Academic Criteria Research Articles

Evaluation of Incremental Validity of Casper in Predicting Program and National Licensure Performance of Undergraduate Nursing Students: Protocol for a Mixed Methods Study.

Academic success has been the primary criterion for admission to many nursing programs. However, academic success as an admission criterion may have limited predictive value for success in noncognitive skills. Adding situational judgment tests, such as Casper, to admissions procedures may be one strategy to strengthen decisions and address the limited predictive value of academic admission criteria. In 2021, admissions processes were modified to include Casper based on concerns identified with noncognitive skills. This study aims to (1) assess the incremental validity of Casper scores in predicting nursing student performance at years 1, 2, 3, and 4 and on the National Council Licensing Examination (NCLEX) performance; and (2) examine faculty members' perceptions of student performance and influences related to communication, professionalism, empathy, and problem-solving. We will use a multistage evaluation mixed methods design with 5 phases. At the end of each year, students will complete questionnaires related to empathy and professionalism and have their performance assessed for communication and problem-solving in psychomotor laboratory sessions. The final phase will assess graduate performance on the NCLEX. Each phase also includes qualitative data collection (ie, focus groups with faculty members). The goal of the focus groups is to help explain the quantitative findings (explanatory phase) as well as inform data collection (eg, focus group questions) in the subsequent phase (exploratory sequence). All students enrolled in the first year of the nursing program in 2021 were asked to participate (n=290). Faculty will be asked to participate in the focus groups at the end of each year of the program. Hierarchical multiple regression will be conducted for each outcome of interest (eg, communication, professionalism, empathy, and problem-solving) to determine the extent to which scores on Casper with admission grades, compared to admission grades alone, predict nursing student performance at years 1-4 of the program and success on the national exam. Thematic analysis of focus group transcripts will be conducted using interpretive description. The quantitative and qualitative data will be integrated after each phase is complete and at the end of the study. This study was funded in September 2021, and data collection began in March 2022. Year 1 data collection and analysis are complete. Year 2 data collection is complete, and data analysis is in progress. At the end of the study, we will provide the results of a comprehensive analysis to determine the extent to which the addition of scores on Casper compared to admission grades alone predicts nursing student performance at years 1-4 of the program and on the NCLEX exam. RR1-10.2196/48672.

A Methodological Approach for the Smartification of a University Campus: The Smart ESI Use Case

As the term smart begins to move away from inflationary usage, mostly related to communication capabilities, and towards a more effective dimension, there is room for research into the systematic process of transforming the things that were not originally designed to be smart. Such a process is referred to as smartification, which evokes the digital refinement of an existing product by embedding digital technologies and smart services. The state of the art shows only a few articles that investigate such methodological approaches to provide smartness on several application domains (e.g., home appliances, buildings, cities), while the smart university domain has not been deeply faced up yet. Based on the hypothesis that a methodology synthesizes a set of suitable procedures oriented to simplify the process of measuring the degree of smartification, we propose in this work a methodology that uses technological and academic criteria for designing a tool to measure the smartification of universities. The main conclusions of this work are the following: (1) The review of the current state of the art related to smart universities and smartification reveals the need for a new vision for a more adequate and accurate assessment of the degree of smartness of universities; (2) A formal method based on Multiple-Attribute Decision Making and case study research aimed at assessing the degree of smartification within the scope of smart universities; (3) A demonstration of the feasibility and application of our method to quantify the smartification degree of the School of Computer Science (ESI) at the University of Castilla-La Mancha under the project Smart ESI; and (4) A valuable method that allows equal comparison between smart universities through a set of standardized indicators, which offers the opportunity to analyze in depth the strength and weakness, and potential achievements of any smart initiatives. To the authors’ knowledge, this is the first approach aimed at assessing the extent of the smartification process in smart universities through a formal method. The outcome of this research can benefit different stakeholders: university community, researchers, and, ultimately, the digital transformation of society.

Research excellence and productivity for global impact at an African university

ABSTRACT The South African government announcement on revisiting the Policy for the Recognition of Higher Education Institutional Types has caused anxiety and ambivalence among Universities of Technology (UoTs), institutions that lack a solid foundation for conducting leading research. Most underperforming UoTs feared a possible downgrade or de-classification from being universities to becoming university colleges by the Department of Higher Education and Training (DHET), potentially triggering attrition of experienced academic staff and students to prominent research-intensive universities. Paradoxically, this ambivalence has also stimulated renewed public interest and discourse on the constitution of research excellence and productivity for greater impact and their significance in UoTs contexts, as universities compete for academic existence, space and relevance amid highly demanding multiple stakeholders in the global community. Addressing specific aspects of research excellence and productivity, this conceptual paper employs Institutional Theory, secondary data of research productivity and the researcher’s reflective insights to locate specific disciplinary areas where one UoT (hereinafter called ‘Protea University’) demonstrated formidable strength and research excellence areas it downplayed that require improvement. The study also proposes concrete strategies for transitioning this university to become a world-class leading research university in a volatile, uncertain, complex and ambiguous (VUCA) world. The study proposes differentiated academic promotion criteria, research impact-lead international collaborations, benchmarking of the research practices and habits of research-intensive universities, innovation and consultancy-driven third-stream income generation and advancement of science communication as areas this UoT can build on to promote its image, reputation and drive of becoming a leading university on the African continent.

Significance of pharmacist intervention to oral antithrombotic therapy in the pharmaceutical outpatient clinic of cardiovascular internal medicine: a retrospective cohort study

BackgroundOptimised antithrombotic therapy requires clinical experience and an understanding of the current guidelines. This retrospective study aimed to evaluate whether pharmacist interviews and interventions with patients taking oral antithrombotic drugs in the pharmaceutical outpatient cardiology clinic had favourable clinical outcomes including decreased bleeding.MethodsThe participants included patients visiting the outpatient clinic of cardiovascular internal medicine at the Kobe University Hospital from January–December 2017, and were taking oral antithrombotic medication. The observation period was from the first visit to the outpatient clinic to October 2021 or death. Patients who received pharmacist intervention more than twice were defined as the pharmacist intervention group. Two control patients per one pharmacist intervention group individual were selected from the non-intervention pool matched for age, gender and antithrombotic medication type.ResultsOf the 895 eligible patients, 132 were in the pharmacist intervention group and 264 were selected for the matched non-intervention group. Bleeding events according to the Bleeding Academic Research Consortium criteria over type 2 were significantly lower in the pharmacist intervention group compared with the non-intervention group (17.4% versus 28.4%, P = 0.019). There were no significant differences in mortality and heart failure hospitalisation frequency, stroke, or cardiovascular events between the groups. Multivariate analysis identified age (≥ 65 years) and pharmacist intervention as factors associated with bleeding (odds ratio = 2.29 and 0.51, respectively).ConclusionPharmacist intervention in the outpatient clinic of cardiovascular internal medicine was effective in reducing the risk of bleeding in patients undergoing antithrombotic therapy.

An investigation into academic career pathways across Radiography education centres internationally

IntroductionRobust academic pathways are critical to support of radiography faculty within third level education. As the profession of Radiography grows its' research activity, it is important that academic opportunities meet the needs of the profession. The purpose of this research was to investigate current academic career pathways across radiography education centres internationally. MethodsAn online survey was developed and administered to radiography academics and clinical/academic staff members internationally. The survey questions (n = 28) include demographic data; teaching and research requirements; academic promotion criteria; identification of the challenges and benefits of being an academic, including equality, diversity and inclusion (EDI) matters. ResultsA total of 175 responses were obtained (6 continents and 39 countries), with a variety of experience levels amongst academics that primarily held permanent work contracts. Regarding the highest qualifications held, 31.4% (n = 55) had a Doctorate and 45.7% (n = 80) a Master's degree, and most respondents were employed as academic lecturers (40.6%; n = 71), with 17.7% (n = 31) employed at professorial level. The minimum time requirement to achieve a permanent contract was variable, ranging from no delay (5.7%; n = 10) to more than 10 years (12.6%; n = 22). Doctorate qualification is currently not necessary in order to career progression for 126 (72%) respondents, while 52% (n = 91) provided specific research requirements. 106 (60.6%) respondents indicated that their institution has EDI policy. ConclusionThis study has captured details related to academic pathways across international radiography education centres. Whilst some heterogeneity exists, there are numerous differences impacting standardised academic career opportunities for Radiography academics. These may challenge academic career opportunities and discourage those interested in an academic career. Implications for practiceThe profile and educational background of these academics has been highlighted as well as the perceived barriers and advantages of a career in academic.

Rationale and design of the PARTHENOPE trial: A two-by-two factorial comparison of polymer-free vs biodegradable-polymer drug-eluting stents and personalized vs standard duration of dual antiplatelet therapy in all-comers undergoing PCI

BackgroundOver the past few decades, percutaneous coronary intervention (PCI) has undergone significant advancements as a result of the combination of device-based and drug-based therapies. These iterations have led to the development of polymer-free drug-eluting stents. However, there is a scarcity of data regarding their clinical performance. Furthermore, while various risk scores have been proposed to determine the optimal duration of dual antiplatelet therapy (DAPT), none of them have undergone prospective validation within the context of randomized trials. DesignThe PARTHENOPE trial is a phase IV, prospective, randomized, multicenter, investigator-initiated, assessor-blind study being conducted at 14 centers in Italy (NCT04135989). It includes 2,107 all-comers patients with minimal exclusion criteria, randomly assigned in a 2-by-2 design to receive either the Cre8 amphilimus-eluting stent or the SYNERGY everolimus-eluting stent, along with either a personalized or standard duration of DAPT. Personalized DAPT duration is determined by the DAPT score, which accounts for both bleeding and ischemic risks. Patients with a DAPT score <2 (indicating higher bleeding than ischemic risk) receive DAPT for 3 or 6 months for chronic or acute coronary syndrome, respectively, while patients with a DAPT score ≥2 (indicating higher ischemic than bleeding risk) receive DAPT for 24 months. Patients in the standard DAPT group receive DAPT for 12 months. The trial aims to establish the noninferiority between stents with respect to a device-oriented composite end point of cardiovascular death, target-vessel myocardial infarction, or clinically-driven target-lesion revascularization at 12 months after PCI. Additionally, the trial aims to demonstrate the superiority of personalized DAPT compared to a standard approach with respect to a net clinical composite of all-cause death, any myocardial infarction, stroke, urgent target-vessel revascularization, or type 2 to 5 bleeding according to the Bleeding Academic Research Consortium criteria at 24-months after PCI. SummaryThe PARTHENOPE trial is the largest randomized trial investigating the efficacy and safety of a polymer-free DES with a reservoir technology for drug-release and the first trial evaluating a personalized duration of DAPT based on the DAPT score. The study results will provide novel insights into the optimizing the use of drug-eluting stents and DAPT in patients undergoing PCI.

Analyzing the Content Found on Fellowship Websites for Adult Congenital Heart Disease.

The Adult Congenital Heart Disease (ACHD) fellowship is a two-year fellowship that can be done by physicians who have finished their internal medicine residency and cardiology fellowship. This study evaluated the accessibility and provided information on the websites of the ACHDfellowship programs to identify potential areas of improvement for future fellowship applicants. Analysis of 25 ACHD fellowship program websites was conducted based on 34 criteria under three main categories: recruitment information, education and research information, and incentive information. This study found that many evaluated ACHD program websites lacked information regarding recruitment. Specifically, information regardingmentorship opportunities, hospital statistics/number of beds, selection process, and interview dates, leaving out crucial details on what to expect during the matching process. Additionally, more information on education and research is beneficial for applicants to sufficiently compare ACHD fellowship programs and make more informed decisions about which programs they would like to apply to. Information on academic stipends, evaluation criteria, expected caseload, moonlighting opportunities, elective opportunities, rotation schedules, call requirements, and types of procedures were all limited across multiple websites. Lastly, incentive information was found to be insufficient across most ACHD fellowship websites. Incentive information included fellow wellness, harassment policies, parental leave, salary, benefits, and vacation/sick leave. This study shows that ACHD fellowship programs need to supply more information on their websites to provide applicants with details to help them choose the fellowship program that corresponds best with their career goals. Expanding upon information regarding recruitment, education, research, and incentives will provide applicants with a strong understanding of ACHD fellowship programs and what they can expect throughout their education. In return, this will help ACHD fellowship programs attract stronger applicants, ultimately improving the quality of their respective programs.

What Does “Success” Mean to Students at a Selective University? Individual Differences and Implications for Well-Being

This study investigated how college students (N = 376) at a private, selective university (a) define success in college in their own words, and how conceptions of success (b) relate to differences in motivation and other individual differences, and (c) predict well-being. A thematic analysis suggested that students’ definitions of success were multifaceted, but the most common themes reflected academic and social criteria for success. Students who defined success in terms of Experience (e.g., trying new things) and Future-Readiness (e.g., preparedness to handle life after college) tended to be higher in mastery orientation and intrinsic motivation. Success definitions varied with demographic characteristics, including gender, class year, race, first-generation status, academic interests, and more, in ways that likely reflect differences in students’ cultural backgrounds and interests. Finally, well-being was higher in students who defined success in terms of Intellectual Growth (e.g., learning, being challenged, determining academic interests). We discuss the implications of these findings for practice (e.g., for university administrators, faculty, and advisors) and for future research.

Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review

BackgroundEmotional intelligence (EI) is a predictive factor of academic success in undergraduate Doctor of Medicine (MD) programs. Although some research suggests a positive association between EI and academic success in MD programs, other research reports neither an association nor a negative correlation between the two variables. The current study aimed to resolve these contradictory findings by conducting a systematic review and a meta-analysis using research from 2005 to 2022.MethodsData were analyzed using a multilevel modeling approach to (a) estimate the overall relationship between EI and academic success in MD programs and (b) determine whether the mean effect size varies according to country (United States vs. non-United States countries), age, EI test, EI task nature (ability-based vs. trait-based), EI subscales, and academic performance criteria (grade point average vs. examinations).ResultsFindings from 20 studies (m = 105; N = 4,227) indicated a positive correlation between EI and academic success (r = .13, 95% CI [.08, – .27], p < .01). Moderator analyses indicated that the mean effect size significantly varied according to EI tests and EI subscales. Moreover, three-level multiple regression analyses showed that between-study variance explained 29.5% of the variability in the mean effect size, whereas within-study variance explained 33.5% of the variability in the mean effect.ConclusionsOverall, the current findings show that EI is significantly, albeit weakly, related to academic success in MD programs. Medical researchers and practitioners can therefore focus on integrating EI-related skills into the MD curriculum or target them through professional development training and programs.

Navigating Competitive Transfer Pathways: Transfer Student Experiences in Health and IT Majors

The health care and information technology (IT) fields demand a more diverse set of qualified graduates who can appropriately fulfill the needs of the varied communities they serve. Currently, community colleges serve as stepping stones for diverse student populations and groups. When it comes to pursuing Health- or IT-related fields, community college students are often drawn to those majors with positive career placements and outcomes. Such majors include nursing, business, engineering, and education. However, at many colleges and universities, these majors are considered limited access, meaning that they have strict academic admissions criteria and accept only a limited number of students each year. This study seeks to understand community college student experiences and perceptions related to health or IT transfer pathway careers and success. We specifically examine Health and IT transfer pathways for students studying at a public community college in the Midwest (MidCC) to a large public research institution in the Midwest (MidU) and the faculty and staff working with these populations of students.

Newer versus Early Generation of the MitraClip for Primary Mitral Regurgitation: A Japanese Single-Center Experience.

The MitraClip G4 system is the latest version of the transcatheter edge-to-edge repair (TEER) system for mitral regurgitation (MR). We aimed to investigate the impact of the new system on routine clinical practice and patient outcomes in the treatment of primary MR. Consecutive patients with primary MR who underwent TEER with either the MitraClip G2 or G4 between 2018 and 2021 were enrolled from a single center registry. Baseline clinical and echocardiographic characteristics as well as procedural and clinical outcomes up to 1 year were compared between groups. Technical and device success were defined in accordance with the Mitral Valve Academic Research Consortium criteria. Among 71 patients with primary MR, 34 were treated with G2 and 37 were treated with G4. Patients treated with G4 had lower surgical risk (7.74 [5.04, 14.97] vs. 5.26 [3.98, 6.40]; p 0.01) than those with G2. There were no significant differences in other baseline clinical variables between groups. On baseline echocardiography, MR volume and flail gap were significantly greater in the G4 group than in the G2 group (regurgitant volume: 63 [41-76] mL vs. 68 [62-84] mL; p = 0.04, flail gap: 4.5 [3.5-5.5] mm vs. 5.4 [4.5-7.1] mm; p = 0.04). Technical success was achieved in over 95% of both groups with no significant difference (p 0.99). Device success was achieved in 61.8% of the G2 group, while in 70.3% of the G4 group (p = 0.47). Post-procedural MR severity was comparable (p = 0.42) and there was no significant difference in the occurrence of mitral stenosis (p = 0.61) between groups. Among patients who reached 1-year follow-up (n = 54), there was no significant difference between groups in a composite endpoint of death or heart failure rehospitalization (10.5% vs. 20.2%; HR 0.61; 95% CI 0.17-2.22; p = 0.45). Residual heart failure symptoms (NYHA 3) at 1 year were observed in 3.7% of the G2 group, while no patient in the G4 group (p 0.99). The MitraClip G4 system achieved comparable device outcomes to the early-generation device (G2), despite treating more severe primary MR with a larger flail gap.

Does Masked Interviewing Encourage Holistic Review in Residency Selection? A Mixed-Methods Study

Problem: Medical educators increasingly champion holistic review. However, in U.S. residency selection, holistic review has been difficult to implement, hindered by a reliance on standardized academic criteria such as board scores. Masking faculty interviewers to applicants’ academic files is a potential means of promoting holistic residency selection by increasing the interview’s ability to make a discrete contribution to evaluation. However, little research has directly analyzed the effects of masking on how residency selection committees evaluate applicants. This mixed-methods study examined how masking interviews altered residency selection in an anesthesiology program at a large U.S. academic medical center. Intervention: During the 2019–2020 residency selection season in the University of Pennsylvania’s Department of Anesthesiology & Critical Care, we masked interviewers to the major academic components of candidates’ application files (board scores, transcripts, letters) on approximately half of interview days. The intent of the masking intervention was to mitigate the tendency of interviewers to form predispositions about candidates based on standardized academic criteria and thereby allow the interview to make a more independent contribution to candidate evaluation. Context: Our examination of the masking intervention used a concurrent, partially mixed, equal-status mixed-methods design guided by a pragmatist approach. We audio-recorded selection committee meetings and qualitatively analyzed them to explore how masking affected the process of candidate evaluation. We also collected independent candidate ratings from interviewers and consensus committee ratings and statistically compared ratings of candidates interviewed on masked days to ratings from conventional days. Impact: In conventional committee meetings, interviewers focused on how to reconcile academic metrics and interviews, and their evaluations of interviews were framed according to predispositions about candidates formed through perusal of application files. In masked meetings, members instead spent considerable effort evaluating candidates’ “fit” and whether they came off as tactful. Masked interviewers gave halting opinions of candidates and sometimes pushed for committee leaders to reveal academic information, leading to masking breaches. Higher USMLE Step 1 score and higher medical school ranking were statistically associated with more favorable consensus rating. We found no significant differences in rating outcomes between masked and conventional interview days. Lessons learned: Elimination of academic metrics during the residency interview phase does not straightforwardly promote holistic review. While critical reflection among medical educators about the fairness and utility of such metrics has been productive, research and intervention should focus on the more proximate topic of how programs apply academic and other criteria to evaluate applicants.

Ultrasound guidance for femoral venous access in patients undergoing pulmonary vein isolation: A quasi-randomized study.

Routine ultrasound (US) guidance for femoral venous access to decrease vascular complications of atrial fibrillation (AF) ablation procedures has been advocated. However, the benefit has not been unequivocally demonstrated by randomized-trial data. Consecutive patients undergoing pulmonary vein isolation (PVI) on uninterrupted anticoagulant treatment were included. A quasi-random allocation to either US-guided or conventional puncture group was based on which of the two procedure rooms the patient was scheduled in, with only one of the rooms equipped with a US machine including a vascular transducer. The same four novice operators in rotation, with no relevant previous experience in US-guided vascular access performed venous punctures in both rooms. Major and minor vascular complications and the rate of prolonged hospitalization were compared. Major vascular complication was defined as groin hematoma, arteriovenous fistula, or pseudoaneurysm. Hematoma was considered as a major vascular complication if it met type 2 or higher Bleeding Academic Research Consortium criteria (requiring nonsurgical, medical intervention by a health care professional; leading to hospitalization or increased level of care, or prompting evacuation). Of the 457 patients 199 were allocated to the US-guided puncture group, while the conventional, palpation-based approach was performed in 258 cases. Compared with the conventional technique, USguidance reduced the rate of any vascular complication (11.63% vs. 2.01%, p < .0001), including both major (4.26% vs. 1.01%, p = .038) and minor (7.36% vs. 1.01%, p = .001) vascular complications. In addition, the rate of prolonged hospitalization was lower in the US-guided puncture group (5.04% vs. 1.01%, p = .032). The use of US for femoral vein puncture in patients undergoing PVI decreased the rate of both major and minor vascular complications. This quasi-randomized comparison strongly supports adapting routine use of US for AF ablation procedures.

Matching into competitive surgical residencies: predictors of success

ABSTRACT Evidence-informed data may help students matching into competitive residency programs guide curricular activities, extracurricular activities, and residency career choices. We aimed to examine the characteristics of students applying to competitive surgical residencies and identify predictors of matching success. We identified the five lowest match rates for the surgical subspecialities listed in the 2020 National Resident Matching Program report to define a surgical residency as competitive. We analyzed a database from 115 United States medical schools regarding application data from 2017 to 2020. Multilevel logistic regression was used to determine predictors of matching. Statistical significance was set at p < 0.05.A total of 1,448 medical students submitted 25,549 applications. The five most competitive specialties included were plastic surgery (N = 172), otolaryngology (N = 342), neurological surgery (N = 163), vascular surgery (N = 52), orthopedic surgery (N = 679), and thoracic surgery (N = 40). We found that medical students with a geographical connection (adjusted OR, 1.65 [95% CI, 1.41 to 1.93]), and students who did an away rotation at the applied program (adjusted OR, 3.22 [95% CI, 2.75 to 3.78]) had statistically significantly increased odds of matching into a competitive surgical specialty. Furthermore, we found that students with a United States Medical Licensing Examination (USMLE) Step 1 score below 230 and Step 2 Clinical Knowledge (CK) score below 240 had increased odds of matching if they completed an away rotation at the applied program. Completing an away rotation and geographical connection to the institution may contribute more than academic criteria for selection into a competitive surgical residency after an interview. This finding may be due to less variation in academic criteria among this pool of high-performing medical students. Students with limited resources who apply to a competitive surgical specialty may be at a disadvantage given the financial burden of an away rotation.

Оюутны мэдлэг чадварын үнэлгээн дэх оюутны оролцоо

Inseparable part of teaching and learning process, which is discussed internationally in recent years, is self and peer assessments that are the students’ participation in assessing their knowledge and competence. Nowadays, the students tend to criticize their teachers’ assessment instead of analyzing their own performances. Therefore, we consider that there is a need to study the significance of students’ assessment, its methods and forms as self and peer assessments contribute considerably towards encouraging students to take greater responsibility for their learning and more effectively internalising academic standards and assessment criteria. Moreover, we have carried out some experiments on using peer assessment in several English classes, consequently we have achieved considerable good results.

Translating “Translation Studies”: Relational and (Self)reflexive Analysis on (the absence of) Translated Articles in Translation Studies Journals in Turkey

Bourdieusian sociology of translation calls for relational and (self)reflexive analysis in translation studies (TS). This call urges researchers to objectify TS itself and themselves as objectifying subjects. TS scholars are invited to analyse TS as a field, scrutinise their own positions in the field, question their own scientific knowledge production processes critically, and thus discern how the organisation of the field, their positionings, and power relations within the field influence their practices. Heeding this call, this study aims to conduct relational and (self)reflexive analysis on (the absence of) translated articles in TS journals in Turkey and tries to trace the possible reasons why there are almost no translated “translation studies” articles in the journals although translation has played a pivotal role in the birth and development of TS field in Turkey. To this end, the archives of the TS journals on the DergiPark database were scanned first. It was observed that except for a few translated short stories and articles, there are almost no translated TS articles in the journals. As a TS scholar inhabiting the field for almost 10 years, my observations, experiences, and interactions with other TS scholars in the field suggest that copyrights, the assumption that TS scholars are polyglot and thus do not need translation, the fact that translated articles are not included in academic promotion criteria and intellectual bias considering translation secondary and derivative act are the possible reasons for this situation. Collective and critical reflexivity and various changes in the TS field In Turkey will be offered as potential solutions at the end of the study.

Research ethics in the occupied West Bank and the Gaza Strip: between institutionalisation and the power of praxis

ABSTRACT ‘Research is a major aspect and fundamental component of many social struggles and movements for change' [Choudry, A. 2013a. “Activist Research Practice: Exploring Research and Knowledge Production for Social Action.” Socialist Studies/Études Socialistes 9 (1): 128 151. doi:10.18740/S4G01K, 128]. For Palestinians, research and knowledge production are vital for their ongoing anti-colonial struggle. However, there are various factors that restrict these processes and create an unsafe environment to produce liberatory knowledge(s) related to political and social activism. Some of these factors are the colonisers' prolonged oppression of Palestinian thought, narrative(s) and theorising, which is exacerbated by an oppressive Palestinian Authority – essentially an authoritarian body governing the Palestinian population in the West Bank and Gaza Strip; and the imposed hyper institutionalisation of academic and intellectual spaces, by donors’ strategies which create a need to meet global academic criteria by Palestinian institutions. This article engages with research ethics as a specific aspect within the process of knowledge production and dissemination. It critically looks at procedural research ethics that frame research conduct, including data generation, data analysis and modes of dissemination. In Palestine, research is being conducted under settler colonialism, apartheid and repressive ruling authorit(ies). This poses unique conditions that challenge standardised institutional ethics procedures and existing power dynamics within academic and research institutions. Additionally, in Palestine, there is a situation of excessive research – that is almost entirely dependent on foreign funding and the avoidance of clashes with the ruling authorit(ies). Hence, research ethics could be used as a tool for objectification and violence normalisation [Abdelnour, S., and M. Abu Moghli. 2021. “Researching Violent Contexts: A Call for Political Reflexivity.” Organization, 1–24]. The article argues that within the Palestinian context, institutionalised ethics procedures in universities and research institutions are almost never sensitive to the particularities of the context and/or the knowledge production and dissemination needs of a nation struggling for liberation. It also argues that utilising research ethics beyond standardised institutional procedures could be a tool for emancipation and the building of collective anti-colonial consciousness and critical education.

Sustainability reports and their impact on firm value: Evidence from Saudi Arabia

This study aimed to clarify the significance of sustainability reports and test the impact of the disclosure of sustainability reports on firm value. To achieve this end, the researcher conducted an applied study of the firms listed on the Saudi stock market during the period from 2017 to 2021. A sample of (60) firms was selected with a total number of 300 data points. Firm value was measured using four different measures: Tobin's Q, market value per share, price/book value ratio per share, and security return. An indicator was created to measure the level of disclosure of sustainability reports and another to measure the quality of disclosure of sustainability reports. To measure the study's variables, the content analysis method was used. Based on the results of the regression analysis, the study concluded that an intrinsic correlation exists between the level of disclosure of sustainability reports and the firm value, as well as a correlation between the quality of disclosure of sustainability reports and the firm value. The study recommends the following: First, an accounting standard for the disclosure of sustainability reports should be issued. Secondly, sustainable development criteria should be included in the academic criteria at Saudi universities. Thirdly, meetings with accountants and members of the Saudi capital market and firms should be held to find solutions to the challenges facing firms when preparing sustainability reports. Finally, further scientific research should be conducted in this field.

The formation of self-management teams in higher education institutions. Satisfaction and effectiveness

ABSTRACT This paper explores how self-management work groups are formed in higher education institutions and how this affects the effectiveness of the teams. For this, we investigated the experiences of 560 students who were members of self-management learning teams, using factorial analysis, cluster analysis and ordinal logit regression. We focus on self-management teams, where students form work groups autonomously, and making decisions with whom to collaborate. Thus, students influence the composition of their groups, which will condition the internal dynamic of teams, and its subsequent effect on the effectiveness of the groups. Our paper contributes to the literature on student-centred perspectives highlighting how the formation of self-management teams has an impact on their satisfaction and effectiveness. Moreover, we identify four criteria (competencies, academic level, social relationships, and ad hoc) during the formation of self-management teams that have a differential impact on the effectiveness and potential conflict in the team. Additionally, our results reveal three groups of students, regarding the formation criteria of self-management teams: a first group where the academic level criteria prevails, a second group based on competencies, and finally, a group that combines social relationships and ad hoc criteria. Moreover, we find that self-management teams based on the competencies and academic level criteria have a higher level of effectiveness and satisfaction than the formation of self-management teams based on social relations and ad hoc decisions. Moreover, the results show that the exclusive use of academic level as a formation criteria is potentially a source of conflict in the self-management team.

Selection and recruitment of pre-registration occupational therapy students in the United Kingdom: Exploring entry criteria across education providers

Introduction: Since widening access to higher education became a United Kingdom (UK) governmental priority in the 1990’s, occupational therapy has made little progress in diversifying student and workforce populations that mirror increasingly diverse service user populations. This research aims to, for the first time, map entry criteria across UK pre-registration programmes, while considering fair access and exploring who might be missing at the point of enquiry and entry. Method: A cross-sectional quantitative content analysis was conducted of all UK university websites, identifying programme type, academic, professional and alternative entry criteria for 2021/2022. Findings: Five entry routes via undergraduate and post-graduate programmes ( n = 73) offer limited part-time opportunities (n = 11). Visible academic entry criteria appear weighted towards ‘traditional’ qualifications, while assessment of professional skills at application and selection is explicit for over 75% of programmes. 86% (n = 63) utilise interviews at selection, with 33% (n = 24) not publicly acknowledging alternative access routes into the profession. Conclusion: If the profession is to avoid continued stagnation in diversity amongst student populations and successfully reflect service user diversity in the workforce, it is essential UK universities increase parity across academic entry criteria, ensure the visibility of acceptable skills for alternative access and substantially improve flexibility for part-time study.