scholarly journals Experiences of Students Enrolled in Integrated Collaborative College/University Programs

2017 ◽  
Vol 47 (2) ◽  
pp. 135-155
Author(s):  
Janet Landeen ◽  
Nancy Matthew-Maich ◽  
Leslie Marshall ◽  
Lisa-Anne Hagerman ◽  
Lindsay Bolan ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Integrated Curriculum ◽  
Life Experiences ◽  
Student Experience ◽  
Academic Programs ◽  
Universities And Colleges ◽  
Power And Control ◽  
University Programs ◽  
The University ◽  
And Control

Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students’ perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.  

scholarly journals Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Chantal Faucher ◽  
Margaret Jackson ◽  
Wanda Cassidy
Keyword(s):  
Relational Aggression ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Theoretical Frameworks ◽  
Power And Control ◽  
Gender Similarities ◽  
Affective Deficits ◽  
Information And Communication ◽  
The University ◽  
And Control

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour.

scholarly journals A Qualitative Study of Patient Perspectives about Hypertension

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Emily P. Jolles ◽  
Raj S. Padwal ◽  
Alexander M. Clark ◽  
Branko Braam
Keyword(s):  
Blood Pressure ◽  
Qualitative Study ◽  
Pressure Control ◽  
Daily Routine ◽  
Hypertensive Patients ◽  
University Of Alberta ◽  
Personalized Approach ◽  
Control Knowledge ◽  
The University ◽  
And Control

To understand hypertensive patients' perspectives regarding blood pressure and hypertension treatment, this qualitative study applied semistructured interviews of hypertensive patients. Participants were recruited from two hypertension clinics at the University of Alberta in Edmonton, Canada. To be eligible for inclusion, patients had to be aged 18 years or older, diagnosed with hypertension by a healthcare provider, and currently taking an antihypertensive medication. Participants were stratified in the analysis according to blood pressure control. Twenty-six patients (mean age 57; 62% female) were interviewed, of which 42% were on target and 58% were not. Three underlying themes emerged from the interviews: (a) knowledge of blood pressure relating to diagnosis and management and control of hypertension, (b) integration of hypertension management into daily routine, and (c) feelings and beliefs of wellness. None of the above themes were associated with better control. Knowledge gaps were found, which emphasize the need for further patient education and physician training. Feelings and beliefs of wellness, and not knowledge, were important factors in home assessment of blood pressure. The absence of connections between control of hypertension and the identified domains indicates that current approaches could benefit from the development of a more personalized approach for education and communication.

Strategies for Organizational Change from Group Homes to Individualized Supports

2012 ◽  
Vol 50 (5) ◽  
pp. 403-414 ◽  
Author(s):  
Pam Walker
Keyword(s):  
Organizational Culture ◽  
Organizational Change ◽  
Developmental Disabilities ◽  
Qualitative Study ◽  
Group Homes ◽  
Power And Control ◽  
And Control ◽  
Staff Engagement ◽  
Community Supports ◽  
Authentic Person

Abstract Organizations are increasingly looking to convert from facility-based services for adults with developmental disabilities to individualized supports. Such conversion involves not only a change in services but a transformation of organizational culture. This qualitative study involved four organizations that have made sustained efforts to transform. Although the approach taken by each organization was unique, there were also some common strategies, which included generating commitment to common values and mission, a turn or return to authentic person-centered planning, shifting power and control, using community supports and relationships, moving away from facility-based settings, and nurturing staff engagement. Ultimately, organizational change is an ongoing process that requires organizational perseverance and commitment.

scholarly journals Power System Hardware in the Loop (PSHIL): A Holistic Testing Approach for Smart Grid Technologies

Energies ◽  
2020 ◽  
Vol 13 (15) ◽  
pp. 3858 ◽  
Author(s):  
Manuel Barragán-Villarejo ◽  
Francisco de Paula García-López ◽  
Alejandro Marano-Marcolini ◽  
José María Maza-Ortega
Keyword(s):  
Smart Grid ◽  
Power Systems ◽  
Power System ◽  
Hardware In The Loop ◽  
Distributed Energy ◽  
Power And Control ◽  
Testing Approach ◽  
The University ◽  
And Control ◽  
The Impact

The smart-grid era is characterized by a progressive penetration of distributed energy resources into the power systems. To ensure the safe operation of the system, it is necessary to evaluate the interactions that those devices and their associated control algorithms have between themselves and the pre-existing network. In this regard, Hardware-in-the-Loop (HIL) testing approaches are a necessary step before integrating new devices into the actual network. However, HIL is a device-oriented testing approach with some limitations, particularly considering the possible impact that the device under test may have in the power system. This paper proposes the Power System Hardware-in-the-Loop (PSHIL) concept, which widens the focus from a device- to a system-oriented testing approach. Under this perspective, it is possible to evaluate holistically the impact of a given technology over the power system, considering all of its power and control components. This paper describes in detail the PSHIL architecture and its main hardware and software components. Three application examples, using the infrastructure available in the electrical engineering laboratory of the University of Sevilla, are included, remarking the new possibilities and benefits of using PSHIL with respect to previous approaches.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

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