Academic medical institutions face longstanding challenges in recruiting and retaining historically excluded, midcareer research faculty. Although progress in recruiting has been documented, retention has focused on individuals rather than a system-level approach. The University of California San Francisco (UCSF) Mid-Career Development Program was launched in 2020 to advance and retain historically excluded research faculty (scholars) and their historically excluded mentees via a novel program that provided faculty discretionary funding of $150,000 per person over 2 years, a structured career development curriculum, networking with executive campus leaders, personalized and peer group mentorship, and sponsorship. A formative evaluation in 2024 collected baseline and follow-up data on scholars' and mentees' academic output and leadership attainment. Between 2020 and 2024, 7 midcareer scholars and 35 mentees have benefited from the program. The first 2 cohorts of scholars documented academic rank and step advancements; scholarly outcomes, including 119 articles and $2.3 million new National Institutes of Health (NIH) career awards; and key campus and national leadership roles. These changes reflected not only standard accumulated academic experience but also increased leadership opportunities previously unavailable to participants. Multiplier effects were documented among the scholars' primary mentees, who were awarded $2 million in NIH career awards and published 194 peer-reviewed manuscripts, for an overall program total of 313 articles. This model program showed a return on its initial $1.05 million investment: for every dollar spent, the program generated $3.10 in NIH funding-a 310% return on investment. Program leaders and UCSF executive leadership are working to promote program sustainability. Additionally, collection of comparison data for program outcomes among participants and comparable faculty applicants for the program, who met criteria and were not enrolled due to space limitation, is being planned to enhance the pilot program results and, if successful, scale to other sites.

It is essential to choose the correct guests and specialists for political broadcast shows to make sure they are fair, neutral, and ideologically balanced. Even while the media in Kenya is getting better, there are still concerns about partisan representation and a lack of different points of view, especially in devolved areas like Nakuru County. This study examined the influence of guest and expert panel selection on political bias in television shows in Nakuru County. Agenda-setting theory and the political economy of media theory informed the analysis of how guest selection practices contribute to political bias in broadcast programming. The study employed a descriptive research design, concentrating on broadcast journalists, editors, producers, and consumers of political information. The study employed purposive sampling to generate a group of 74 media professionals as the participants. Data was collected by structured questionnaires and in-depth interviews, later analysed using SPSS (Version 30) for descriptive statistics, while thematic analysis was utilised for qualitative data. The findings showed that using the same political pundits over and over, favouring guests with similar political views, and not letting dissenting views be heard all strongly encourage political prejudice. Qualitative findings also emphasised the influence of ownership, political lobbying, and the lack of unbiased specialists as essential structural factors affecting biased panel membership. On the other side, choosing people based on their competence, which is based on their academic credentials, professional experience, and lack of political bias, made conversations more believable and fairer. The study concluded that the selection of individuals for political talk programs significantly influenced the framing of conversations and the ideological direction of televised debates. When shows repeatedly use the same commentators, especially those with known political views, the conversations tend to be slanted in a predictable way. The study recommends that to reduce political bias in broadcast programming, visitors need to be chosen in a clear, diversified, and merit-based fashion. The study also recommended using defined standards for appointing panellists, rotating panellists, and putting up independent expert registers to make political media material fairer and more trustworthy.

This research, entitled “The Psychological Factors On The Final Year English Literature Students Study Program Of Universitas Dehasen Bengkulu Through Whatsapp Chats”, aims to identify the psychological factors influencing students in completing their thesis, focusing on motivation, self-esteem, and anxiety. Using a descriptive qualitative method with questionnaires and interviews, the findings show that WhatsApp plays a dual role in students’ academic experience. In terms of motivation, nine out of ten respondents stated that WhatsApp increased their enthusiasm through quick communication, knowledge exchange, and emotional support. Regarding self-esteem, six students felt more confident expressing academic opinions via WhatsApp, while four preferred face-to-face communication. However, nine respondents also admitted experiencing anxiety, particularly when waiting for feedback or receiving urgent messages from supervisors. Overall, this study concludes that WhatsApp can simultaneously enhance motivation and confidence while also triggering anxiety, supporting Brown’s (2007) theory that psychological factors significantly affect academic performance

In 2022, the Representation and Equity in Systemic Practices to Effect Change Today (RESPECT) Magazine received institutional funding to enhance the understanding of equity, diversity, inclusion, and decolonization (EDID). Now, with six published issues of the open access magazine and forty-two distinct student takeaways, this students as partners (SaP) project demonstrates how EDID-related conversations inform academic experience and community engagement. By including a brief thematic review of the published texts in RESPECT and positionality statements from the team members, this case study focuses on student partnership to (a) foster EDID at a public institution in Western Canada and (b) create a digital platform to engage learners in transformative education.

Short-Term Medical Missions (STMMs) are healthcare initiatives that serve underserved populations in low- and middle-income countries, typically lasting from one to four weeks. Often driven by altruistic aims-including religious and humanitarian motivations-these missions raise significant ethical concerns related to effectiveness, sustainability, and the potential to unintentionally harm vulnerable communities. This article offers an interdisciplinary contribution by bridging clinical experience with theories of justice and Christian spirituality. Using a theoretical-normative methodology, it applies four ethical frameworks-Utilitarianism, Contractualism, Cosmopolitanism, and Catholic Social Teaching-to the ethical examination of STMMs. The analysis unfolds in two stages: first, a comprehensive review of key academic literature and foundational texts; second, the application of each framework to a composite case study drawn from the author's academic and professional experience. While each framework offers valuable insights, all reveal important limitations when confronted with complex real-world dilemmas. To navigate such ethical ambiguity, the article proposes Ignatian discernment as a complementary approach-not a competing framework, but a structured practice already used in decision-making under uncertainty. Applied to STMMs, discernment draws on the strengths of the four frameworks to help practitioners weigh competing values, engage local partners, and make context-sensitive decisions in settings marked by asymmetry, urgency, and cultural difference.

The growing need to foster inclusive education in university environments has driven the development of technological solutions aimed at improving the academic experiences of students with disabilities. These individuals often face barriers to autonomy and participation, especially on large and complex campuses. This article presents the performance evaluation of a LoRaWAN network specifically designed for monitoring people with disabilities on a university campus. The system aims to provide equitable access to campus resources and real-time support to students with disabilities. Leveraging the advantages of Low-Power Wide-Area Networks (LPWAN), particularly LoRaWAN, the proposed system enables real-time tracking with broad coverage and minimal power consumption, without requiring any active user interaction. Each student receives a wearable LoRa-enabled device that wirelessly communicates with a network of gateways strategically installed throughout the campus. To evaluate the system’s performance, this work conducts link-level experiments focusing on the communication between the LoRa end devices (nodes) and the central gateway. The analysis focuses on the network coverage, signal strength (RSSI), signal-to-noise ratio (SNR), and packet reception rate (PRR). The experimental results confirmed that the proposed system is technically robust and operationally effective under real campus conditions. Beyond its technical contributions, the proposed solution represents a concrete step toward building safer and more accessible academic environments that reinforce the autonomy and inclusion of students with disabilities.

There is a pressing need to increase the number of STEM graduates within the U.S. and to ensure those graduating with STEM degree are retained in workforce. The shortages within STEM fields impact global competitiveness, economic growth, and employability of the population. Academic institutions have varying initiatives to expand the pipeline of STEM students but it has been difficult to measure how these initiatives translate into workforce outcomes. This article explores the ties academic experience with workforce perceptions and outcomes of STEM graduates across the State of Texas to understand the landscape of STEM student lived experiences in industry, focusing on both retention and preparedness. A sub-focus of this article was to understand differences in outcomes and experiences of STEM students participating in a specific initiative, the Houston-Louis Stokes Alliance for Minority Participation programming, an NSF-funded STEM retention program, graduates and their non-LSAMP peers in the STEM workforce. This landscape analysis utilized a survey (n = 1743) of Texas graduates to understand undergraduate experiences, graduation metrics, job sector representation, salary data, retention trends, and workforce preparedness. Our recommendations and findings help identify areas in which industry and higher education can better collaborate to potentially improve STEM retention and workforce preparedness.

ABSTRACT This paper explores how academics individually and collectively reflect on their wellbeing using arts-based approaches to support wellbeing literacy development in professional contexts. Eleven academics from an Australian university engaged in a two-day off-campus retreat using collage as an arts-based inquiry method. Participants created visual representations of their past, present, and future academic experiences, followed by reflective dialogue. Data were analysed using thematic inductive analysis. Three key themes emerged: arts-based approaches facilitated deep reflection through metaphorical thinking; academics’ wellbeing trajectories revealed evolution from past confusion toward more intentional futures; and collective reflection fostered shared wellbeing literacy development. The process illuminated multiple PERMAH dimensions, particularly relationships, meaning, and health. This study demonstrates how arts-based reflection functions simultaneously as professional development and wellbeing practice, developing critical wellbeing literacy that can help embed wellbeing as a core component of academic practice rather than an optional add-on.

This paper explores the lived experiences of six South Asian Bangladeshi and Indian international doctoral students using a phenomenological approach, guided by Bronfenbrenner’s Ecological Systems Theory (EST). The study has one central research question: How do South Asian Bangladeshi and Indian international doctoral students experience their transition to higher education institutions in the U.S.? The findings identified four themes that influence the lived academic experiences of these students. The study underscored the institutional commitment to integrating the experiences of these marginalized student subgroups, developing relevant measures that address their specific needs, and fostering an inclusive campus climate.

This qualitative study examined the influence of peer learning on academic resilience and academic success among tertiary students of Sultan Kudarat State University–Palimbang. Using a narrative analytical approach, six (6) purposively selected students participated in in-depth interviews to describe how peer interactions supported their academic experiences. Results show that peer learning provided emotional support, strengthened coping mechanisms, and enhanced students’ confidence as they navigated academic pressures. Collaborative learning also improved comprehension and retention of lessons, shaped effective study routines, and contributed to the development of a positive academic identity. These experiences helped students perceive themselves as capable and valued learners. The study concludes that peer learning is a meaningful support system that fosters both resilience and academic achievement, especially in communities with limited academic resources. Strengthening structured peer learning initiatives is recommended to further enhance student motivation, well-being, and performance.

ABSTRACT This study investigates Japanese university students’ attitudes toward Global Englishes (GE) and Global Englishes Language Teaching (GELT), focusing on how these attitudes are shaped by students’ academic interests and experiences using English as a lingua franca (ELF), both abroad and in domestic EFL contexts. Drawing on survey data from 531 undergraduates, the study examines learners’ GE and GELT attitudes, including desire for ELF communication, attachment to “native” English, and openness to GELT. Independent samples t‐tests revealed that English majors and students with study abroad experience demonstrated stronger support for GELT and ELF communication, and the latter group also showed lower attachment to “native” speaker norms. Structural equation modeling indicated that learners’ experiences using ELF locally had complex effects: they increased both the desire for ELF communication and attachment to “native” English, with opposing implications for GELT attitudes. While ELF experience indirectly supported GELT openness through increased ELF desire, it also hindered acceptance via strengthened native‐speakerism. The findings highlight a persistent tension in learners’ beliefs about linguistic diversity, shaped by deeply embedded ideologies and limited opportunities for multilingual engagement in Japanese local contexts. The study calls for pedagogical environments that recognize and promote ELF affordances and multilingualism to foster more equitable and contextually relevant English language education.

The collection of applied cases contains actual situations in which citizens have turned to Ukrainian mediators to resolve disputes, with the aim of developing the practical skills of students who are undergoing basic mediator training at the Kyiv School of Professional Mediation and Negotiation in accordance with the Law of Ukraine “On Mediation.” The examples provided include various tasks and algorithms for their resolution by a mediator, taking into account modern achievements in the field of mediative (non-conflictual) methods of resolving disputes between people. This collection of applied cases in Ukraine was created for the first time by summarizing the practical and academic experience of teachers at the Kyiv School of Professional Mediation and Negotiation. The collection is intended for legal scholars, graduate students, mediators, students learning the profession of mediator, and anyone interested in the problems of

Constant assessment, revision, and reform of nursing curricula are dynamic processes in nursing programs that meet the learning needs, address new health trends, and challenges. Converting to a concept-based curriculum (CBC) is an educational approach that teaches concepts rather than focusing on subject-specific content. After many years of implementing CBC, there is a need to understand the academic lived experiences of nursing students' learning with CBC. Therefore, this qualitative phenomenological study aimed to uncover the meaning of the experiences of the nursing students at the School of Nursing in Cape Breton University in Canada after nine years of reforming the nursing curriculum to a concept-based one. Giorgi's phenomenological descriptive method was employed to collect and analyze data from five undergraduate students from September 2022 to June 2023, using semi-structured, recorded interviews. This method was employed to gain an understanding of students lived academic experiences with the CBC, enabling researchers to capture the essence and meaning of these phenomena. Researchers utilized reflective journaling throughout data collection and analysis to enhance the study's trustworthiness. This study revealed that nursing students had different learning experiences with the CBC. The major General Structural Description (GSD) that emerged was living in a paradoxical experience. The findings focus on the contradiction in nursing students' learning under a CBC. Many potential challenges were encountered, including transition difficulties, structural issues, and difficulties with learning outcomes; however, students also shared their positive and supportive experiences. In light of both the current literature and the results of this study, further research is recommended to explore practical strategies for optimizing CBC delivery and enhancing its impact on nursing education and practice. Keywords: Academic lived experiences, concept-based curriculum, descriptive phenomenology, Giorgi’s method, nursing students

Researchers and practitioners have called for the use of high-impact practices to support student engagement and development in higher education institutions in the United States. Many studies have used quantitative methods to validate the importance of these practices in supporting broad academic and social outcomes, but fewer have used qualitative approaches to understand the range of outcomes that students perceive they are obtaining from these experiences. The development and evaluation of high-impact practices cannot be fully realized without leveraging student voices to understand the range of potential benefits that students acquire. Identifying practices that students perceive as valuable to their learning is essential for cultivating meaningful experiences that support student development and improve affective dispositions toward educational experiences. Second-year students are a particularly understudied population in higher education, facing unique challenges such as the "sophomore slump" that warrant increased access to high-impact practices. To complement existing literature on high-impact practices and second-year student development, this study applied a phenomenographic approach to analyze students' experiences in a summer-bridge program that supported students (n = 133) through the second-year transition. Using weekly written reflections as a primary data source, student experiences and outcomes were examined across four dimensions of student development: academic, social, professional, and personal. Students reported a variety of positive outcomes from their consistent participation in these practices, with a range of benefits observed primarily in their academic, personal, and social enrichment experiences. Perceptions of professional development outcomes were notably less salient and less detailed compared to the other three dimensions, suggesting that the types of activities students chose in this category may have offered fewer immediate benefits. Implications for cultivating meaningful experiences in higher education that can support second-year students' transition and development are discussed.

Translation of evidence about dementia risk and its reduction into effective, equitable public health policy is a major challenge. To address this challenge, the National Institute for Health and Care Research Policy Research Unit in Dementia and Neurodegeneration at Queen Mary University of London (DeNPRU-QM) convened a multidisciplinary panel of 40 experts from across England, with diverse lived, academic, clinical, policy and advocacy experience, at various career stages, and of diverse gender and ethnicity, to develop actionable policy recommendations for dementia risk reduction. Through a 2-day in-person workshop and a subsequent three-round modified Delphi survey, the panel evaluated and refined statements on dementia prevention. The panel achieved consensus on 56 recommendations in four domains: public health messaging, individual-level interventions, population-level interventions and research commissioning. A key priority across all domains was the need to consider and address health inequalities so that prevention efforts do not exacerbate existing disparities. Our recommendations provide policymakers with a robust foundation for designing and implementing an evidence-based dementia prevention strategy in England and provide guidance that can inform approaches in other countries and contexts. By prioritizing clear communication, targeted intervention and sustained research investment, the recommendations can help to address structural inequities and advance dementia risk reduction. Ongoing cross-sector advocacy will be crucial in driving policy adoption and implementation.

Purpose This study aims to explore the lived experiences of three immigrant academic women with culturally and linguistically diverse (CALD) backgrounds in the field of early childhood education (ECE) education in Australia and New Zealand, focussing on how they navigate institutional structures through resilience, agency and flexibility. Using an autoethnographic approach, the research highlights their strategies for integrating cultural perspectives into academia and advocates for more inclusive and diverse higher education environments. Design/Methodology/Approach This study employs a collaborative autoethnographic design to examine the lived academic experiences of three immigrant women with CALD backgrounds in the field of ECE in Australia and New Zealand. Drawing on O'Hara's (2018) framework, participants reflected on their professional journeys and interactions within institutional settings. Data were collected through online semi-structured interviews via Zoom, allowing for in-depth personal narratives. Findings Participants' narratives revealed how their migration journeys involved not only adapting to new academic and professional systems in Australia and New Zealand but also actively negotiating their sense of self across personal and professional domains. The findings highlight how immigrant academic women reconstruct identity and agency within institutional contexts, offering valuable insights into the lived realities of navigating higher education as culturally diverse professionals. Research limitations/implications This study highlights the need for systemic reforms in recruitment, mentoring and professional development to better support CALD academic staff. Its findings have practical implications for policymakers, academic leaders and practitioners striving to foster more equitable and inclusive institutional cultures, thereby enriching the higher education experience for all stakeholders. However, the study is limited by its small sample size, focussing on three Iranian immigrant women in ECE in Australia and New Zealand. While their in-depth narratives offer valuable insights, the findings are not intended to be broadly generalisable. Future research involving a larger and more diverse cohort, along with mixed or comparative methodologies, could provide a more comprehensive understanding of the challenges and contributions of CALD academics across different disciplines and contexts. Originality/Value This study offers a unique contribution by foregrounding the lived experiences of Iranian immigrant academic women in ECE through a collaborative autoethnography. By centring personal narratives within broader organisational structures, the study not only amplifies marginalised voices but also challenges dominant norms in higher education, offering valuable perspectives for fostering inclusivity and cultural responsiveness in academic environments.

ABSTRACT This study investigates how the experience of entrepreneurial teams influences the emergence of startups based on artificial intelligence (AI), distinguishing between startups that create proprietary AI technologies and startups that adopt existing AI tools for specific applications. Building on the upper echelons theory, we examine whether specific types of experience (entrepreneurial, industrial, and/or academic) and diversity within founding teams shape the strategic orientation of startups. Using a unique data set of over 500 European AI startups that received venture capital funding, our analysis shows that experience diversity is positively associated with the likelihood of founding an AI creator startup. This effect is strengthened when academic or entrepreneurial experience is prevalent among team members. The findings offer new insights into the formation of AI ventures and suggest policy directions that can be followed to support AI-driven innovation across different economic sectors.

Introduction: Menstrual distress includes a range of physical, psychological, and emotional symptoms that can negatively affect students’ academic performance, social life, and well-being. Nursing students may face added challenges due to academic pressures and clinical responsibilities. This study aimed to assess the knowledge and effects of menstrual distress among PCL nursing students in Pokhara, Nepal. Methods: A quantitative, cross-sectional study was conducted among 303 PCL nursing students using a census method. Data were collected through a modified Menstrual Distress Questionnaire (MEDI-Q), developed based on the standard MEDI-Q. Permission to use and adapt the MEDI-Q was obtained from the original author. Data were entered in EpiData, and analyzed using IBM SPSS v.22. Chi-square was used, with p < 0.05 considered statistically significant. Results: Results showed that majority of the students (91.74%) were aware of menstrual discomfort, most of them (83.82%) had knowledge of gastrointestinal issues, nearly all (98.34%) understood cognitive changes, and majority (94.71%) recognized physiological changes. Menstrual and inter-menstrual phases showed higher levels of reported distress. Study year and pain intensity were significant predictors of menstrual distress, whereas factors like age, religion, and ethnicity were not. Conclusion: Despite high awareness, menstrual distress is often normalized and unaddressed, affecting students’ mental health, academic performance, and clinical competence. The findings highlight the need for targeted interventions such as institutional support and access to menstrual health resources to improve the well-being and academic experiences of nursing students.

Guidance for Scholarly Writing: Assuring Ethical Publishing Standards for Nursing Professionals and Doctoral Students.

Purpose Women in academia face distinct challenges, particularly in terms of access, inclusion and representation. These challenges can be even more pronounced for immigrant women, who must navigate additional barriers related to cultural adaptation, language and systemic biases. Design/methodology/approach This duoethnographic study explores the lived experiences of two immigrant women in academia – an Irish doctoral student and an Indian American tenured faculty member – whose existing mentoring relationship enabled this collaborative inquiry. Duoethnography, a dialogic qualitative method, not only facilitated critical reflection on personal narratives but also served as a co-mentoring tool, fostering reciprocal learning and deeper engagement with identity, belonging and professional challenges. Findings The findings reveal how immigrant women in academia navigate complex intersections of identity, institutional belonging and stereotype threat. Societal and familial expectations shape their professional identities, often leading to pressures of overperformance and emotional labor. Power dynamics further complicate their experiences, with structural barriers such as inequitable policies, exclusion from informal networks and expectations of unpaid mentorship. The findings illustrate how duoethnography fosters collaborative meaning-making, reflexivity and mutual empowerment. Originality/value This study challenges traditional narratives on diversity in academia by illustrating a nuanced understanding of the barriers immigrant women face, which are often overlooked in broader gender equity discussions. By including the perspective of a White immigrant, this study expands the discourse on immigrant identity, highlighting how racial privilege intersects with cultural displacement in ways that are rarely addressed in immigration studies. Duoethnography captures raw, reflexive and deeply personal insights that quantitative studies or standard interviews fail to uncover, making visible the complexities of both racialized and non-racialized immigrant experiences in academia.