Disciplinary differences in doctoral student engagement in generic skills learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yusuke Sakurai ◽  
Kirsi Pyhältö
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Learning Experience ◽  
Research Integrity ◽  
Principal Component ◽  
Geographical Differences ◽  
Generic Skills ◽  
Content Type ◽  
Skills Learning ◽  
The University

Purpose This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university. Design/methodology/approach An online survey measuring doctoral students’ generic skills learning experience was administered to all doctoral students of the university and 1,184 responses were obtained. The study conducted exploratory and confirmatory factor analysis, principal component analysis and heatmap analyses. Findings The results suggested three major trends. First, students’ scores for research integrity skills were consistently lower in the hard sciences, such as biological and environmental sciences, pharmacy, veterinary medicine, science and medicine. Second, students of the law showed a unique trend; their scores for research integrity, leadership and entrepreneurship skills learning were remarkably higher than those in other faculties, but they had the lowest scores for communication skills. Research limitations/implications The data represented students at one Finnish university, so institutional and geographical differences fell beyond the scope of this paper. Furthermore, the results could reflect either the authentic levels of students’ acquired skillsets or self-interpretation of experiences governed by their disciplinary values. Accordingly, the immediate generalisability of the findings to individuals and different contexts should carefully be considered. Originality/value The findings can contribute to improve doctoral training practices. In addition, the survey results are useful for the further development of inventories, as doctoral students’ engagement in generic skills development has been attracting attention in higher education.

Online Bridging Program for new international palliative medicine fellows: development and evaluation

2021 ◽  
pp. bmjspcare-2020-002797
Author(s):  
Hanan Al-Mohawes ◽  
Madelaine Amante ◽  
Breffni Hannon ◽  
Camilla Zimmermann ◽  
Ebru Kaya ◽  
...  
Keyword(s):  
Palliative Medicine ◽  
Online Survey ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Fellowship Training ◽  
International Medical Graduates ◽  
Medical Graduates ◽  
Usability Tests ◽  
Online Format ◽  
The University

ObjectivesInternational medical graduates (IMGs) who pursue additional training in another country may encounter unique challenges that compromise their learning experience. This paper describes the development of an Online Bridging Program in the Division of Palliative Care at the University Health Network Toronto and examines its effectiveness in improving IMGs’ readiness for Canadian fellowship training.MethodsThe annual Online Bridging Program was developed to help new IMGs transitioning to Canadian palliative fellowship using Kern’s framework for curriculum development. Following a needs assessment, eight online modules with weekly live sessions were developed and underwent external content validation and usability tests. After each iteration, the programme was improved based on participant feedback. Evaluation was conducted first through an online survey immediately on completion of the programme and then through qualitative interviews 6 months into the fellowship. The interviews were analysed using Braun and Clarke’s model for thematic analysis.ResultsNine IMGs participated in the Online Bridging Program from 2018 to 2020. All nine participated in the survey and eight in the interviews. Responses to the online survey were almost unanimously positive, suggesting its effectiveness in assisting the IMGs’ transitions into fellowship. The interviews revealed four major themes: the importance of combining online modules and live sessions, reducing the fellows’ anxiety and easing the transition into their new role, an improved overall learning experience and recognising online format limitations.ConclusionThe Online Bridging Program effectively eased IMG palliative medicine fellows’ transition into training and enhanced their learning experience.

Apparel shopping styles of Ghanaian female young adults

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dora Appiadu ◽  
Mercy Kuma-Kpobee ◽  
Efua Vandyck
Keyword(s):  
Young Adults ◽  
Undergraduate Students ◽  
Principal Component ◽  
Sampling Technique ◽  
Content Type ◽  
Apparel Shopping ◽  
Shopping Orientation ◽  
The University ◽  
University Of Ghana ◽  
First Time

PurposeThe purpose of the study was to identify the apparel shopping styles of Ghanaian female young adults and to assess the applicability of the consumer styles inventory (CSI) within the Ghanaian context.Design/methodology/approachA multistage random sampling technique was used to select 405 Ghanaian female undergraduate students aged 18–25 years from the University of Ghana. The CSI was used to collect data and these were analyzed using principal component analysis.FindingsThe results showed that the subjects adopted multiple shopping styles when scouting for stores and selecting apparel for managing their appearance. Seven of the CSI dimensions were confirmed (perfectionism, brand consciousness, novelty-fashion consciousness, confused by over-choice, impulsive carelessness, recreational hedonism and habitual brand loyalty). A new shopping style, indifference shopping orientation was identified.Practical implicationsMarket segmentation, product development and marketing strategies should be tailored to the shopping styles of female young consumers in Ghana.Originality/valueThis study, for the first time, uses the consumer characteristic approach and the CSI to identify the apparel decision-making styles of young adult female Ghanaians. This fulfils the need for the study of shopping styles, which is vital for producers and marketers to enable them to make informed decisions to meet specific needs and expectations of these cohorts of consumers.

Examining burnout in employed university students

2019 ◽  
Vol 19 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Kristin M. Schramer ◽  
Carolyn M. Rauti ◽  
Arief B. Kartolo ◽  
Catherine T. Kwantes
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Scale Validation ◽  
Factor Model ◽  
Three Dimensions ◽  
Content Type ◽  
Convergent And Divergent Validity ◽  
Student Burnout ◽  
Context Specific ◽  
The University

Purpose Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students. Design/methodology/approach A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes. Findings Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity. Originality/value The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.

The cost of sustainability in higher education: staff and student views of a campus food culture

2018 ◽  
Vol 19 (2) ◽  
pp. 376-392 ◽  
Author(s):  
Amy Shaw ◽  
Teresa Capetola ◽  
Justin T. Lawson ◽  
Claire Henderson-Wilson ◽  
Berni Murphy
Keyword(s):  
Online Survey ◽  
Eating Habits ◽  
Community Gardens ◽  
Food Culture ◽  
Short Paper ◽  
Sustainable Food ◽  
Content Type ◽  
Significant Barrier ◽  
The Cost ◽  
The University

Purpose This study aims to investigate the sustainability of the food culture at Deakin University and to determine what the barriers to increasing the sustainability of food on the Burwood campus may be. Design/methodology/approach An online survey of staff and students from the Faculty of Health at the Burwood campus of Deakin University (n = 697) was undertaken. The survey included questions relating to eating habits on campus, views on the current food culture, food security, food disposal, visions for the future and demographic information. In addition, a short paper-based survey was developed for the ten food outlets on campus. Findings The results show that although sustainability considerations are important to staff and students, cost is the main issue and is a significant barrier to the development of a more sustainable food culture. It is also a significant barrier to staff and students making healthy choices when it comes to the purchase of food on campus. However, sustainable food initiatives such as community gardens could help alleviate this barrier and also contribute to improving student engagement. Research limitations/implications The online survey was limited to the Faculty of Health, and, therefore, a potential bias exists towards individuals who may have an interest in health. This should be considered when interpreting the results. Originality/value This research demonstrates that although cost may be a barrier to universities improving the sustainability of their food culture, there are other ways in which universities can create an environment that embraces sustainable food production to benefit both the environment and the university community.

scholarly journals Because access matters: an institutional case study

2018 ◽  
Vol 10 (2) ◽  
pp. 194-203
Author(s):  
Catherine Peck ◽  
Frederique Bouilheres ◽  
Melanie Brown ◽  
Carol Witney
Keyword(s):  
Learning Experience ◽  
Department Of Education ◽  
Leading Change ◽  
Hearing Impairments ◽  
Learning Materials ◽  
Learning Differences ◽  
Content Type ◽  
Universal Accessibility ◽  
Building Activities ◽  
The University

Purpose The purpose of this paper is to overview an institution wide accessibility project undertaken at the Vietnam locations of a transnational Australian university, and the significance of this initiative in symbolising the organisation’s commitment to inclusion and diversity. The project implemented universal accessibility standards for learning materials across all courses delivered at the university. This facilitated an easier in-class and online learning experience for students with a broad range of print disabilities, visual or hearing impairments, and a range of other learning differences or disabilities. Design/methodology/approach The implementation of this project entailed three concurrent streams of activity which the authors describe in this paper. These included development of accessibility standards and processes for conversion of the existing learning materials, a sustained awareness raising campaign for staff and students, and integration of the accessibility standards into induction, support and development activities. Findings The process of establishing the technical foundations for inclusion through a focus on accessibility prompted rich dialogue with staff and students around inclusive practices. Many staff working in professional and non-teaching roles voluntarily adopted the standards to promote an inclusive workplace. Capability building activities for high school teachers were also conducted for the Vietnamese Department of Education & Training. Originality/value The approach outlined in this case is highly transferable, and provides a practical roadmap for achieving accessibility and promoting an inclusive environment. The strategies described through the lens of Kotter’s (1996) process for leading change in this paper can be applied by higher education institutions internationally.

scholarly journals How can we help PhD students cope with mental health issues and drop-out? An extensive analysis of discourse.

2020 ◽  
Author(s):  
Colin Lemée ◽  
Flores Pierre ◽  
Boisselier Jeanne ◽  
Mary Guillard ◽  
Vincent Wagner
Keyword(s):  
Mental Health ◽  
Doctoral Students ◽  
Online Survey ◽  
Mental Health Problems ◽  
Work Conditions ◽  
Health Problems ◽  
Drop Out ◽  
Health Issues ◽  
Key Factors ◽  
The University

Abstract There is a growing concern regarding the increase of the mental health problems among PhD students worldwide. This problem is worrying, and it remains a major issue for research teams and labs. However, the particularity of this environment has not been explored in consistent enough ways to provide a clear way forward for universities and health services to answer this problem. Therefore, we carried out a large online survey and collected 480 testimonies on health issues and work conditions from doctoral students and young doctors. Our aim was to identify levers and key factors for intervention. A lexicometric analysis of the discourse was carried out, using the Iramuteq package for R. Results highlight a need to intervene at different levels, in terms of instruction, prevention, care and follow-up to reduce mental health problems among PhD students. It also highlights the perceived importance of the university and feeling of belonging to a community as possible factors to reduce these problems and reduce drop out probability. More than anything, the study reveals that there are no differences in the discourse of doctoral students according to their field, which reveals the generality of these processes.

Networking: a male dominated game

2018 ◽  
Vol 33 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Maria Socratous
Keyword(s):  
Online Survey ◽  
Cultural Influences ◽  
Primary Data ◽  
Structured Interviews ◽  
Men And Women ◽  
Content Type ◽  
The University ◽  
Chartered Accountants ◽  
Big Four ◽  
Depth Interviews

Purpose Using primary data from an online survey in addition to 29 semi-structured interviews among chartered accountants and academics in Cyprus, originally collected for the purposes of a PhD research, this paper aims to investigate the importance of networking with regards to women’s progression in the workplace, as well as the barriers women are faced with in their attempt to “play” the networking game in according to the male rules. Design/methodology/approach The use of an inductive approach was considered appropriate since there is little existing research on gender issues in Cypriot organisations. For the purposes of the study, a two-step qualitative approach was taken. Step 1 was an online survey with both closed and open-ended questions delivered to employed Cypriot men and women. Step 2 of the study comprised semi-structured, in-depth interviews. The interviews were conducted with specific, preselected employees, both men and women, comprising chartered accountants from the BIG Four companies in Cyprus and academics working at the University of Cyprus. Findings The research reported in this paper suggests that while there is the perception that men and women share the same opportunities within the workplace and women do not progress by choice, there appear to be various structural and cultural influences at play. It is clear that women are restricted from networking opportunities either intentionally or due to cultural and societal norms and this results in minimising their chances of breaking the glass ceiling and progressing to the top of the organisational ladder. Originality/value The research focuses on the impediments women in Cyprus are faced with in their attempt to network. There is no previous research on this subject in Cyprus.

scholarly journals Indicators of service quality and satisfaction among graduating students of a higher education institution (HEI) in Ghana

2018 ◽  
Vol 12 (1) ◽  
pp. 36-52 ◽  
Author(s):  
Precious Agbeko D. Mattah ◽  
Albert Justice Kwarteng ◽  
Justice Mensah
Keyword(s):  
Service Quality ◽  
Principal Component ◽  
Education Institution ◽  
Academic Programs ◽  
Quality Service ◽  
Content Type ◽  
The University ◽  
Graduating Students ◽  
Academic Services

Purpose The purpose of this paper is to explore the indicators of service quality from the perspective of graduating students in a public university in Ghana. The identified indicators of service quality were rated and the extent of satisfaction among the students was determined. Another issue explored was whether the satisfaction among the respondents inures to their loyalty to the university. Design/methodology/approach A questionnaire was designed, pre-tested and administered to 500 graduating students, and 482 of them were returned for analyses. Principal component analysis was used to determine the indicators of service quality. Independent sample t-test and z-test for proportions were used to compare mean scores and proportions of respondents on various variables, respectively. Findings The results revealed three indicators of service quality which include quality of academic services and facilities, quality of lecturers and quality of academic programs. Graduands were satisfied with academic services, lecturers and programs. They were, however, not satisfied with the quality of facilities. Majority of the respondents will remain associated with the university as a result of their satisfaction with the services, lecturers as well as programs of the university. It is recommended that the university works assiduously on improving infrastructural facilities to help boost the confidence of the students in the university. Originality/value This paper argues that what constitutes quality service vary from one academic institution to the other. It is, therefore, needful for institutions to determine from the perspective of their students what may indicate quality service.

Education of sustainable development goals through students’ active engagement

2019 ◽  
Vol 10 (3) ◽  
pp. 521-544 ◽  
Author(s):  
Dario Cottafava ◽  
Gabriela Cavaglià ◽  
Laura Corazza
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Sustainable Development Goals ◽  
Learning Experience ◽  
Traditional Teaching ◽  
Active Engagement ◽  
Teaching Techniques ◽  
Content Type ◽  
Development Goals ◽  
The University

Purpose The purpose of this paper is to discuss and present new teaching techniques to advance the concept and the practice of education for sustainable development (SD). Due to the recently introduced 17 sustainable development goals (SDGs) and owing their interlinkages and targets, an evolution of the traditional teaching techniques is needed. Design/methodology/approach With the use of a single revelatory case study, this paper presents an example of education for SD goals activity carried out at the University of Torino, focussed on merging SD with the active engagement of students. Findings The empowerment of students happens through a transformative learning experience grounded in the acquisition of managerial soft skills useful in co-creating and co-designing projects to contribute towards SDGs effectively. Practical implications The ultimate goal is to support students to become active citizens in their communities (e.g. starting within the University). Social implications Students learnt about SDGs and the complexities of sustainability, and, at the same time, they learnt valuable tools to contribute to their transformation to develop projects for the benefit of local territories and organizations. Originality/value The paper showcases how transformative learning could be applied to SDGs. Awarded as one of the best practices regarding SD by the Italian Network of Universities for Sustainable Development, the case involves students in a transdisciplinary, creative and open learning environment.

Do predictors of mental health differ between home and international students studying in the UK?

2019 ◽  
Vol 11 (2) ◽  
pp. 224-234 ◽  
Author(s):  
Catrin Pedder Jones ◽  
Annemarie Lodder ◽  
Chris Papadopoulos
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
International Students ◽  
Online Survey ◽  
Self Esteem ◽  
Poor Mental Health ◽  
Content Type ◽  
General Mental Health ◽  
The Uk ◽  
The University

Purpose Previous research has found that international students can experience poor mental health, low levels of life satisfaction, self-esteem and high levels of loneliness when studying in a foreign country. No study has directly compared these between international and home students studying in the UK. The paper aims to discuss these issues. Design/methodology/approach A total of 247 students completed an online survey at the University of Bedfordshire. Findings The hypothesis that international students experience higher loneliness, lower self-esteem, lower life satisfaction and poorer general mental health than home students was rejected. Home students had significantly lower self-esteem, life satisfaction and general mental health scores. Black ethnicity and home student status significantly predicted general mental health and self-esteem in regression analyses. The predictive utility of home student status was maintained when other variables were controlled for in regression models. Originality/value This research suggests that the UK universities should ensure that both home and international students are adequately supported for their mental health.

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