La obra educativa de Manuel Eduardo Cortés Cortés y su contribución a la educación superior: una sistematización

ICRE Top Research Abstracts

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsTimothy C. CaboniTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.John M. BraxtonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Molly Black DeusterhausTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Meaghan E. MundyTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Shederick A. McClendonTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.Stephanie D. LeeTimothy C. Caboni is Lecturer in Public Policy and Higher Education and director of the academic program in institutional advancement in the Higher Education Leadership and Policy program at Vanderbilt University's Peabody College. John M. Braxton is Professor of Education in the Higher Education Leadership and Policy Program at Peabody College of Vanderbilt University. Molly Black Duesterhaus is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Meaghan E. Mundy is a doctoral candidate in Leadership and Policy Studies specializing in Higher Education Leadership and Policy at Vanderbilt. Shederick A. McClendon is Assistant Professor of Higher Education at the University of Massachusetts, Amherst.

The article belongs to the category of cases, and is aimed at investigating the characteristics of graduates’ employment immediately after university as well as attempting to understand how their starting professional trajectories results reflect the higher education quality. The authors emphasize the importance of studying the relationship between labour market and higher education system through feedback mechanisms with university graduates six month later after university in terms of scientific research (identifying the features of graduates’ educational and professional trajectories development) and in terms of practical implications (the effectiveness of investing in high-skilled specialties reproduction, their training and preparation for the regional labour market). The Ural Federal University experience in measuring the educational environment quality (taking into account the research design) allows for comparing the graduate sociological survey outcomes (responses over a wide range of parameters was more than 30 % output of graduates 2017) and university administrative database (the parameters of academic achievements, education levels, educational directions). In addition an overview of the employment indicators and starting salaries of the Alumni Employment Monitoring is presented, which indicates the differentiation of the characteristics of starting professional trajectories by the bachelor’s and master’s educational level of the university graduates of 2014 and 2015. Analysis of these data also shows that UrFU is the largest university in the region for young professionals’ production (10 % of the total graduates’ number in the Urals Federal District). Research results demonstrate contribution to the young specialists training for region needs: 69 % of bachelor’s degree graduates 2017 and 79 % of master’s degree graduates got the job in the region. The case of the Ural Federal University helps to extend he view of the university contribution to the young professionals training quality at different educational levels. Research results show that graduates expect their professional and career trajectories development from investments in higher education, however, master’s degree graduates in starting professional trajectories can count only on the salary premium in the amount of 8 %. The key conclusion of the study is as follows: combining work and study allows graduates to integrate into the labour market more quickly, but those who continue educational trajectories in the masters and post-graduate educational program, more often find a main specialty job. On average 83 % of master’s degree graduates get a job similar to specialization obtained during higher education. To satisfy the needs of the regional labor market in highly qualified specialists and forecast their output, it is necessary to form the value orientations of talented undergraduate students who were able to identify their natural aptitudes to the professional activity in which they were getting a bachelor’s degree in higher education, and consequently involve prospective students into master’s educational programs.

Empirical research on the relationship between language learners’ (LLs’) multilingual and professional development has remained scant in conversations surrounding LLs’ sustained engagement with a target language (TL) beyond higher education. To address this gap, this article examines the co‐construction of US collegiate LLs’ multilingual–professional identities and trajectories in career advising appointments where language is cast as a measurable, marketable skill on resumes and job postings. Data include six audio‐recorded, transcribed career advising appointments and 20‐minute post‐advising interviews with collegiate LLs of three non‐English TLs. Through the theoretical lens of figured worlds, the thematic and narrative analyses jointly demonstrate how resumes and job postings function as cognitive tools that prompt LLs to develop stances toward their willingness and preparedness to use the TL in professional settings. Such stances are associated with various manifestations of linguistic insecurity when language is presented as a technical skill on those artifacts. Yet, the analysis shows how LLs work with career advisors to narratively position themselves in relation to “objective” proficiency descriptors and the ideological bi–monolingual in positions of employment and along professional trajectories. Implications for strengthening LLs’ capacity to translate classroom language learning to participation in personally relevant multilingual communities are discussed.

During recent decades society has gone through major changes related to social and technological developments. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. In answer to this challenge within higher education, several efforts in professional development have arised. This chapter discusses teachers’ beliefs about such professional development interventions. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of teacher beliefs from three different departments that participated in two professional development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development trajectories concern beliefs on both individual and collective levels. Within these levels, teachers related their professional development beliefs to both social and technological networks.

Vocational Guidance QuarterlyVolume 31, Issue 4 p. 230-239 The Effects of Voluntary School Desegregation on Occupational Outcomes ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author ROBERT K. GABLE, ROBERT K. GABLE Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorDONALD L. THOMPSON, DONALD L. THOMPSON Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this authorEDWARD F. IWANICKI, EDWARD F. IWANICKI Professor Robert K. Gable is a professor of Educational Psychology, Donald L. Thompson is a professor of Higher, Technical, and Adult Education, and Edward F. Iwanicki is a professor of Educational Administration, all at the University of Connecticut. An earlier version of this paper was presented at the 1982 American Educational Research Association meeting in New York.Search for more papers by this author First published: June 1983 https://doi.org/10.1002/j.2164-585X.1983.tb01541.xCitations: 3 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume31, Issue4June 1983Pages 230-239 RelatedInformation

Reviewed by: Occupying the Academy: Just How Important Is Diversity Work in Higher Education? ed. by Christine Clark, Kenneth J. Fasching-Varner, and Mark Brimhall-Vargas Blanca E. Vega (bio) Christine Clark, Kenneth J. Fasching-Varner, and Mark Brimhall-Vargas, (Eds.). Occupying the Academy: Just How Important Is Diversity Work in Higher Education? New York: Rowman & Littlefield, 2012. 253 pp. Cloth: $70.00. ISBN 978-1-4422-1272-5. Diversity work in education is the latest chapter in a long history of the struggle for social justice. Occupying the Academy: Just How Important Is Diversity Work in Higher Education?, edited by Christine Clark, Kenneth J. Fasching-Varner, and Mark Brimhall-Vargas, addresses the permanence of racism as manifested in higher education. The collected narratives and case studies presented in this book provide testimony about how racism evolves in an era that many people call "postracial," symbolized by the election of our nation's first Black president, Barack Obama. However, the case studies in this book also suggest that diversity workers, for all their best intentions, should name their work for what they are actually doing: race work. The authors divide the book's narratives into three areas: those from chief diversity officers, midlevel administrators, and faculty. The editors charged contributing authors to adhere to several guidelines: They must (a) understand multicultural organizational model concepts, (b) employ Critical Race Theory (CRT) and variations of CRT as conceptual frameworks for understanding diversity work, and (c) provide counter narratives as case studies for analyses. Despite the use of these frameworks that center race in research, however, "diversity" seemed to replace the word "race." Diversity work is the umbrella term for all work done in the name of social justice. Race work centers racial justice as a core value. In the foreword, Sonia Nieto makes this relationship apparent, but this focus does not remain clear throughout the book. Each case occurs at a public higher education institution, and all the narratives employ the same pseudonym, Acme, using, as a rationale, the fact that these stories can occur at many public institutions. There are a few exceptions: none of the cases occurred at minority-serving institutions (MSIs) and none (for reasons they do not explain) were situated in the "Pacific Northwest, Alaska, or Hawai'i" (p. 195). Despite these limitations, the editors argue that these stories are more common than we believe and must be written and published to record the ongoing history of racism in higher education. To understand diversity workers, the editors provide a brief historical background of the role of the chief diversity officer (CDO) in their introduction. The role of CDOs was shaped by private corporations to explain why these roles are often created without much power: "It is important to note that many Fortune 500 companies that signed the amicus brief in support of the University of Michigan's recent bid to protect affirmative action practices (Gratz v. Bollinger, 2003; Grutter v. Bollinger, 2003) have driven the emergence of the CDO position in the private sector and public higher education alike" (p. 2). The editors describe the complexities of diversity workers, particularly those who identify as people of color. Diversity workers of color often find themselves caught between two competing interests—demonstrating a united front with their colleagues, or speaking for their identity group (p. 3). The CDO is caught in contradictory roles. On the one hand, the existence of the CDO symbolizes an institution's seriousness about diversity work; but on the other, they bear the very real responsibility for diversity work, causing authors to ask: "Who is ultimately responsible for the success of institutionalized effort?" (p.89) Three themes prevail throughout the book: (a) difficulties with accomplishing diversity work in the postracial era, (b) understanding diversity knowledge, and asking (c) for whom is diversity work performed? First, all of the narratives demonstrate how difficult diversity work has become in the postracial era. The editors "thought it would get better" (p. xvii), an attitude that was clearly expressed in Case 1 (p. 26). This case reveals the difficulties of diversity work from the perspective of a White, female CDO. It also explores the impact of presidents with different understandings...

Objective: to analyze the professional trajectory of obstetric nurses, who work in planned home childbirth. Method: a descriptive and exploratory study with a qualitative approach, conducted with 12 obstetric nurses who work in planned home childbirth. The participants were recruited using the non-probabilistic Snowball Sampling technique. In this perspective, semi-structured interviews were used, applied during the months of August to November 2018, in private places in the city of Rio de Janeiro. The collected data were submitted to content analysis in the thematic modality. Results: the research pointed out the value of experience and professional training - important milestones - in the setting of planned home childbirth, and motivators for the work of the professionals, as they enable autonomy. It is also emphasized the need for the obstetric nurse to acquire different skills for home childbirth, not covered during the training process. Conclusion: the results consolidate that obstetric nurses, who work in planned home childbirth and have a professional trajectory focused on the constant theoretical improvement associated with an approximation with “experts” in the area, provide experience, safety and quality of obstetric care, as well as autonomous action, in this care-related setting.

Pesquisa exploratória e qualitativa cujo objetivo foi analisar as concepções e práticas pedagógicas na formação de enfermagem para efetivação do cuidado clínico. Participaram da pesquisa 30 docentes-enfermeiros de duas Universidades públicas e uma privada de Fortaleza/CE. A coleta de dados ocorreu mediante entrevista semiestruturada. Após a análise de conteúdo, três categorias emergiram: (A) Formação e Trajetória profissional; expressa as motivações dos enfermeiros para atuarem na docência, para os entrevistados o ato de ensinar surge durante sua trajetória profissional como evento natural e pessoal; (B) Concepções sobre Cuidado, Clínica e Enfermagem, revela como os docentes definem o cuidado clínico de enfermagem, este visto como ato de solidariedade fundamentado em conhecimentos científicos e práticos da enfermagem e de outras ciências. O cuidado deve ser pautado na integralidade com vistas a efetivação da clínica ampliada e (C) Concepções Pedagógicas para o Ensino do Cuidado Clínico em Enfermagem, expõe o pensar e o fazer da enfermagem ao atuar na formação de enfermeiros, nessa categoria os entrevistados colocam que apesar do forte apego ao uso da pedagogia tradicional, no cotidiano da sala de aula é perceptível mudanças metodológicas na prática docente que buscam construir uma enfermagem crítica e reflexiva. Assim, para criar uma enfermagem dinâmica e inovadora é necessário que a prática docente supere desafios inerentes ao ensino do cuidado clínico de enfermagem de modo a ressignificar as concepções e práticas pedagógicas que orientam a formação, a construção da ciência e a qualificação para a docência na área.

Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/herprofessional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future. Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university. Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and ProfessionalDevelopment of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package. Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development. Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.

Professional development (PD) is crucial for teacher growth, yet research on EFL instructors in higher education remains scarce. In Indonesia, PD research focuses more on secondary and primary school teachers, and the research that emphasises EFL teachers’ professionalism is limited. However, EFL teachers’ PD plays an important role in preparing future teachers for better employment opportunities and international communication, so it is a critical component of higher education curricula. This study explores the impact of professional development programs on EFL instructors in Indonesian universities, focusing on types of professional development programs and personal initiatives. Ten EFL instructors from five different universities in Indonesia were recruited using a purposive sampling technique. Using a qualitative approach with semi-structured interviews, thematic analysis reveals that most professional development efforts are self-driven rather than institutionally supported. Key impacts of professional development programs and activities they have participated in on their professionalism include research collaboration, publication skills, ELT strategy improvements, networking, reflective teaching, and language proficiency gains. The findings underscore the need for customised professional development programs that address educators’ specific contexts, ensuring sustainable enhancements in teaching practices. This study highlights the critical role of independent professional development efforts in higher education and provides insights into structuring more impactful support systems for EFL instructors globally.

The Review of Higher Education Fall 1980, Volume 4, No. 1 Pages 25 to 32 Copyright © 1980 Association for the Study of Higher Education All Rights Reserved SPECIAL PROBLEMS OF THE PROFESSOR OF HIGHER EDUCATION Jack H. Cooper* No one seems to know exactly what a professor of higher education is. Indeed, he or she is often seen as a ubiquitous figure on the campus. True, he teaches courses, he may publish in a wide variety of printed matter, he may be involved in some unclear grant-projects, and he may be performing certain pro tern services in the field. Graduate students seem to find higher education to be an attractive field of study. Administrators often don’t know what to do with the program in higher education. It’s different. It doesn’t fit the academic mold(s). It seems almost exotic. It is the contention of this writer that the professoriate in higher education confronts some very special problems due to (1) the nature of higher education as a field of study, (2) the nature of the professoriate in higher education, and (3) the campus environment of higher education as a field of study. Special Problems Due to the Nature of Higher Education as a Field of Study The inability to specialize is a problem of many higher educationists. The university reward system is predicated upon specialized expertise. The professor of English may be a Milton scholar. The professor of history may be a New Deal scholar. Other professors of education will specialize in public *Professor of Higher Education, Washington State University. 25 26 The Review of Higher Education school administration or elementary school curriculum or reading. On most campuses with a program in higher education there are few faculty members to staff it. One, two, or three professors are expected to maintain expertise on the history of higher education, higher education planning and evaluation, governance and administration, finance, curriculum, students as a subculture, student personnel services, the law and higher education, higher education as a field of study, postsecondary vocational and technical education, adult and continuing education, and the community college. Such a wide scope of demand upon the professor does not auger well for any sort of cumulative expertise in a limited subfield of higher education. It almost insures that the professor be a generalist. The dissertation load is often a problem of both nature and numbers. The breadth of the field requires that the professor of higher education make some hard decisions: should he chair dissertations whose subjects and/or methodol­ ogy are those about which he has scant knowledge—thus permitting his students to exercise maximum freedom of research choice, or should he restrict sponsorship to his more knowledgeable areas of research—thus limiting his students’ research? Should faculty members in other areas of expertise be invited to chair dissertations in higher education when it appears unfeasible for the professor of higher education to so serve? And what of the comparatively large numbers of dissertation-stage students in higher educa­ tion? How can the professor control his load and still render adequate dissertation research guidance to serve students unless such activity is included as a part of load? While some universities have such a policy, others do not. The function of providing field service presents special difficulties to the professor of higher education. The adage that, “ An authority is one who is more than 50 miles away from home” applies even more to the professor of higher education. For he is in the unique posture of relating to his own kind in providing expert service. True, there is a vast status spectrum within American higher education. But the unwritten rule of consulting is that the consultant must come from an institution of acknowledged superior status to the one being consulted, and that the two institutions must not in any way compete with each other. Thus it is all right for the professor to consult with a community college in his state, but often not acceptable that he work with an ambitious regional university—nee state college—in the same state. In general, unless the professor is on the faculty of a university of the...

Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, of colleges and universities, college students and their parents. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State University. Alberto F. Cabrera: Specializes in research methodologies, college choice, college students, classroom experiences, minorities in higher education, and economics of education. Gloria Crisp: Doctoral student in educational leadership with a focus on higher education in the department of Educational Leadership and Cultural Studies, College of Education at the University of Houston. Linda Hagedorn: Associate professor and the associate director of the Center for Higher Education Policy Analysis (CHEPA), as well as the program chair for the Community College Leadership program in the Rossier School of Education at the University of Southern California. Steve LaNasa: Assistant Vice Provost for Academic Planning at the University of Missouri, Kansas City, where he is responsible for outcomes assessment, planning, and program evaluation. Amy S. HirschyAssistant professor in the Department of Educational and Counseling Psychology and the Department of Leadership, Foundations, and Human Resource Education at the University of Louisville. Stephanie D. Lee Doctoral student in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University in Nashville, Tennessee. Susan C. Lyon: Works in the Office of Student Affairs in the School of Engineering at the University of Massachusetts, Amherst. Thomas G. Mortensen: Senior Scholar at the Pell Institute for the Study of Opportunity in Higher Education in Washington, D.C., and an independent higher education policy analyst living in Oskaloosa, Iowa. Amaury Nora: Professor of Higher Education and Associate Dean for Research and Faculty Development in the College of Education at the University of Houston. Leticia Oseguera: Doctoral candidate in the University of California, Los Angeles, School of Education's Higher Education and Organizational Change program. Alan Seidman: The creator and editor of the Journal of College Student Retention: Research, Theory & Practice. John H. Schuh: Distinguished professor of educational leadership at Iowa State University, Ames, where he is also department chair. Vincent Tinto: Distinguished University Professor at Syracuse University and chair of the higher education program.

Being and Becoming Academics: A Case Study of Chinese Returned Academics Working on Knowledge Recontextualisation

Context: New Commission on Accreditation of Athletic Training Education accreditation standards were implemented in summer 2020 and will require the entry-level degree in athletic training to be at the postbaccalaureate level in fall 2022. Many institutions have already transitioned their respective degree level or are seeking initial accreditation for a postbaccalaureate program. An exploration into admission requirements across those programs was conducted. Objective: The purpose of this study was to describe the current admission requirements of professional postbaccalaureate programs during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with accredited professional athletic training programs at the postbaccalaureate level. Patient or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: Survey was piloted to establish content validity, then distributed with a consent form via email to participants. Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic and admission requirements for the 2019–2020 application cycle. Results: Among respondents, 78.87% (n = 56) reported an accreditation status of active, 4.22% (n = 3) as degree change pending, and 9.86% (n = 7) were seeking initial accreditation. Regionally, 31.25% of programs in District IV, 25.81% of programs in District IX, 43.33% of programs in District II, and 16.67% of programs in District V responded to the survey, representing the 4 districts with the largest number of professional programs. Less than one-third of program directors (32.4%, n = 23) indicated having an admissions counselor dedicated to the program. Of those who provided data on application processes (n = 63), the majority (68.3%, n = 43) of respondents reporting using ATCAS as an application portal. A minimum 3.0 GPA was the most common academic requirement (69.8%, n = 44), and 5.0% of respondents (n = 3) identified the minimum overall grade point average (GPA) requirement for admission was greater than a 3.0. Over half (57.4%, n = 36) of respondents require a minimum prerequisite GPA for program admission. A total of 63 respondents (74.1%) provided data on standardized testing, recommendation letters, observation hours, and interview requirements for admission. The GRE was required for admission by 22.2% (n = 14) of respondents. Completion of 50 observation hours was the most common expectation (41.3%, n = 26) for program admission, and 28.6% of respondents (n = 18) identified that the program required 0 observation hours by the applicant. Only 12.7% of respondents (n = 8) required 100 or more observation hours as an admissions requirement. Nearly all respondents (93.6%, n = 58) required at least 1 letter of recommendation as part of the application, and 69.8% (n = 44) conducted interviews in the admissions process. Conclusions: A majority of programs required application submission via ATCAS; however, less than one-third of programs had a dedicated admissions counselor. Among professional athletic training programs at the postbaccalaureate level, common academic requirements for admission included a 3.0 GPA and a minimum prerequisite GPA. However, less than 25% of programs required the GRE for admission. If requiring observation hours, 50 hours was the most common expectation, but 28.6% did not require any observations to apply to the postbaccalaureate program. Key Words: Admissions, athletic training education, master's degree.Context: Beginning fall 2022, Commission on Accreditation of Athletic Training Education accreditation standards will require that the entry-level degree in athletic training be at the postbaccalaureate level. An investigation of enrollment trends across professional programs at the postbaccalaureate level was conducted, given that many institutions are amid transition to the master's degree level or starting new postbaccalaureate programs in athletic training. Objective: The purpose of this study was to describe the current status of applicant numbers and enrollment yields at postbaccalaureate program during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with professional athletic training programs at the postbaccalaureate level. Patients or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: The survey was piloted to establish content validity and was then distributed electronically with a consent form to all qualified program directors (n = 223). Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic, application, and enrollment data reported by program directors for the 2019–2020 application cycle. Results: The survey's 38.12% response rate (n = 85) from 223 institutions yielded 71 (31.84%) program directors who were able to report data from the 2019–2020 application cycle. Program directors (n = 62) reported a mean 18.71 ± 7.05 available admissions slots and a mean 17.98 ± 11.95 applications received. More than half of respondents, 54.8% (n = 33), indicated there were fewer applicants than total number of available seats in the cohort. The composition of applicant pools was reported by program directors (n = 61). The mean percentage of applicants who had completed a bachelor's degree at another institution was 60.2% ± 30.5%. The mean number of denied applicants was 2.53 ± 4.04. The overall program enrollment among responding postbaccalaureate programs (n = 60) for 2020 was 16.05 ± 9.86 students. The mean class size for the 2020–2021 admits among programs that successfully enrolled students (n = 59) was 9.31 ± 5.51. Among the respondents who provided data on enrollment goals (n = 63) for the 2019–2020 application cycle, 79.4% (n = 50) indicated that the program had not met its enrollment goal for the academic year. Among respondents who provided data on both 2020 admits and enrollment goals (n = 61), the mean difference between available admission slots and first-year students who enrolled in the program was 9.44 ± 6.53, with 49.2% of program directors (n = 30) reporting that the cohort was underenrolled by 10 or more students. Conclusions: The mean number of applications received during the 2019–2020 cycle by postbaccalaureate athletic training programs was less than the mean enrollment goal. The majority of the program applicants were external to the institution. Nearly 80% of respondents reported not meeting the institution's enrollment goal for the 2020–2021 academic year, and the overall mean admitted class size was under 10 students. Key Words: Enrollment, athletic training education, master's degree.Context: When authentic clinical experiences are unavailable, instructors may need to consider alternatives for evaluating clinical reasoning. Objective: Describe an educational technique that simulates clinical experiences to allow students to demonstrate clinical reasoning. Background: The COVID-19 pandemic created a situation in which providing clinical experiences became impossible. Yet, students still needed to exercise clinical judgment as part of their athletic training education program. The unfolding case study technique aligns well with Kolb's theory of experiential learning and can be used to help students improve clinical reasoning and critical thinking skills. Description: An unfolding case study was used to simulate a clinical experience for students when clinical sites became unavailable to students due to COVID-19. The technique involved using a case study over time in which the student received information, evaluated the information, made a clinical decision in response to the information, and received further information and feedback based on their decision. This repeated until the student reached the conclusion of the case. Clinical Advantages: Students found this assignment to be beneficial because it allowed them to practice clinical reasoning and critical thinking in a realistic yet low-risk environment. Students were able to learn new skills in documentation and billing for services. The assignment allowed for critical feedback to be given to the students at multiple points.Context: Coordinators of clinical education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The Commission on Accreditation of Athletic Training Education (CAATE) Standards outline basic roles of the CCE; however, institutional autonomy dictates that the role may be more nuanced than the Standards outline. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods: A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Participants were recruited via purposive sampling. Seven focus group interviews were completed following a semistructured interview guide developed on the basis of previous socialization research. There were 5–8 CCEs in each focus group. Interviews were recorded and transcribed verbatim. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyst triangulation. Results: Two themes emerged from the data: role and socialization. Role was described as the responsibilities, collaboration, and challenges of the CCE. Participants described many responsibilities including complete oversight of students within clinical education, preceptor development, evaluation and assessment of clinical skills, clinical placements, and administrative duties such as documentation and maintaining accreditation. The CCEs described the importance of collaboration, both internally and externally. Internal collaboration included primarily communication with the program director and other health care faculty, whereas external collaboration included other health care providers, CCEs, and alumni. The CCEs faced challenges tied to their role such as time management, conflict management, and navigating institutional policies. Socialization was defined as preparation necessary for the role, integration into the role, resources and development needed to be successful. Some CCEs described their preparation before taking the role including coursework, assistantships, and working clinically. However, most did not feel prepared to take on all aspects of the role as CCE. CCEs described a variety of ways in which they were integrated into their role. This included meeting with the program director, reviewing the job description and Standards, and trial and error. During the socialization process, they identified many needs including a specific job description with an outline of functions, a flowchart or timeline for tasks, professional development on the new standards, and institutional policies, procedures. Last, they described a variety of resources such as the CAATE accrediation conference and Athletic Training Educator Conference, the CAATE Standards, and published research to provide guidance. Areas in which CCEs felt they needed additional development included training on legal aspects of contracts and mentoring specific to university policy. Conclusions: Overall, participants felt prepared for some aspects of their roles (eg, assigning students to clinical sites), but less prepared for other aspects (eg, affiliation agreements, conflict management, time management). Additional professional development is necessary to make CCEs more successful.Context: Health information technology (HIT) is quintessential to contemporary athletic training practice. The tool most associated with HIT is the electronic medical/health record (EMR/EHR). Previous research has demonstrated that athletic training students' (ATS') role during patient encounters (PEs) affects their report of how often they are able to implement HIT. However, it is still unclear to what extent ATS' role affects the inclusion of HIT behaviors during individual PEs. Objective: To assess how student role influences ATS' integration of HIT behaviors during PEs throughout their clinical experiences. Design: Multisite, panel design. Setting: Convenience sample of 12 Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs (5 baccalaureate, 7 postbaccalaureate). Patients or Other Participants: A total of 329 ATSs at 278 clinical sites entered 30 630 PEs during clinical experiences. Data Collection and Analysis: After formal training, ATS used E*Value software to track PEs during clinical experiences for 3 semesters (spring 2018–spring 2019). Student role (observed, assisted, performed) was collected per PE. During each PE, students were asked to report whether either of 2 behaviors (or none) associated with HIT occurred. The behaviors associated with HIT (documenting information obtained in an EMR/EHR, use of data from EMR/HER to assist in decision-making, and none of the above) were each analyzed to determine differences by student role using generalized estimated equations with a logit link to accommodate the multiple reported PEs within participants and a Bonferroni post hoc correction (P < .05). Results: Among the 30 630 PEs logged, ATS observed 3669 PEs, assisted in 5053 PEs, and performed 21 801 PEs (107 missing). A significant main effect was observed for both HIT behaviors and the answer none of the above. When asked about documenting the PE in an EMR/EHR (P < .001), students who observed the encounter were more likely to document in an EMR/EHR (mean = 0.77) that those that assisted in (mean = 0.71; 95% CI = 0.01, 0.12, P = .010) and those who performed (mean = 0.67; 95% CI = 0.04, 0.16, P < .001) the PE. When asked about using information from an EMR/EHR to assist in clinical decision-making (P = .003), students who performed the PE were more likely to report this behavior (mean = 0.96) than those who observed the PE (mean = 0.92; 95% CI = 0.01, 0.07, P = .004). Finally, for PEs in which none of the above was reported (P = .001), students who performed the PE (mean = 0.34) were more likely to select none of the above for HIT than were those who observed (mean = 0.25; 95% CI 0.03, 0.16, P = .001), and those who assisted with (mean = 0.32) were also more likely to select none of the above than were those who observed (95% CI = 0.02, 0.12, P = .006). Conclusions: Students who observed a PE were more likely to document the encounter in an EMR/EHR, whereas ATSs who performed a PE were more likely to use information from the EMR/EHR to assist in decision-making. These findings suggest that although students were learning to document in an EMR/EHR while they observed PEs, the habitual practice of patient care documentation was not being translated as students shifted toward performing PEs. Further research is needed to explore the factors that influence students' decisions to document in and use information from EMRs/EHRs during patient care. Key Words: Electronic medical records, patient encounters, core competencies, health care informatics.Context: The inclusion of evidence-based practice (EBP) principles within athletic training programs is required by the Commission on Accreditation of Athletic Training Education. However, an important skill that drives EBP, unlearning, often receives little to no attention. Unlike deskilling (ie, decline of skill proficiency over time, often due to lack of use), unlearning is an intentional act of removing knowledge and skills that are no longer effective to implement techniques better supported by evidence. Educators play an important role in ensuring students have the decision-making capability to implement unlearning as their careers progress. Objective: To explore athletic training educators' familiarity with and perceptions of unlearning. Design: Cross-sectional. Setting: Online survey with open-ended questions. Patients or Other Participants: A total of 679 of 6925 athletic trainers accessed the survey, with 640 completing it in full (94% completion rate). Of those who accessed the survey, 189 identified as an educator and were included in the analysis (age = 42.7 ± 9.7 years; years of experience as an educator = 12.6 ± 9.0). Data Collection and Analysis: We distributed a survey composed of 10 demographic variables, 1 quantitative item assessing participants' familiarity with unlearning, and 5 open-ended questions via Qualtrics. Participants' responses regarding the meaning of unlearning were coded as correct or incorrect on the basis of an operational definition. Responses coded as an accurate understanding of unlearning were included in the succeeding analyses. Following the consensual qualitative research approach, 3 research team members developed a consensus codebook through the analysis of the first 30 open-ended responses. Two researchers confirmed the codebook by analyzing the next 30 responses. After analysis of all open-ended responses, our findings were verified by an external auditor. Summary statistics (counts, percentages) were calculated. Results: Of the educators, 74% (n = 130/175; missing = 14) self-reported being minimally to not at all familiar with unlearning. Of those who reported some level of familiarity (n = 115), 55% (n = 61/110; missing = 5) provided an accurate explanation of the concept. Analysis of open-ended responses revealed 2 themes: (1) barriers to unlearning and (2) facilitators for unlearning. Educators identified barriers that were personal in nature, such as lack of time, habitual practice, and keeping up with the evolving evidence base, as well as external factors, including pushback from stakeholders (eg, colleagues, students), Board of Certification exam, and technology access, which were typically out of their direct control. Suggested facilitators for unlearning largely involved formal continuing education opportunities and increased access to different resources and evidence. Educators emphasized the importance of a team approach to unlearning, characterized by encouragement and discussions among colleagues, and support from administration to make necessary changes because the best available evidence adapts and evolves over time. Conclusions: Given the limited understanding of unlearning among athletic training educators, educational opportunities, either through formal continuing education or the production and dissemination of easily accessible and digestible resources, should be provided to improve educators' knowledge and abilities to perform and teach this skill. Integrating unlearning concepts in athletic training curricula may enhance students' abilities to incorporate evidence in clinical practice. Key Words: Evidence-based practice, lifelong learning, self-reflection.Context: Clinical education is essential in helping students develop competency of athletic training skills and knowledge. However, with the challenges posed to traditional in-person simulation by the current pandemic, telehealth simulations have become a popular alternative to achieving learning objectives. Telehealth is rapidly gaining attention and use in athletic training to provide safe and effective patient care in spite of pandemic restrictions. In addition, telehealth can also be implemented to provide equitable health care access to rural or underserved populations, making telehealth an important tool for athletic trainers (AT) to implement into clinical practice well beyond the pandemic. Objective: To create an opportunity for students to apply athletic training clinical skills using telehealth through simulation-based experiences. Background: simulation to create a realistic and safe learning in which students can be observed by faculty, and also the opportunity for to experience medical that they may not during their In addition, contemporary technology such as telehealth may be integrated into simulation to teach students the skills to with telehealth is the use of electronic and technology to provide health care from a In response to the COVID-19 pandemic, telehealth has identified as an important tool for health care are among the using technology to to new health and to patient care. Description: students participated in multiple telehealth simulations to perform a clinical for and Telehealth simulations used participants recruited from the as well as the medical class to students to with different abilities and students integrated students into the clinical evaluation to improve and Telehealth simulations were by the simulation and integrated a of a and a software software with access in simulation was by a using the with judgment in which students their to the their overall and and their students were also required to complete a assignment on their clinical the of their and regarding health and with medical Clinical students skills regarding the telehealth process, and In addition, students their understanding and skills providing health care for patient and Conclusions: Telehealth simulations are an effective and safe to practice clinical reasoning and athletic training skills with participants. In addition, there is a need for students to be to patient to develop their and provide health care. Key Words: A learning experience between athletic training students and students to care of a Objective: The goal of this educational collaboration between athletic training and is to further develop the skills of team and before clinical practice. The use of simulation student during clinical education, ensuring and effective of through student skills, patient care. Patients from provided by and athletic training students to development of important team skills. Finally, this experience can as a for opportunities between and athletic training programs. Background: Health care have in and other health are prepared to their specific of practice. best in health care require collaboration with other to of care and patient an to this by to their prepared to the among This simulation and athletic training students to the need for Description: Students were into of team to assess a patient a patient with a Students were to assessment findings and on care during the and were completed in this student experience to that the standards of best practice for simulation were was A student evaluation to assess learning was completed through at the conclusion of the Clinical This on and created a clinical experience for and athletic training students. This the and application of was an development and between the 2 The educational experience clinical assessment skills in both professional programs as identified by their respective Accreditation also learning This experience was not in either program and on the to incorporate across the This experience used simulation to assess of care by an team of and students. Students who develop and communication skills through simulation the of and effective team care. through this experience can to with other health care Key Words: education clinical education, the education is the from stakeholders to be able to report student learning in student learning has its in educational such as health are of educational student learning as a of ensuring public The development of standardized and of assessment is a in health care education but more limited in athletic training To this in the it is important to first which student learning that athletic training programs are can be developed that are most to athletic training programs. Objective: The purpose of this study was to the of student learning that professional athletic training programs are Design: This as a survey design. Setting: professional athletic training programs. Patients or Other Participants: were to program directors of all professional athletic training programs that were in with the Commission on Accreditation of Athletic Training Education programs at the time of data rate was (n = Data Collection and Analysis: The developed a of health care and athletic training or professional from the different The survey was to program The survey allowed program directors to demographic information about their program and then to select the number of the program and select each of that the program a Descriptive statistics were to the number of that programs and to determine the most across programs. To a the of the sample was with the using a of Results: with a response the was found to be of the The number of that the participants reported in their assessment was reported a between 3 and in their assessment A on the number of for each is in The 2 most student learning were or and Clinical or Clinical (n = for each of (n = (n = and (n = out the 5 most There is some among programs in to the they are in their assessment If and research to develop and assessment for athletic training they should focus on most evidence-based practice and critical Key Words: student learning athletic Many athletic training programs are to program standards that are based on of student including and and and overall on the Board of Certification to standards not athletic training programs to but also students their program may not them for a in athletic training. have that of student are associated with factors, such as and by on factors, athletic training program and may be able to student and program Objective: The purpose of this study was to determine whether of student including to or grade point and academic be by (ie, external identified and and Design: with a Setting: athletic training programs of all degree and in all university Participants: Participants included Athletic members who a student for the 2020 year. Data Collection and Analysis: from all were using an electronic survey and to the using the Survey the the survey to members who met the were 4 additional over an data analysis included an analysis and a A multiple analysis was used as the main Results: was by = = P < .001) and 1 of identified = = P < to was by = = P = A of grade point average was academic = = P < academic was by another of = = P < Conclusions: Athletic training program and may be able to influence program and student by student and by ensuring students have of identified and and a academic of student and program programs will their accreditation and students that they can them for a in athletic training. research is needed to the between factors and Board of Certification Key Words: Student program