Academic Pathways Research Articles

Academic interests mismatch: undergraduate to apprenticeship transfer among Canadian students

ABSTRACT College and university remain the dominant academic pathways for graduating Canadian high school students. However, apprenticeships can provide alternative education pathways for a significant proportion of the population. Despite the push to undergraduate programming, some students end up in fields that don’t suit their interests. To pursue academic programming that better suits personal interests and academic aptitudes, students have the option of transferring schools. However, no study to-date has explored the transfer reasons and process of students moving between university and apprenticeships in Canada. To address this knowledge gap, we collected qualitative interview data from post-secondary administrators who work directly with transfer students. We also collected interview data from Ontario-based students who transferred to apprenticeships from university. Analysis of our interview data identifies mechanisms that influenced participants’ education pathway choices.

Recommendations for Medical Discharge Documentation and Academic Supports for University Students Recovering From Concussion.

This study sought to (1) collate the experiences of university students with concussion history and academic stakeholders through interviews and (2) develop concussion management recommendations for institutions of higher learning using a multidisciplinary Delphi procedure. Remote semistructured interviews and online surveys. The first aim of this study included undergraduate university students with concussion history who did not participate in varsity athletics ( n = 21; 57.1% female), as well as academic faculty/staff with experience assisting university students with their postconcussion academic needs ( n = 7; 71.4% female). The second aim enrolled 22 participants (54.5% female) to serve on the Delphi panel including 9 clinicians, 8 researchers, and 5 academic faculty/staff. An exploratory-sequential mixed-methods approach. Semistructured interviews were conducted to unveil barriers regarding the return-to-learn (RTL) process after concussion, with emergent themes serving as a general framework for the Delphi procedure. Panelists participated in 3 stages of a modified Delphi process beginning with a series of open-ended questions regarding postconcussion management in higher education. The second stage included anonymous ratings of the recommendations, followed by an opportunity to review and/or modify responses based on the group's consensus. The results from the semistructured interviews indicated students felt supported by their instructors; however, academic faculty/staff lacked information on appropriate academic supports and/or pathways to facilitate the RTL process. Of the original 67 statements, 39 achieved consensus (58.2%) upon cessation of the Delphi procedure across 3 main categories: recommendations for discharge documentation (21 statements), guidelines to facilitate a multidisciplinary RTL approach (10 statements), and processes to obtain academic supports for students who require them after concussion (8 statements). These findings serve as a basis for future policy in higher education to standardize RTL processes for students who may need academic supports following concussion.

How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond

ABSTRACT Higher education has increasingly been called upon to develop interdisciplinary programs — particularly in STEM fields — that prepare students to address multi-faceted, real world problems. While the tensions between disciplinary cultures and interdisciplinary programs have been previously studied, relatively little is known about the experiences of students in interdisciplinary programs. In this grounded theory study, we interviewed 45 STEM students and alumnx from an interdisciplinary program at a public research institution to examine how individuals understand and integrate interdisciplinary perspectives into their academic pathways. Our findings demonstrate that participants moved through stages of interdisciplinarity regarding choice, navigation, and integration.

Linguistic, cultural, and narrative capital: computational and human readings of transfer admissions essays.

Variation in college application materials related to social stratification is a contentious topic in social science and national discourse in the United States. This line of research has also started to use computational methods to consider qualitative materials, such as personal statements and letters of recommendation. Despite the prominence of this topic, fewer studies have considered a fairly common academic pathway: transferring. Approximately 40% of all college students in the US transfer schools at least once. One quirk of the system is that students from community colleges are applying for the same spots for students already enrolled in four year schools and trying to transfer. How might different aspects the transfer application itself correlate with institutional stratification and make students more or less distinguishable? We use a dataset of 20,532 transfer admissions essays submitted to the University of California system to describe how transfer applicants vary linguistically, culturally, and narratively with respect to academic pathways and essay prompts. Using a variety of methods for computational text analysis and qualitative coding, we find that essays written by community college students tend to be distinct from those written by university students. However, the strength and character of these results changed with the writing prompt provided to applicants. These results show how some forms of stratification, such as the type of school students attend, inform educational processes intended to equalize opportunity and how combining computational and human reading might illuminate these patterns.Supplementary InformationThe online version contains supplementary material available at 10.1007/s42001-022-00185-5.

The career paths of researchers in long-term employment on short-term contracts: Case study from a UK university.

The career stage between PhD and lectureship, conventionally called “postdoctoral”, has traditionally been seen as transitional. However, with an estimated one third of university researchers in the United Kingdom having been employed on temporary contracts for more than 10 years, the transitional nature of this career stage is questionable. Despite so many research staff being in long-term employment on short-term contracts, the lack of visibility of this population, which does not have a legitimate place within the current academic career structure, means that we do not know how deliberate or accidental their career choices are. Based on semi-structured interviews with long-term researchers (LTRS) at one university in the United Kingdom, this is the first study to investigate the personal and professional circumstances behind the career path of long-term researchers on temporary contracts. Three categories of LTRS were identified: 1) the candidate, who wants to follow the traditional academic career pathway and to secure a lectureship 2) the accidental long-term researcher, who did not or could not plan their career path 3) the career researcher, who sustains a research-only career despite the precarity of such positions. Most participants had belonged successively to two categories. Some obstacles to career progression transcended the categories: inequal access to opportunities for developing one’s teaching portfolio, poor or lack of managerial support, the perceived prestige or lack thereof of one’s field, and bullying and discrimination. We argue that short-termism and lack of visibility play down considerably the contribution of long-term researchers to the financial and academic success of research institutions. We also argue that traditional–but still in place–structures in academia are ill adapted to the contemporary demographics and practices of the research community; we recommend that future studies involve HE sector stakeholders to review and to reform the academic career structure.

Advancing women, parity, and gender equity.

For centuries, society has called out for transformations to lift all of its members. While it may seem ordinary in our time for women to be dentists or dental educators, the path was neither always easy, nor has true equity been achieved. The modern transformation of dental education and dentistry creates the need for leaders to propose and develop concrete initiatives to advance the profession and benefit society. Areas to address that could lead to increased equity for women include career advancement, leadership opportunities, compensation, career satisfaction, research, and scholarly activity. Our analysis demonstrates that even though the number of full-time female faculty has increased during recent years, most positions (59.5%) at dental schools in the US are held by men (2018-2019). Males were also compensated at higher rates than their female counterparts, and female deans made 7% less in total compensation. Because disparities are evident in pay and academic pathways, new directions and strategies must be employed to ensure parity and gender equity. Facilitating the progress of women in organized dentistry requires efforts of dental academic institutions to invest resources and provide nurturing environments that promote professional performances and leadership skills for women, with these being priorities-considering the current trends that anticipate increased numbers of women in dental academia. All dentists bring their own experiences to the profession, making for rich depth and diversity. As a collective voice, we have a bright future. We can and will move forward together.

Introduction to this special issue.

Introduction to this special issue.

Strengthening the clinical academic pathway: a systematic review of interventions to support clinical academic careers for doctors and dentists

ObjectiveEvaluate existing evidence on interventions intended to increase recruitment, retention and career progression within clinical academic (CA) careers, including a focus on addressing inequalities.DesignSystematic review.Data sourcesMedline, Embase, Cochrane Controlled Register...

72 Medical Students’ Opinion on Academic Surgery as a Career and Access to Opportunities in Surgical Research

Abstract Introduction The clinical academic training pathway in the United Kingdom is offering an increasing number of surgically themed roles. The understanding of research and available academic opportunities amongst applicants is variable. The aim of this study was to capture the understanding and exposure to clinical academia in surgery amongst UK medical students. Methods: We surveyed 100 medical students prior to them attending the inaugural Academic Surgery Virtual Conference based at Brighton and Sussex Medical school. Participants were sent a google survey via email the day prior to attending the conference to be completed anonymously. Results 52 students completed the pre-conference survey; 55.8% were female, 42.3% male, 1.9% preferred not to disclose gender. Mean ages for females were 21.4 and for males 23.5. An even distribution of students from different year groups responded, from 4 deaneries encompassing different UK medical schools. All participants had an additional degree with a BSc being the most common (n=36, 69.2%). Overall, 61.5% (n=38) of students expressed an interest in an academic surgical career. Only 52.7% (n=30) had previous experience in research, and 36.5% (n=19) knew how to get involved in surgical research. The majority of students had not received any teaching in medical school on academic surgery (n=38, 73.1%). Conclusion This survey has identified that amongst a cohort of medical students interested in academic surgery, few had research experience or knew how to get involved in surgical research. Medical schools should provide earlier education on clinical academic pathways to meet the rising demand for clinical academics in surgery.

Site-Specific Macronutrient Management for Cauliflower (<em>Brassica oleracea</em> L.) in Batapola Sri Lanka

The Journal of Agro-Technology and Rural Sciences is published by the University of Colombo Institute for Agro-Technology and Rural Sciences, Hambantota, Sri Lanka. It provides an academic pathway for professionals and researchers to contribute ground-breaking work in the field of agricultural technology and rural sciences including crop science, animal science, soil science, agricultural biology, food science and technology, postharvest technology, agricultural engineering, agricultural economics and extension.

Nutritional, Microbial and Sensory Evaluation of Jam Stored under Ambient Condition Using Pectin Isolated from Pomelo (<em>Citrus maxima</em>) Peels

The Journal of Agro-Technology and Rural Sciences is published by the University of Colombo Institute for Agro-Technology and Rural Sciences, Hambantota, Sri Lanka. It provides an academic pathway for professionals and researchers to contribute ground-breaking work in the field of agricultural technology and rural sciences including crop science, animal science, soil science, agricultural biology, food science and technology, postharvest technology, agricultural engineering, agricultural economics and extension.

A Review on <em>Calotropis gigantean</em> (Wara): A Miracle Plant

The Journal of Agro-Technology and Rural Sciences is published by the University of Colombo Institute for Agro-Technology and Rural Sciences, Hambantota, Sri Lanka. It provides an academic pathway for professionals and researchers to contribute ground-breaking work in the field of agricultural technology and rural sciences including crop science, animal science, soil science, agricultural biology, food science and technology, postharvest technology, agricultural engineering, agricultural economics and extension.

Natural Rubber Tire Waste Charcoal (NRTWC) on Organic Carbon Mineralization in Tea Growing Soils

The Journal of Agro-Technology and Rural Sciences is published by the University of Colombo Institute for Agro-Technology and Rural Sciences, Hambantota, Sri Lanka. It provides an academic pathway for professionals and researchers to contribute ground-breaking work in the field of agricultural technology and rural sciences including crop science, animal science, soil science, agricultural biology, food science and technology, postharvest technology, agricultural engineering, agricultural economics and extension.

Growth and Yield of <em>Aloe vera</em> in Response to Different Organic Fertilizers or Manures

The Journal of Agro-Technology and Rural Sciences is published by the University of Colombo Institute for Agro-Technology and Rural Sciences, Hambantota, Sri Lanka. It provides an academic pathway for professionals and researchers to contribute ground-breaking work in the field of agricultural technology and rural sciences including crop science, animal science, soil science, agricultural biology, food science and technology, postharvest technology, agricultural engineering, agricultural economics and extension.

The role of mental health problems in out-of-home care youths' educational pathways: Quantitative and qualitative analysis of Danish longitudinal data

BackgroundWhile the low educational attainment of out-of-home care youth (OHC youth) has been well established, less is known about the role mental health problems play in shaping their educational pathways. ObjectiveThis paper examines how mental health problems influence OHC youths' educational pathways and how this influence can be understood. Participants and settingThe paper draws on a mixed-methods longitudinal study of OHC youth in Denmark. MethodsSequence and cluster analyses and logistic regressions of survey data (n = 525) and administrative registries were used and combined with narrative analyses of two qualitative cases. ResultsWe identified four educational pathways: 1) the typical academic pathway, 2) the typical vocational pathway, 3) the disrupted pathway, and 4) the non-completion pathway. Moreover, mental health problems were found to be an essential predicting factor of entrance into the disrupted pathway (3) or the non-completion pathway (4). For youths who entered the disrupted pathway (3), mental health problems appeared to be the key predicting factor. Even though mental health problems also played a fundamental role in entrance into the non-completion pathway (4), we also found a more complex intersection of predictive factors, such as care history, lack of social support, and other social problems, such as cannabis abuse and homelessness. ConclusionsThe findings showed a need for a stronger focus on how mental health problems among OHC youths impact their educational pathways. Mental health problems played a key role in OHC youths' transition to independent adulthood and, consequently, their chances for a better life.

Launching Early‐Career Academic Pathways in the Mathematical and Physical Science (NSF)

Federal Grants & ContractsVolume 46, Issue 15 p. 2-3 Grant Alerts Launching Early-Career Academic Pathways in the Mathematical and Physical Science (NSF) First published: 05 July 2022 https://doi.org/10.1002/fgc.32454Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume46, Issue157 July 2022Pages 2-3 RelatedInformation

Effects of Cultural Intelligence and Imposter Syndrome on School Belonging through Academic Resilience among University Students with Vocational Backgrounds.

Background: University students with vocational qualifications encounter more severe cultural, academic, and self-evaluated challenges in the transitional process than their peers with an academic pathway. This study investigated the predictive effect of cultural intelligence (CI), imposter syndrome (IS), and academic resilience (AR) on school belonging (SB) and their interplay mechanism from a positive and negative perspective. Method: We recruited 326 Chinese university students with a vocational route as the research subjects and designed a parallel mediation model to assess the hypothesized construct. Result: The participants had scores above the median in CI, AR, and SB, but they also obtained scores exceeding the median in moderate IS. CI positively and significantly predicted SB both directly and indirectly through AR, while IS negatively and significantly predicted AR. AR both partly mediated the effect of CI on SB and entirely mediated the impact of IS on SB. Conclusion: CI was the most crucial factor impacting SB, followed by AR and IS among Chinese university students with a vocational education and training (VET) pathway. Strategic interventions should be adopted to enhance their abilities to cope with diverse cultures, promote their resilience in facing academic difficulties, boost their self-achievement, and foster their sense of SB.

An Artists exploration of the mythic, subconscious and literary constructions of military interventions in the Indo-Pacific

ABSTRACT In this article I share my experience of using William Blake’s 1793 poem America a Prophecy as a lens to explore the mythic, subconscious and literary constructions of military interventions in the Indo-Pacific for my painting Australia a Prophecy. For this painting I invited Blake’s 18th century character Orc to travel forward in time to Australia to guide an alternative imaginary lens, rather than the conventional political, military or international intervention analysis that is currently shaping the region where I live. Along the way Blake’s poem also inspired insights into the complex emotions and desires which seem to be driving the masculine messianic archetypal thinking of new global conflicts. Using poetry and literature has been part of my visual art practice throughout my 36-year artistic practice. I have not followed a formal or academic artistic pathway. Instead, I have chosen an experimental and experiential journey of self-learning by collaborating with artists and researchers on topics as I strive to understand the human condition. In my search to identify the hidden narratives that underpin our political and military decisions I have used various metaphors including Broadway and Hollywood musicals, medieval French epic poetry and literary and religious texts. I hope the story behind my painting will help to stimulate conversations between experts from completely different backgrounds to explore the hidden narratives that drive our political and military decisions.

Lasting Solutions for Advancement of Women of Color.

Despite efforts to improve parity in the biomedical workforce, gender bias persists related to equitable pay, promotion, speaking opportunities, journal editorial positions, research funding, and leadership positions. This bias becomes more prominent for women of color and women with other intersectional identities who come from underrepresented groups. It is critical to understand the barriers that women face and why the pathway is especially challenging for women of color. In this commentary, the authors cite research related to the effects of institutional gender bias in academic medicine, including research on bias against women of color. As academic leaders who come from underrepresented groups, the authors are aware that traditional approaches to reducing this bias have not worked well, and they instead highlight promising strategies aimed at filling the pathway to leadership with women of color who are qualified and ready to take the helm. They address solutions to ensure the academic pathway is supportive. They also provide several recommendations, including: offering more opportunities for mentorship and sponsorship, improving access to formal leadership programming, modeling successful upstander initiatives, recognizing the growing role of minority-based medical societies, implementing early-career education, increasing journal editorial board representation, and expanding promotion criteria. Appropriate training, education, and partnership with internal and external stakeholders are necessary to advance leadership equity for women of color in academic medicine.

Learning about social work research through field placements as a stepping stone to a career in academia

ABSTRACT Field placement is a milestone in every student’s journey towards degree completion. The experience influences career choices, professional identities and emergent practices in the dynamic social work field. While there is a growing body of knowledge regarding this development, as well as research-as-placement for students, there remains a paucity of documentation on what this experience is like, especially regarding the outcomes for students post-placement. To address the gap our team of authors offer a reflective and reflexive autoethnographic account of our experiences as social work students (and supervisor) undertaking research field placements. Our aim is to offer readers a critical perspective of research-as-placement that highlights the potential to enhance academic aspirations post-placement. We promote the benefits for students when supervised/mentored by a social work academic, particularly the personal and professional opportunities that come from the experience that help students locate placement success, research skills development and an academic career pathway. A key finding is the need for further research regarding the experience of students requiring ready-made skills in self-directed and self-paced learning. Ultimately, through this work we propose that research-as-placement creates avenues to build symbolic and social capital in the lives of students and ultimately enrich their social work education.