Academic Entry Research Articles

Assessing the relation between academic talent mobility and academic output

There is a great controversy between academic talent mobility and academic output. This paper obtains the list of mobile academic talents (experimental group) from NSF. It matches them into the control group list according to the indicators of an academic institution, department, research direction, entry time, age, and NSF fund obtained in the near year. It carries out a seven-year follow-up survey on the quantity and quality of papers published by the experimental and control groups, using the “quasi-experimental research” method for the first time. The results show that, on the one hand, the academic output of Chinese academic talents is highly stable. Mobility is not the critical variable affecting academic output, indicating that academic output is more related to talents' research habits and research ability, which shows the highly stable academic quality of scholars; on the other hand, the study finds that scholars returning from overseas manifest the stability of academic output whose number and quality of academic papers remain highly stable even if the mobility happens again. This study reveals the objective relationship between academic talent mobility and academic output. It has significant reference value for China in the next stage of attracting talent from the international academic labor market.

Reviewing Concentrated Poverty Literature Through an Antiblackness Lens to Reveal a Concentrated Debt

The relationship between concentrated poverty and educational outcomes has received substantial attention in academic research over the last 3 decades. Researchers have argued that neighborhood characteristics are associated with academic achievement, educational attainment, dropout rates, college entry, cognitive abilities, attendance, and grade repetition. Given that Black students constitute a large proportion of those living in concentrated poverty, coupled with the urgency of contemporary times where state-sanctioned violence is on full display in the United States, assessing how education scholars are conceptualizing concentrated poverty is vital. Utilizing an antiblackness lens to critically review 64 recent articles addressing concentrated poverty and educational outcomes, we explicitly drew on anti-Black scholarship to expand the discourse from “concentrated poverty” to a “concentrated debt.” A concentrated debt constitutes education, racial capital, placemaking, and humanity debts. We argue that to address these debts, we must move beyond deficits, lacks, and disorganization of Black neighborhoods and toward humanizing Black students and their families by investing in their homes, schools, and communities.

Preliminary Study on the Evaluation Methodologies of Junior High School Music Academic Performance

The junior high school music academic entrance examination holds significant importance in the context of the new curriculum reform, serving as a pivotal instrument for implementing the "General Plan for Deepening the Reform of Educational Evaluation in the New Era" and the "Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era," issued by the General Office of the State Council. As frontline educators, it is imperative to adeptly navigate the impending junior high school art subject entrance examination by acquiring evaluation knowledge and mastering scientifically sound assessment methods. Recognizing this urgency, the author secured approval for the "Thirteenth Five-Year Plan" project in Shaanxi Province in 2018, titled "Research on the Unified Music Examination Methods for Junior High School Graduation in Shaanxi Province." This research primarily delves into the grading criteria outlined in the "Music Curriculum Standards" for compulsory education, exploring the knowledge points, question types, weights, and evaluation methods. The findings represent a culmination of in-depth practical exploration, offering valuable insights for educators and stakeholders. These operational research results are shared here for reference purposes only.

Teaching Natural Sciences and Possible Paths to Strengthen Cultural Capital

Theoretical framework: The concept of Capital that we take as a reference comes from Pierre Bourdieu in the reality of rural social spaces and the basis is that cultural differences can intervene in people's future and opportunities. If it doesn't exist, the chances of academic success and entry into higher education fall, as does the quality of life. Methodology: with a qualitative profile, discourse analysis was the reference once the testimonies of 23 peasant students were accessed. With the speeches, the search was for the meanings in the constitutivity of the subjects and their speeches, refusing univocal, easy explanations and the insistent search for the ultimate and hidden meaning of things. Results and conclusion: regarding economic capital, we perceive its existence in the form of different factors of production, for example, land, factories, work and the set of economic goods such as money, heritage, material goods of the family in the countryside. But it was in the symbolic and cultural capital that the peasant reality could be evaluated. Implications of the research: although social movements and their fight for rights, both in the field of education and to conquer the right to land, culture, history and memory is historic, education can break with issues that are not yet so well resolved.

Design of an adaptive hypermedia system to strengthen algebra learning skills of high school students

The national and international parameters of educational evaluation have provided a frame of reference to analyze and compare the performance of the students, however, in Mexico these results show a low educational level. Therefore, it is important to implement tools to reduce educational deficiencies. The objective of this work is to develop an Adaptive Hypermedia System (SHA), which considers the individual characteristics of students in order to adapt and present content based on competencies, for the development of algebra skills. This research project was carried out in three phases: Phase 1. The Protocol Test was applied to identify the academic entry profile of 185 high school students who were studying algebra. Phase 2. The learning strategies contained in the SHA were designed, taking into account two key approaches: research-action-development and the ESEAC scale. Finally, in Phase 3, the SHA was used as support for students who presented low performance in the subject of algebra that they are currently studying in their high school training, and thus determine the impact and effectiveness of this system.

Factors influencing sports science students’ elective biomechanics enrolment decisions

ABSTRACT The modularisation of sports science curricula allows students to individualise degrees to fit their interests and aspirations via elective modules. The aim of this study was to explore the factors which influence sports science students’ elective biomechanics enrolment decisions. A total of 45 students completed an online survey focussing on personal and academic characteristics which may influence enrolment decisions. Significant differences were found for three personal characteristics. Biomechanics module enrolees were more positive in their self-concept of subject ability, had a greater like for their previous subject experience, and displayed a higher agreement in requiring the knowledge for future career aspirations. Although, statistical power was reduced when respondents were categorised into demographic sub-groups, exploratory analysis highlighted self-concept of subject ability may differentiate female students’ enrolment, while previous subject experience may distinguish male students’ enrolment and academic entry route students’ enrolment. Undergraduate sports science core biomechanics modules should consider adopting learning pedagogies which help to increase individual students’ self-concept of ability and inspires them to recognise the value of biomechanics in their potential career aspirations.

Predictors of academic performance of distance e-learners in a Nigerian University

This study was designed to analyze the predictors of the academic performance of distance e-learners. The population consisted of all distance learners in the university study centers in the South-West geopolitical zone. The sample of the study was made up of 1025 respondents from the university, which were selected using a purposive sampling technique. A mixed-method approach was used for the collection of data. This study applied ordinal regression analysis in searching for the best predictors among the variables under investigation in predicting the academic performance of distance e-learners. A quantitative approach was used to determine the best predictors. In contrast, a qualitative approach was used to support the quantitative results and reveal other variables not covered in the questionnaire. Results showed that five variables best predicted academic performance, and together they explained 10% of the variance in academic performance after considering all the rules that guide ordinal regression analysis. Frequency of engagement with information and communication technology (ICT) was found to be the strongest predictor, followed by students’ ICT literacy levels, marital status, previous academic performance and entry qualification. Based on the study's findings, it was recommended that policymakers and educational stakeholders fully support the implementation of e-learning in Nigerian universities.

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.

Performance of Professional Courses In Botswana: A Tutor Perspective

Globally, the performance of learners in professional courses is not pleasing at all. This paper aims at evaluating the performance of learners in ACCA and BICA qualifications in Botswana from a tutor’s perspective. A structured questionnaire was administered to 45 respondents purposively (judgmentally) sampled from universities in Gaborone Botswana. This paper established that learner’s attitude was viewed as the major factor contributing to poor performance in professional courses in Botswana. This paper recommends that training providers were urged to amend their academic entry requirements to professional.

Publication in the Australian medical student journal is associated with future academic success: a matched-cohort study

BackgroundMedical student journals (MSJs) help to introduce the fundamentals of academic research and publication to future doctors. It has recently been shown that MSJs can influence doctors’ future academic and professional success, however these findings have not been replicated in an Australian cohort. The aim of this study was to examine the association between publication in the Australian Medical Student Journal (AMSJ) and markers of a student’s future academic trajectory, including future publication, attainment of higher academic degree or entry into specialist training.MethodsArticles authored by medical students in the AMSJ from 2010 to 2015 were retrospectively identified. A list of these student authors was made, with university- and year- matched control students randomly selected from university graduation databases. For all students, data related to academic success were obtained from multiple sources including PubMed®, Google, university databases and author affiliation information from publications. A multivariable conditional logistic regression model was used to assess correlation between variables. The primary outcome measure was the number of postgraduate PubMed®-indexed publications. Secondary outcome measures included attainment of higher degree or faculty position. Clinical speciality was also recorded.ResultsFifty-five AMSJ authors (14 case reports, 17 original research, 21 review articles) from 14 Australian universities were included. Publication in the AMSJ was associated with future PubMed® indexed publications (OR 3.43, 95% CI 1.74–6.77, P < 0.001) and higher degree attainment (OR 4.05, 95% CI 1.99–8.22, P = 0.0001). AMSJ authors were also significantly more likely to enter into surgical training (OR 2.53, 95% CI 1.10–5.84, P = 0.029). A multivariable conditional logistic regression model demonstrated that publication in the AMSJ was predictive of future PubMed indexed publication, independent of higher degree or faculty position attainment (OR 2.56, CI 1.22–5.39, P = 0.01).ConclusionWe have shown that publication in a MSJ is associated with markers of academic success in an Australian cohort. PubMed®-indexed publications, attainment of a Masters degree, and entry in to surgical training were all significantly correlated to AMSJ publication. A conditional logistic regression model demonstrated that medical student publication in the AMSJ influences the number of future PubMed®-indexed publications, independent of major academic confounding variables.

Sistem Pendukung Keputusan Penerimaan Peserta Didik Baru dan Pemilihan Jurusan dengan Metode AHP dan SAW

The activity of admitting new students (PPDB) is an administrative process that is repeated every year. This activity is the starting point for the process of finding quality resources according to the criteria of each school. Selection is done manually, such as using spreadsheets or number processing, causing problems, including the length of the selection process. This study develops a PPDB selection system that facilitates the process of accepting new students. The development of this research uses Javascript Node JS, React JS framework, MySQL database from Xampp, and visual studio code editor. The system was built using two methods, namely Analytical Hierarchy Process (AHP) and Simple Additive Weighting (SAW). AHP is used to select prospective students, while SAW is used as a way to map the majors of each prospective student. The input criteria are National Achievement Test (NUN), School Achievement Test (NUS), Academic Potential Test (TPA), entry path, and major interest. Research has succeeded in building an application that produces rankings and majors that are 100% the same as the calculation simulations carried out manually. The test was carried out with a black box test with 100% valid results. The results of the selection were then tested using the alpha test and beta test. Respondents gave responses strongly agree 83% and agree 17%, while the responses do not know/undecided, disagree, and strongly disagree each 0%.

Predictive validity of SSCE grades and UTME points on final CGPA of students of Bauchi State University Gadau, Bauchi State

Cumulative Grade Point Average (CGPA) is a major indicator of students’ academic performance in Nigerian university system and the final class of degree to be awarded to a student solely relies on his final CGPA. The academic entry requirements into the universities are Senior Secondary Certificate Examination (SSCE) grades and Unified Tertiary Matriculation Examination (UTME) points. One may naturally therefore, expect paramount dependency of student’s final CGPA on his SSCE grades and UTME points on entry. This study used multiple linear regression based on ordinary least squares with SSCE grades and UTME points on entry as predictors of final CGPA of students. We also used Pearson correlation to ascertain relationships between each predictor variable and the dependent variable. Results for both methods revealed that final CGPA of students in the university is not strongly determined by their SSCE grades and UTME points.

System Dynamics Modeling of the STEM Education and Outreach Career Pipeline

Developing initiatives promoting science, technology, engineering, and mathematics (STEMs) career opportunities for K-12 and postsecondary students can bolster student success and provide societal benefits. A novel system dynamics model of an outreach influenced education to workforce careerization pipeline based on the endogenous professionalization theory is presented. The emergent framework incorporates outreach activities and stakeholders into a feedback-rich education ecosystem model focused on student self-perception and beliefs on a journey toward potential STEM careers, highlighting the effects of mentorship, role models, peer groups, self-perception, and self-efficacy on student progression through academic and career entry milestones. Verification and validation of the modeling framework were performed against real-world survey data of current STEM professionals gathered to identify the stages of the career pipeline, along with catalytic influences and demographic data. Sensitivity analysis through simulation was performed to generate simulation outputs correlated with pipeline transition waveforms extracted from survey data. This robust modeling and simulation representation of real-world data enables credible counterfactual analysis and optimization of proposed educational outreach efforts. The improved mechanistic understanding attained through this framework development effort led to actionable stakeholder recommendations. Shifting focus of outreach programs to mentorship activities, promoting project-based learning with a resilience focus, encouraging beneficial peer group and role model effects, and maximizing participation in near-peer mentorship programs all emerged as preferred strategies, particularly for students from underrepresented backgrounds.

Competing conceptions of fair admission and their implications for supporting students to fulfil their potential at university

ABSTRACT This paper explores how fairness was conceptualised by those responsible for admission to highly selective undergraduate courses at 17 universities in England. Fairness was conceptualised principally with reference to the traditional meritocratic equality of opportunity paradigm, which holds that university places should go to the most highly qualified candidates irrespective of social background. There was sympathy for an alternative meritocratic equity of opportunity model of fairness, involving the assessment of prospective students’ qualifications in light of their socio-economic circumstances. However, our interviewees reported institutional resistance to reducing academic entry requirements for socio-economically disadvantaged students for fear of setting them up to fail, and acknowledged that existing pedagogical practices and academic support structures were inadequate for the task of supporting disadvantaged students entering with lower grades to fulfil their potential at university.

Application of the Theory of Planned Behavior to Identify Variables Related to Academic Help Seeking in Higher Education

Universities admit and enrol increasingly diverse student cohorts with varying academic entry standards. To increase student success, universities offer academic support to students, however, often students do not engage in or access this academic support. Building on the Theory of Planned Behavior and a comprehensive literature review, this study aims to identify personality variables, background variables and variables related to the Theory of Planned Behavior that can predict academic help seeking in higher education to inform the design of engaging and accessible academic support. Quantitative data were collected via an online survey across a range of different disciplines and undergraduate year levels at an Australian university. Structural Equation Modelling revealed that public stigma, self-stigma, extraversion, agreeableness, neuroticism, gender and the Theory of Planned Behavior variables perceived behavioural control, subjective norm and attitude towards help seeking play a role in predicting intentions to seek academic help, and academic help-seeking behaviour. Findings indicate that 20% of the variance of help-seeking intentions but only 5.7% of the variance of academic help seeking could be explained. Findings are discussed as to how they can inform interventions to increase help-seeking intentions and behaviour. Finally, this study explores how to overcome the present intention-behaviour gap.

‘Gateway’: An Innovative Pedagogical Approach to Prepare Social Care Workers for Social Work Training

This article presents a case study of an innovative course requested, funded and designed by the West London Social Work Teaching Partnership (WLSWTP). Due to difficulties in recruiting social workers across these local authorities, the graduate certificate in social care recognised and developed the skills of the current local social care workforce, many of whom were already undertaking roles previously undertaken only by social workers. Many social care workers were unable to access social work qualification routes because they were not in a position to study independently or did not have the required qualifications for bursaried programmes at universities or through fast-track providers. The delivery of a graduate certificate in social care, over one academic year, one day a week, offered the opportunity for social care workers across adult’s and children’s services to provide evidence of their ability to study at degree level. Those students completing at a 2:1 level met the academic entry requirements for the MSc course at one of the partner universities and one fast track route. The case study outlines the course development, curriculum design and preliminary findings from an ongoing evaluation.

Analysis of evaluations performed by undergraduate nursing alumni: a Brazilian multicenter study.

To compare evaluations performed by undergraduate nursing alumni in three dimensions: sociodemographic characterization, identification and insertion into the job market, and professional training evaluation. Cross-sectional, quantitative, and multicenter study with alumni of three Brazilian public institutions. Data analysis was carried out according to the internal reliability of the used instrument and by applying descriptive statistics. The participants were 446 alumni who obtained their degrees from 2013 to 2016. Most were women, white (44%) or brown (38%), and were between 25 and 30 years old. Most had a specialization degree or were studying to obtain one (54%), had a paid occupation (89%), and were employed by a single institution (60%), with the care area prevailing (57%) in the sample. High levels of satisfaction were found among alumni of two institutions in the evaluation of content learning and essential experiences for training, whereas the other institution obtained better evaluations regarding professional practice. The profile of academic experiences, graduate education, and entry into the job market varied according to the evaluated institution. The findings favored critical-reflective analysis of the institutions' pedagogical projects.

Inclusão no Ensino Superior: os Desafios de Acolher Para Transpor Barreiras

O presente artigo traz como temática a inclusão no ensino superior. O objetivo foi investigar os possíveis avanços, tanto na esfera afetiva quanto cognitiva, desencadeados pela participação de uma acadêmica do Curso de Pedagogia, com diagnóstico de deficiência intelectual, em um grupo de pesquisa. Sustentamos a investigação, do tipo experimental, na Teoria Histórico Cultural, cujo método é o materialismo dialético. Os dados foram registrados durante o ingresso da acadêmica no grupo de pesquisa, em 2019-2, nas ações de ensino, pesquisa e extensão. Para a análise, selecionamos quatro situações significativas do processo de aprendizagem e desenvolvimento da acadêmica, além de duas unidades compostas por depoimentos de pessoas que acompanharam de perto seu percurso. Os resultados indicam que as dificuldades não são imbatíveis e que a colaboração transpõe barreiras. Conclusão: o foco deve ser nas potencialidades, nunca nas limitações, a cognição e o afeto são indissociáveis para e aprendizagem promotora de desenvolvimento.

COVID-19 impact on social work admissions and education in seven international universities

ABSTRACT Inter-country Social Work admissions and educational comparisons are difficult due to variance in policy and practices between Social Work educational providers, even within the same country. However, this paper aims to provide an examination of different levels of impact that COVID-19 ‘lockdown’ had on ‘admissions to social work’ processes and on education, using examples from universities in Australia, England, Finland, Northern Ireland, Norway, Ireland and Sweden. Already we know that across these examples, admission processes differ significantly. Variances are between selection and entry methodologies with some institutions using academic entry criteria and personal statements and interviews, while others use academic entry criteria and relevant experience or academic entry only. We also know that practicum duration is variable across providers, lasting between 75 and 200 days. Despite all differences, a distinct adjustment to lockdown required a shift to virtual teaching methods for each institution. This paper seeks to explore the range of approaches adopted to lockdown in relation to practice learning placements in each example. We consider the underpinning values and principles that guided responses to these change processes in the various institutions and longer-term implications emerging from the required rapid change processes are discussed.

Understanding the field of rural health academic research: a national qualitative, interview-based study.

Rural areas depend on a specific evidence base that directly informs their unique health systems and population health context. Developing this evidence base and its translation depends on a trained rural health academic workforce. However, to date, there is limited description of this workforce and the field of rural health research. This study aimed to characterise this field to inform how it can be fostered. Qualitative semi-structured interviews of 50-70 minutes duration were conducted with 17 early career rural health researchers based in Australian rural and remote communities, to explore their professional background, training and research experiences. Six key themes emerged: becoming a rural health researcher; place-based research that has meaning; generalist breadth; trusted partnerships; small, multidisciplinary research teams; and distance and travel. The field mostly attracted researchers already living in rural areas. Researchers were strongly inspired by doing research that effected local change and addressed inequalities. Their research required a generalist skill set, applying diverse academic and local contextual knowledge that was broader than their doctoral training. Research problems were complex, diverse and required novel methods. Research occurred within trusted community partnerships spanning wide geographic catchments, stakeholders and organisations. This involved extensive leadership, travel and time for engagement and research co-production. Responding to the community was related to researchers doing multiple projects of limited funding. The field was also depicted by research occurring in small collegial, multidisciplinary teams focused on 'people' and 'place' although researchers experienced geographic and professional isolation with respect to their field and main university campuses. Researchers were required to operationalise all aspects of research processes with limited help. They took available opportunities to build capacity in the face of limited staff and high community demand. The findings suggest that rural health research is highly rewarding, distinguished by a generalist scope and basis of 'rural' socially accountable research that is done in small, isolated teams of limited resources. Strategies are needed to grow capacity to a level fit to address the level of community demand but these must embrace development of the rural academic entry pathway, the generalist breadth and social accountability of this field, which underpins the perceived value of rural health research for rural communities.