatively associated with student housing quality. Also, results showed that parental prominence (marital status, employment status, gender preference, occupation type) were statistically associated with academic success. Results further showed that student housing quality and financial supports contributed about 9% to academic success. The study concluded that the challenges posed by inadequate and poor student housing facilities, lack of adequate financial supports for university students, parental gender preference in meeting-up with education needs of their children must be addressed in order to stimulate the attainment of outstanding academic success among students of public universities in Southwest, Nigeria.
Application and Exploration of BOPPPS Model in Oral Chinese Teaching as a Foreign Language
Author: Cui, Hongmei
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Chinese,Second Language Learning,Second Language Instruction,Academic Achievement,Teaching Methods,Instructional Effectiveness,Learning Motivation,Educational Objectives,Language Tests,Pretests Posttests,Student Participation,Models

In recent years, with the continuous development of the society, the boom of global Chinese learning has flourished. The teaching and research of Chinese as a foreign language has received much attention. In order to explore the effective teaching methods in oral Chinese, to stimulate foreign students' love of learning Chinese, and to increase their interest and motivation in learning Chinese, a new teaching model-BOPPPS teaching model emerges and is widely welcomed by the students. The author explores how to apply the BOPPPS model in teaching of oral Chinese as a foreign language, providing a new teaching method in oral Chinese teaching. The study finds that the BOPPPS model can improve the efficiency and effectiveness of the oral Chinese teaching, mobilize international students' enthusiasm for learning Chinese and improve their academic performance, make teachers more clear about the teaching purpose and requirements, and help the students be more clear about the learning goals.
Content Analysis of Vacancy Advertisements for Employability Skills: Challenges and Opportunities for Informing Curriculum Development
Author: Messum, Diana
Date: 2016-00-00
Type: Journal Articles
Subjects: Employment Opportunities,Employment Potential,Job Skills,Curriculum Development,Content Analysis,Advertising,Occupational Information,Foreign Countries,Employment Qualifications

The process of curriculum development can be informed by seeking the views of stakeholders, including employers, academics, students and recent graduates, about the skills, attributes and personal characteristics required by various professions. The views of several stakeholders may also be compared to help ensure reliability of results and identify areas of agreement or variance. However, there are documented limitations regarding the perceptions of academics and students of employability skills, and also problems with employers' and recent graduates' views. Another approach to identifying the skills required in various professions is content analysis of job vacancy advertisements. Content analysis of advertisements is a versatile way of identifying current skills required by various professions, and allows comparison across countries and over time to identify trends. Yet there is little evidence to suggest that this information is used to inform curriculum development. This paper presents a qualitative integrative review of studies looking at employability skills (ES) through the use of content analysis of job vacancy advertisements. Here ES are equated with essential requirements stated in vacancy advertisements. ES is the term adopted in Australia by DEST (2002) to define skills required to both secure employment and progress in an organisation. The Critical Appraisal Skills Programme (2014) checklist for qualitative research was used in this integrative review of 40 studies. The range of application, research methods used and findings are discussed in this paper, as are the advantages and challenges associated with analysing job vacancy advertisements as a method of identifying employability skills (ES) required by employers.
The &apos;Person-in-Between&apos; Role of Young Graduates at INGOs in Vietnam
Author: ngo
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Employment Potential,International Organizations,Nongovernmental Organizations,Cultural Awareness,Intercultural Communication,Communicative Competence (Languages),Job Skills,Information Dissemination,Cross Cultural Training,Empathy

In Vietnam today one of the consequences of globalisation has been a proliferation of international non-government organisations (INGOs). These are intercultural work environments where individuals must seek to understand the culture of others and try to share and find common ground as they strive to fulfil the goals of the organisations. These individuals need high levels of intercultural competence, particularly cultural mediation, important for the role of cultural intermediaries. Drawing on theories of cultural mediation and cultural intermediaries, this research explores the intersection of different cultural worlds in the context of development projects at INGOs in Vietnam. The new graduates in the study reflected on their resources and skills to adapt development models to the local context, thus demonstrating important employability skills. This was particularly challenging given that in organisations such as universities, where the culture was described as rigidly hierarchical, skill training was restricted to following procedures to execute a particular task. However, in organisations like INGOs with high degrees of employee autonomy, decision making is left to the discretion of staff who are required to demonstrate their own means of developing the skills. Based on the findings of the qualitative research into young Vietnamese graduates' experiences of working at INGOs, this paper argues that young graduates play a significant role in disseminating information, and at the same time promoting mutual understanding, forming culturally relativistic attitudes, and demonstrating cross-cultural empathy. They were not just gaining employment, but adding value to an enterprise. Given increasing globalisation, this research makes an interesting argument for the inclusion of cultural literacy as a necessary employability skill for successful engagement in today's world of work.
Supporting Students&apos; Learning on &apos;Short Project&apos; Placements
Author: Thompson, David W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Employment,Student Placement,Job Placement,Work Experience Programs,Blended Learning,Experiential Learning,Social Sciences,Humanities,Education Majors,Reflection,Student Attitudes,Foreign Countries

Much of the research into higher education and its role in work-based learning (WBL), and especially in supporting undergraduate students on placements, has focussed on longer term internships and sandwich courses. Research has also focussed on subject areas that have traditionally been associated with the above; for example, Business, Health, and Engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement, categorised as a 'short project' (Brennan &amp; Little, 1996). Furthermore, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in Education Studies (not teacher education). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning (see Smith, Clegg, Lawrence, &amp; Todd, 2007); the subject of Education Studies is not covered at all by previous research. This paper considers the different ways practitioners might blend learning and support university students' experiential and academic learning in this short project format. The results suggest that even a relatively short period of structured placement can be of significant benefit to students although for many respondents, face-to-face contact in the form of lectures and tutorials is still an important component of a blended approach to WBL.
Personal Development Planning and ePortfolios in Speech Pathology: Staff and Student Perceptions
Author: Strampel, Katrina
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolio Assessment,Speech Language Pathology,Employment Qualifications,Individual Development,Teacher Attitudes,Student Attitudes,Career Development,College Students,College Faculty,Foreign Countries,Allied Health Personnel,Allied Health Occupations Education,Technology Uses in Education,Educational Technology

This paper describes the evaluation of the use of an ePortfolio which was embedded across a speech pathology program and designed to enhance employability. Personal development planning (PDP) is a key part of employability and includes learning, reflection, goal setting and understanding the wider context. Students' perceptions of their engagement in this process were evaluated using a mixed methods approach. Qualitative data was collected through student focus groups and individual staff interviews, while quantitative data was collected via a student questionnaire (reported in Lewis &amp; Strampel, 2014). Qualitative data was analysed using NVivo following the six phases of thematic analysis described by Braun and Clarke (2006). This paper reports the themes which emerged from the focus group data. A key finding of the study was that the platform used was not ideal for the ePortfolio purpose causing frustration and negative reactions from students and colouring their engagement with, and enthusiasm for, the ePortfolio activities. Students achieved some of the objectives of personal development planning, especially goal-setting, but it was not until students were in their final year that they saw the links with their future career and employment. Further embedding of key tasks would enhance employability aspects, including for example involving industry from the first year and modelling the PDP process with students.
Academic Work-Integrated Learning (WIL): Reengaging Teaching-Focused Academics with Industry
Author: Whelan, Michael B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Industry,School Business Relationship,College Faculty,Faculty Workload,Faculty Publishing,Foreign Countries,Income,Scholarship,Research Projects,Workplace Learning,Teacher Placement,Internship Programs,Employment Potential,Work Experience,Partnerships in Education

There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of 'Academic WIL' where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.
Does It Do What It Says on the Tin? -- Evaluation of an Established UK University Employability Enhancement Award
Author: Wright, Toni
Date: 2017-00-00
Type: Journal Articles
Subjects: Employment Potential,Foreign Countries,Career Development,College Students,Self Efficacy,Aspiration,Awards,Student Development,Recognition (Achievement),Extracurricular Activities,Skill Development,Attitude Change,Behavior Change,Metacognition

University employability awards, in the UK particularly, aim to assist students to develop career related skills and attributes and thus increase their potential to achieve graduate level employment. Self-report quantitative and qualitative data were collected at intervals via questionnaires, interviews and focus groups from two cohorts (N = 212) of a well-established career development and employability award at a large civic UK university. Findings indicated increases in confidence and aspiration, and in the ability to articulate and apply skills and abilities; also that the award may convey similar benefits to work experience. Survey data from award completers indicated that they had changed their career related behaviour, and students who have completed the award show a consistent small increase in their level of graduate employment when compared to the graduate employment figure for the university as a whole in the UK university destinations data. Employability related values, attitudes and behaviour may all change as a result of award experience. Reported changes implied a sense of improved resourcefulness. It is hypothesised that the award may enhance student employability somewhat via development of psychosocial resources, producing a shift in the student's perception of self and identity.
Beginning Level Interior Design Students&apos; Perceptions and Use of Research in the Design Process
Author: Dazkir, Sibel Seda
Date: 2019-00-00
Type: Journal Articles
Subjects: Interior Design,Undergraduate Students,Student Attitudes,Research Utilization,Research Skills,Value Judgment,Journal Articles,Student Research,Information Seeking,Search Strategies

This study was focused on beginning-level interior design undergraduate students' perceptions, experience, and use of literary research. The data were collected through a questionnaire that was administered to 67 students. The findings indicated that the majority of the students searched for information in their classes, and the participants were aware of the importance of research. However, only 63% of them reported using credible sources in their literary research, and less than half of the respondents knew what a peer-reviewed journal article is. Based on the findings, it was suggested that students need to develop skills in conducting literary research using credible sources, and they need more exposure to research-inspired design and a wider range of topics that they could research in interior design. The findings could be used to develop new teaching strategies and to improve assignment handouts related to research-inspired design in interior design education.
Creating Learning Communities through Flipped Classes: A Challenge, an Answer, or an Opportunity for Teaching Strategic Human Resource Management?
Author: Ranabahu, Nadeera
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Homework,Communities of Practice,Human Resources,Graduate Students,Foreign Countries,Teaching Methods,Student Diversity,Work Experience,Group Activities,Group Dynamics,Student Leadership,Cooperative Learning,Scaffolding (Teaching Technique),Interaction,Diversity,Blended Learning,Learner Engagement,Peer Teaching

Teaching strategic human resource management to postgraduate students is becoming a challenge in countries like Australia, particularly due to the students undertaking postgraduate studies without relevant professional work experience. To address this, we used flipped teaching and learning activities and attempted to develop a learning community among multi-cultural postgraduate students who had no (or minimal) professional work experience. Using duoethnographic technique, we recorded our observations and reflections over three semesters in teaching strategic human resource management at postgraduate level in an Australian University. Our reflections demonstrate that community-based learning environment allows students without any relevant work experience to put strategic human resource management theories into practice whilst it allows students with previous work experience to gain leadership, mentoring, and advisory skills by acting as experts. Hence, this paper contributes to human resource management pedagogy by highlighting that flipped activities reflecting strategic human resource management principles contribute to: a) expansion of student learning practices and community boundaries, and b) expertise development.
Integrating the Five Practices of the Exemplary Leadership Model into Entrepreneurship Education
Author: Díaz, Eduardo R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Leadership,Self Efficacy,Undergraduate Students,Foreign Countries,Measures (Individuals),Student Surveys,Student Attitudes,Program Evaluation,Models,Student Behavior,Gender Differences,Cross Cultural Studies,Leadership Training

Entrepreneurship educators can assess their students by focusing on leadership self-efficacy dimensions that align with desirable entrepreneurship behaviors. To support this claim, we used the Student Leadership Practices Inventory (S-LPI) to survey a group of 46 undergraduate students in Mexico and 49 undergraduate students in Spain that were involved in entrepreneurship education programs. Independent samples t-tests show statistically significant differences between the two groups. We also compared the whole sample in terms of gender and found no differences. We propose that educators integrate Five Practices of Exemplary Leadership model into the design and assessment of their curricular and co-curricular entrepreneurship development programs. Specifically, the model serves educators from different countries, in this case Mexico and Spain, by identifying the leadership behaviors that their students enact. By integrating the five practices of exemplary leadership model, educators can account for variables like nation of origin and gender, and identify differences between groups.
Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis
Author: Rich, Jessica V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Quality Assurance,Foreign Countries,Occupational Mobility,Comparative Analysis,Competence,Employment Qualifications,Medicine,Nursing,Occupational Therapy,Pharmacy,Psychology,Social Work,Teaching (Occupation),Engineering,Lawyers,Content Analysis,Job Skills,Intellectual Disciplines,Knowledge Level,Ethics,Values,Professionalism,Professional Education,Guidelines

Professional accrediting and regulating bodies are increasingly trying to delineate the knowledge and skills needed for entry-to-practice for quality assurance and international labor mobility. The purpose of this study was to compare how professions describe and represent competence. Current, publicly accessible Canadian entry-to-practice competence frameworks for ten professions (Medicine, Nursing, Occupational Therapy, Pharmacy, Psychology, Social Work, Teaching, Engineering, Law, and Planning) were analyzed through content and inductive thematic analysis. Findings revealed that although professions describe similar core competencies across technical and intrinsic domains, systematic differences exist in the architectures of the frameworks. Professions with 'meta-competencies' describe competence as being more integrated/holistic. Whereas professions without meta-competencies describe competence as either behavioral-/performance-like lists of 'attributes' or groups of knowledge, skills, and ethical/professional values. How competence is represented within frameworks has implications for how professional education programs conceptualize competence and subsequently design and enact curricula, teaching and learning opportunities, and systems of assessment.
&quot;Peer Critique&quot; in Debate: A Pedagogical Tool for Teaching Architectural Design Studio
Author: Crolla, Kristof
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Architectural Education,Computer Software,Computer Graphics,Design,Feedback (Response),Teaching Methods,Peer Evaluation,Evaluators,Student Projects,Instructional Effectiveness,Student Attitudes,Masters Programs,Graduate Students

Post-digital architectural education aims to empower future architects by developing open-mindedness and technical skills for the design of non-standard spatial configurations. Students can learn through exploration and experimentation, using three-dimensional graphic design software to generate initial designs and quality feedback, with a mixed model of peers and panel judges assessing final projects. Ratings of individual contributions and performance are commonly found in literature on peer assessment, but qualitative comments from peers can also provide good information on strengths and weaknesses. This study shows that peer critique in the form of debate can be an effective pedagogical tool for educators to provide quality feedback to the presenting group. This paper explores how architecture students responded to this method in a design studio for a master's degree in architecture in a university in Hong Kong. Interviews were audio-recorded, transcribed and subsequently analysed using the coding system of qualitative software NVivo 11. The responses of the students were positive, although they experienced differences in feedback from different stakeholders.