scholarly journals Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education

10.28945/4030 ◽  
2018 ◽  
Vol 21 ◽  
pp. 219-234
Author(s):  
Daniela Drago ◽  
Paige McDonald ◽  
Gaetano R Lotrecchiano
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Healthcare Professionals ◽  
Lessons Learned ◽  
Master's Program ◽  
Convenience Sample ◽  
The Past ◽  
Regulatory Affairs ◽  
Transdisciplinary Science ◽  
Programs Of Study

Aim/Purpose: This paper describes the regulatory affairs discipline as a useful case in the study of both inter- and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. Background: In the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. Methodology: A convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master’s program in regulatory affairs using a transdisciplinary framework. Contribution: An applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education. Recommendations for Practitioners: This paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs. Impact on Society: This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.

EuroPACE: The Lessons Learned So Far

1994 ◽  
Vol 8 (1) ◽  
pp. 19-28 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Planning Process ◽  
Lessons Learned ◽  
The Past ◽  
History Of ◽  
Education Projects ◽  
European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

scholarly journals Individualism/Collectivism and Academic Self-Enhancement in New Zealand Māori University Students

2010 ◽  
Vol 4 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Natasha A. Tassell ◽  
Ross A. Flett ◽  
Jhanitra R. Gavala
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
University Students ◽  
Policy Development ◽  
Educational Strategies ◽  
Negative Contribution ◽  
Convenience Sample ◽  
The Past ◽  
Cultural Orientations

AbstractThe present study had several aims: to examine horizontal/vertical individualism/collectivism in a New Zealand Māori sample; to determine whether these cultural orientations contribute to academic self-enhancement; and to investigate if self-enhancement affects intentions to continue studies in higher education. A quantitative questionnaire was distributed to a nonprobability convenience sample of 71 Māori university students. All participants had either studied within the past year or were currently studying, and were recipients of a Māori-specific bursary for higher education studies. Results revealed the sample scored high on measures of horizontal collectivism and academic self-enhancement. ANOVAs showed some significant differences between our sample and other cultural samples on some of the cultural orientations. A series of standard multiple regressions revealed that combined, the cultural orientations predicted academic self-enhancement, although only horizontal collectivism made a significant negative contribution. Academic intentions were not predicted by self-enhancement. The findings have implications for policy development and educational strategies oriented toward enhancing the academic success of Māori in higher education.

scholarly journals Participation in Higher Education Curricula Development in Armenia and Possible Effects for the Labour Market—The Case of an “Organic Agriculture” Master’s Program

2021 ◽  
Vol 10 (9) ◽  
pp. 331
Author(s):  
Hasmik Hovakimyan ◽  
Milena Klimek ◽  
Bernhard Freyer ◽  
Stefan Vogel
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Organic Agriculture ◽  
Development Process ◽  
Stakeholder Participation ◽  
Lessons Learned ◽  
Master's Program ◽  
Participatory Action ◽  
Participation In Higher Education

Weak or unstructured stakeholder participation in higher education curricula development still remains a problem in Armenia. Change in outdated curricula development processes is needed, as they often do not meet students’ needs; do not adopt innovative teaching methods or tools; and do not fit the labour market’s demand. This paper traces the evolution of the participatory curriculum development process of the Organic Agriculture Master’s program at the Armenian National Agrarian University (ANAU). Prioritizing mainly qualitative methods of research, five relevant stakeholder groups with approximately 10–12 members each at varying levels were involved in this action research. Additionally, paper-based and online surveys were conducted with 290 ANAU students. The results focus on the conceptual mapping of the process of participatory action research, bridging its relevance to the Armenian labour market’s needs. Moreover, the results highlight lessons learned from the process—shaping them around significant theories for participatory action research—and underline the possibilities of the Organic Agriculture Master’s development process as a model program at ANAU and perhaps elsewhere.

Women Leaders in Higher Education

2018 ◽  
pp. 192-200
Author(s):  
Linda Ellington
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Literature Search ◽  
Lessons Learned ◽  
First Century ◽  
Senior Leadership ◽  
Leadership Positions ◽  
Leadership Model ◽  
The Past ◽  
Long Line

An interesting inquiry is whether women leaders are desiring, dismissing, or being disqualified from senior leadership positions in the global K-20 educational academy. Why is there a leadership underrepresentation of those born female? It may be that women leaders have not been socialized in accordance with the male-centric leadership model; they are relatively outsiders who must forge new ways of leading. This chapter's author embarked on a small literature search of history to identify what is not new to us, but possibly forgotten – the experiences and lessons learned from women leaders who met challenges through their bold and effective leadership, as they forged paths for us. There is a feeling of belonging to the past, but not fully understanding it. There is a sense of having acquired a pressing but obscure responsibility, along with a peculiar female ancestry, for us to be the twenty-first century generation in a long line of uncommon women. The insights in this chapter are presented through a simple folktale, asking the question, Where is Walda?

Implementing a Successful Sustainability Plan at Queen’s University

2017 ◽  
Author(s):  
Blake Anderson
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Lessons Learned ◽  
Stakeholder Group ◽  
Institutions Of Higher Education ◽  
The Past ◽  
The World ◽  
Challenges And Opportunities ◽  
Queen's University ◽  
Sustainability Movement

Over the past decade universities from around the world have begun recognizing their need and  responsibility to incorporate sustainable ideals into their teaching practices and daily operations. This same recognition has taken place at Queen’s University where over the past several years a sustainability  movement has been gathering momentum. Individuals from every stakeholder group are beginning to  explore how Queen’s can implement a successful campus wide sustainability plan. It is however unclear  how exactly this commitment should be approached. In spite of the large number of universities making  similar commitments there appears to be no ‘cookie cutter’ model for success. Every university has its own  unique challenges and opportunities that must be addressed early in the planning phases. By combining the lessons learned at other institutions of higher education with the challenges and opportunities at Queen’s this paper lays out a strategy for how Queen’s should approach sustainability.

scholarly journals What do they really like? An investigation of students' perceptions of their coursework in a fully online educational technology program

2019 ◽  
Author(s):  
Patrick Lowenthal
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Graduate Education ◽  
Classroom Community ◽  
Master's Programs ◽  
Technology Program ◽  
The Past ◽  
Hands On ◽  
Education Market ◽  
Higher Education Market

The higher education market space has become increasingly competitive during the past few years. For instance, there are now hundreds of fully online master’s programs in educational technology. Given this increased competition, it is more important than ever for those working in graduate education to understand what students, and specifically those who have graduated from their program, like and dislike about their coursework. We constructed a survey using Rovai’s Classroom Community Scale (CCS) and some additional questions about the easiest, most difficult, and favourite courses to investigate what graduates thought about the coursework of the program they just completed. Results suggest that students in the program prefer courses with practical content, continuous interactions, and hands-on projects; and they dislike courses that are too theoretical. We conclude with implications for practice and additional research.

scholarly journals Is the Australian Paramedic Discipline a Full Profession?

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Brett Williams ◽  
Andrys Onsman ◽  
Ted Brown
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Self Report ◽  
Professional Status ◽  
Past Century ◽  
Convenience Sample ◽  
Australian Health ◽  
The Past ◽  
Body Of Knowledge ◽  
Significant Difference

Introduction Over the past century the Australian paramedic discipline has changed dramatically; moving from its origins of an ambulance driver to its current practitioner role and integral member of the Australian health care system. However, at present the Australian paramedic discipline is not considered a full profession. The issue of whether the discipline currently believes it is a profession, and if it wants to achieve full professional status will be examined. This paper has two objectives - to examine if the Australian paramedic membership views the discipline as a profession, and if paramedic community wants to be considered a profession within Australia. Methods A convenience sample was used for this study that included participants who attended the inaugural National Association Paramedic Academics in September, 2008. An investigation of professionalisation attitudes were investigated using a paper-based self-report questionnaire. Results A total of 63 experts participated in the study. Forty (63.5%) of the participants were male and 23 (36.5%) were female, with 44% of the participants (n=28) being between 35-44 years of age. The majority of the participants reported that the paramedic discipline would benefit from being recognised as a full profession (M=4.62, SD=.771) within Australia and that the higher education sector has an important part to play in this process (4.49, SD=0.74). The majority felt that national registration would not occur within the next 2 years (M=2.52, SD=1.12). A significant difference (p=0.001) between participants from Victoria, New Zealand and Queensland about whether the paramedic discipline would achieve national registration produced was noted. Conclusion The findings from the survey suggest two points in relation to professionalism of the paramedic discipline within Australia. Firstly, the paramedic discipline is not a profession and secondly, the paramedic discipline wants to become recognised as a profession. Other professional factors such as national registration, autonomy and the development of a unique body of knowledge require further investigation.

Women Leaders in Higher Education

2021 ◽  
pp. 789-798
Author(s):  
Linda Ellington
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Literature Search ◽  
Lessons Learned ◽  
First Century ◽  
Senior Leadership ◽  
Leadership Positions ◽  
Leadership Model ◽  
The Past ◽  
Long Line

An interesting inquiry is whether women leaders are desiring, dismissing, or being disqualified from senior leadership positions in the global K-20 educational academy. Why is there a leadership underrepresentation of those born female? It may be that women leaders have not been socialized in accordance with the male-centric leadership model; they are relatively outsiders who must forge new ways of leading. This chapter's author embarked on a small literature search of history to identify what is not new to us, but possibly forgotten – the experiences and lessons learned from women leaders who met challenges through their bold and effective leadership, as they forged paths for us. There is a feeling of belonging to the past, but not fully understanding it. There is a sense of having acquired a pressing but obscure responsibility, along with a peculiar female ancestry, for us to be the twenty-first century generation in a long line of uncommon women. The insights in this chapter are presented through a simple folktale, asking the question, Where is Walda?

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

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