The Network Effect of Arts Incubators

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Stan Renard ◽  
Gianluca Zanella
Keyword(s):  
Program Directors ◽  
Network Effect ◽  
Education Programs ◽  
Academic Field ◽  
University Programs ◽  
Arts Administrators ◽  
Entrepreneurial Training ◽  
Complex Phenomena

Although there has been a proliferation of metrics to evaluate arts incubators, the academic field is still developing. Different models and methods of education are applied to the complex phenomena of arts incubators; therefore, it is crucial to measure the effectiveness of education programs from many different perspectives. Our aim is to propose a metric that can estimate the effect of each incubator activity based on the geospatial distribution of its participants. This GIS-based metric will provide a descriptive measure for the quantity and density of the geographical communities affected by the incubator’s activity as well as a socio-economic and demographic benchmarks. Our study investigates 14 US-based arts incubators that offer entrepreneurial training to their associated 1,087 incubatees. The goal of this study is to provide a metric that can assist arts incubators, program directors, arts administrators, and university programs assess program growth as well as funding and marketing efforts.

Reconnecting Dance and Physical Education through Dance Science

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Melonie B. Murray ◽  
Steven Ross Murray
Keyword(s):  
Physical Education ◽  
International Association ◽  
Academic Discipline ◽  
Fine Arts ◽  
Education Programs ◽  
Academic Field ◽  
Dance Training ◽  
And Performance ◽  
The 1960S ◽  
Performance Projects

This article traces the development of dance as an academic discipline from its infancy in physical education programs to its present state, noting the significance of the burgeoning field of dance science and how it is a catalyst for the reconnecting of dance to physical education. The academic discipline of dance originated in the early 20th century in American academe, particularly in women’s physical education programs. By the 1920s, dance emerged as a discrete discipline with Margaret H’Doubler’s founding of the first baccalaureate degree in dance at the University of Wisconsin. By the 1960s, the academic discipline of dance had shifted from its original mission of movement education for everyone to focus more on professional dance training for highly skilled performers. This philosophical shift saw many dance programs move from homes in physical education to the fine arts. During this time, dance also saw an increasing disciplinary emphasis on choreographic and performance projects, a trend still evident today. Dance science began to develop as an academic field in the early 1980s, and shortly after publications and conferences in the area were born. The professional association the International Association for Dance Medicine and Science was founded in 1990. With dance science’s emergence, dance and physical education began to realign, albeit often in departments of kinesiology. Today, with the development of dance science as a burgeoning field, dance and kinesiology are coming full circle, rejoining through their historical roots.

scholarly journals Efficient, Effective, and Ethical Practice in Lifelong Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Thomas N. Guinsburg
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Goal Setting ◽  
Professional Values ◽  
Ethical Practice ◽  
Education Programs ◽  
University Continuing Education ◽  
University Programs ◽  
The Relationship ◽  
Ethical View

This paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant's measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.

Issues Affecting Gerontology Education and Manpower Needs in Population Aging

1983 ◽  
Vol 2 (3) ◽  
pp. 153-161 ◽  
Author(s):  
James E. Thornton
Keyword(s):  
Knowledge Base ◽  
Population Aging ◽  
Supply And Demand ◽  
Education Programs ◽  
Academic Field ◽  
Field Development ◽  
Manpower Policy ◽  
Professional Field ◽  
Manpower Needs ◽  
Occupational Settings

ABSTRACTThis paper discusses seven major issues that will affect the development of gerontology education in response to manpower needs in aging in Canada. These issues concern the definitions of aging for educational and manpower policy, manpower forecasting, knowledge base in gerontology, gerontology as an academic field or as a professional field, development of education programs, employment opportunities, and factors in supply and demand. The author stresses the importance of creating baseline data about manpower needs and occupational settings and about the knowledge base of gerontology in Canada.

Autonomy and Resources in Small Baccalaureate Social Work Programs

2002 ◽  
Vol 8 (1) ◽  
pp. 51-67
Author(s):  
René D. Drumm ◽  
Mary Ann Suppes ◽  
Robert C. Kersting
Keyword(s):  
Social Work ◽  
Community Involvement ◽  
Program Directors ◽  
Public Institutions ◽  
Private Institutions ◽  
Education Programs ◽  
Long Time ◽  
Social Work Programs ◽  
Work Education ◽  
Program Challenges

Small baccalaureate social work education programs have existed for a long time but only recently have their strengths and limitations been a subject for study. The research presented in this article is a statistical analysis of survey data regarding program directors' perceptions of strengths and challenges related to program autonomy and resources. Findings indicate that program directors housed in private institutions perceive greater levels of strength than those in public institutions. In addition, the program directors who reported strong community involvement also sensed greater strength in autonomy and resources. Factor analysis revealed no coherent clusters for further analysis concerning program challenges. These findings may indicate that while program directors have some shared perceptions regarding program strengths, program challenges may be more program-specific.

scholarly journals Integrative Hematology Oncology Fellowship Program: A National Survey Based Analysis of Need

Blood ◽  
2021 ◽  
Vol 138 (Supplement 1) ◽  
pp. 1887-1887
Author(s):  
Krisstina L. Gowin ◽  
Betsy Wertheim ◽  
Ashley Larsen ◽  
John Camoriano
Keyword(s):  
Palliative Care ◽  
National Survey ◽  
Radiation Oncology ◽  
Formal Education ◽  
Training Programs ◽  
Care Program ◽  
Program Directors ◽  
The United States ◽  
Education Programs ◽  
Fellowship Programs

Abstract Introduction: Integrative hematology oncology (IHO), the combination of complementary medicine in conjunction with conventional cancer treatments, is emerging as an important supportive care modality. Formal education programs, such as IHO fellowship programs, are not currently available. We conducted a national survey to gauge interest and investigate barriers to the development of IHO training programs in the US. Methods: An 18-question survey was sent to hematology/oncology, radiation oncology, and palliative care program directors, physicians, and fellows, and internal medicine residents planning to enter into any of the above fellowship programs. Recruitment was national with use of public email list servs and social media. Program directors and fellowship programs were identified through the Accreditation Council for Graduate Medical Education (ACGME). Participant informed consent was completed online and, Qualtrics survey links were shared weekly via email in two 4-week sessions. Results: Participants (n=208) included physicians from: Hematology/Oncology 65.9% (n=137), Radiation Oncology 8.6%(n=18) and Palliative Care 25.4% (n=53). Hematology oncology respondents included physicians 47.4% (n=65), fellows 33.6% (n=46), and residents planning to enter into a hematology oncology fellowship 3.6% (n=5). Program directors (n=69) from each specialty included: 15.3% (n=21) from hematology/oncology, 61.1% (n=11) from radiation oncology, and 69.8% (n=37) from palliative care. Interestingly, palliative care had the highest response rate in this category. Survey respondents were mostly aged 31-40 y (38.4%), 41-50 y (23.8%), or 51-60 y (21.5%). Participant genders were male (45.7%), female (50.9%), or prefer not to identify (3.5%). There was diverse regional participation across the United States. Overall participant responses revealed significant interest for an IHO training program, despite little (36.0%) to no (49.4%) previous training in integrative medicine (Table 1). Curriculum topics of primary interest were physician/provider wellness, stress reduction techniques, off-label use of medication, exercise/physical activity, nutrition, and lifestyle counseling. The preferred education delivery was didactic lectures and clinical practice exposure. Barriers to implementation included lack of good curriculum and inadequate budget/time/faculty experience to implement the program. Need for IHO training was based on perceived benefit to patients in 39 participants (73.6%), and patient request for services in 37 participants (68.8%). Conclusion: In this national survey of 208 physicians, the majority (64%) expressed interest in IHO education programs. Barriers included lack of curriculum, expertise, budget, and time. Education preference for fellowship track and certificate programs were similar, suggesting interest of both available options. Most participants (87%) felt fellows should participate in IHO research. In conclusion, IHO training is perceived as valuable and desirable. Thus, the development and dissemination of IHO training programs is needed. Figure 1 Figure 1. Disclosures Gowin: Incyte: Speakers Bureau.

scholarly journals A National Survey of postgraduate physician assistant fellowship and residency programs

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Vasco Deon Kidd ◽  
Sarah Vanderlinden ◽  
Roderick S. Hooker
Keyword(s):  
Postgraduate Training ◽  
Physician Assistant ◽  
Academic Medical Center ◽  
Postgraduate Education ◽  
Program Directors ◽  
Education Programs ◽  
Post Graduate ◽  
Wide Range ◽  
American Medicine ◽  
The Us

Abstract Introduction The development of postgraduate programs for physician assistants (PAs) began in 1973 and by 2020 there were approximately 72 programs spread across a broad range of medical and surgical disciplines. PA Post-graduate education programs are voluntary and available to American licensed PAs. Therefore, an assessment of the characteristics of PA post-graduate fellowships and residencies programs was initiated. Method A non-experimental, descriptive research study was designed to obtain information on the characteristics of PA postgraduate education programs in the US. The source of information was from surveyed members of the Association of Postgraduate Physician Assistant Programs (APPAP). Questions were drawn from consensus discussions. Directors of postgraduate programs that were operational in 2020 were eligible to participate. Results Seventy-two postgraduate program directors were invited to the survey and 34 program directors replied. These programs are geographically distributed across the US in 13 states. The respondents represent a wide range of medicine: surgery, emergency medicine, critical care, orthopaedics, hospitalist, psychiatry, oncology, primary care, pediatrics, and cardiology. Most programs are associated with an academic medical center and some institutions have more than one postgraduate specialty track. The curriculum includes bedside teaching, lectures, mentorship, assigned reading, procedures, simulation, and conferences. An average program length is 12 months and awards a certificate. Stipends for PA fellows are $50,000–80,000 (2020 dollars) and benefits include paid time off, health and liability insurance. About half of the programs bill for the services rendered by the PA. Over 90% of graduates are employed within 2 months of completing a PA postgraduate training program. Conclusion A trend is underway in American medicine to include PAs in postgraduate education. PA postgraduate training occurs across a broad spectrum of medical and surgical areas, as well as diverse institutions and organizations overseeing these programs. Most PA postgraduate programs are in teaching hospitals where the PA resident or PA fellow also serves as a house officer alongside a categorical resident. This study sets the stage for more granular economic and social research on this growing phenomenon in American medicine.

Engagement Theory in Action: An Investigation of Athletic Training Program Directors

2007 ◽  
Vol 2 (2) ◽  
pp. 49-55
Author(s):  
Kimberly S. Peer
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Education Program ◽  
Good Practice ◽  
Athletic Training Education ◽  
Program Directors ◽  
Education Programs ◽  
Engagement Theory ◽  
Terminal Degree ◽  
Athletic Training Program Directors

Objective: To examine the use of good practice indicators by athletic training program directors and to provide a theoretical framework using engagement theory, a learner-centered process focusing on program improvement through continuous planning and evaluation, as a foundation for implementing good practices in athletic training education programs. Design and Setting: Athletic training education program directors completed the study's instrument. Responses were analyzed using correlations and regression models following return of the instruments via United States mail. Subjects: Seventy-three undergraduate athletic training education program directors for CAAHEP (now CAATE)-accredited, entry-level programs completed the instrument for this study. Measurements: Subjects completed a demographic sheet indicating Carnegie classification (research and doctoral or comprehensive and baccalaureate), appointment type (administrative/academic or academic/athletic), and degree type (education or non-education). The participants also completed a faculty inventory based on the “Seven Principles for Good Practice in Undergraduate Education.” Data were analyzed using SPSS (Version 10.0). The independent variables were institution type, program director appointment type, and terminal degree type. The dependent variables were the collective and individual subscale scores on the inventory. Results: There were no differences in self reported principles of good practice between program directors of different institution, appointment or terminal degree types. It was clear however, that athletic training program directors across the country report use of quality practices in their teaching. Conclusions/Recommendations: Engagement theory provides a strong foundation for implementing quality indicators in both didactic and clinical instruction in athletic training education programs. The faculty inventory used in this study provides athletic training educators an instrument to use to reflect upon current practices to determine whether they reflect the quality indicators that promote engagement.

scholarly journals AGRICULTURAL EDUCATION AND RESTRUCTURING

2015 ◽  
Vol 16 (2) ◽  
pp. 10
Author(s):  
Fati Jalo Ibrahim ◽  
K. G. Farauta
Keyword(s):  
Sustainable Development ◽  
Agricultural Education ◽  
Business Management ◽  
Way Of Life ◽  
Education Programs ◽  
Tertiary Institutions ◽  
Agricultural Business ◽  
Entrepreneurial Training ◽  
Agricultural Curriculum ◽  
Made In

Increasing awareness of the important of vocational agricultural education has drive various regimes in government and education to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well as a good and profitable way of life when properly practiced. Unfortunately, in spite of the various efforts by government and other stake holders, it had been widely reported that agriculture in schools had been a failure. Agricultural education and restructuring are the focus of this study and the components for restructuring agricultural education programs are general agricultural education, linkage of agricultural education to the society and small agricultural business management and entrepreneurial training. The study also discussed the need for restructuring agricultural education, objectives of agricultural education, agricultural education/learning, shortfalls in current secondary and tertiary agricultural education, recommendations and suggestions were made in achieving sustainable development through vocational agricultural education.

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