Academic Preparation Research Articles

Exploring factors influencing sustainable human capital development: Insights from Saudi Arabia

This study investigates the critical factors influencing Saudi Arabia's sustainable human capital development. It primarily aims to explore the correlations among the postulated variables and how each variable influences the development of a skilled, adaptable, and socially conscious workforce, in alignment with the objectives of the Saudi Vision 2030. This study utilizes a quantitative approach, employing partial least squares structural equation modeling to analyze the data collected from 203 public personnel in Saudi Arabia through an online questionnaire. The findings reveal that training, community engagement, institutional support, and technology integration are essential in sustainable human capital development. However, learning, education, and access to resources were not statistically significant and did not improve sustainable human capital development in Saudi Arabia. The findings underscore the significance of an educational framework that transcends traditional perspectives, focusing on not only academic preparation but also the holistic development of individuals. This study contributes to understanding how training, community engagement, institutional support, and technology integration are transformative in shaping the future of Saudi Arabia by nurturing a skilled, adaptable, and socially responsible citizenry.

Professional Behaviors on the Fieldwork Performance Evaluation: Perspectives of Fieldwork Educators

Abstract Date Presented 03/21/24 Most professional behavior skills on the Fieldwork Performance Evaluation (FWPE) are not required components of entry-level OT education. Survey results from fieldwork educators explore the perceived academic preparation and importance of these skills, especially related to the diversity item. Primary Author and Speaker: Jessi Clark Contributing Authors: Casey Humphrey, Camille Skubik-Peplaski

Employability Skills Requirements in the Professional Services Sector: An In-depth Analysis of Graduates

In today’s competitive job market, the gap between academic preparation and industry expectations has become increasingly evident, highlighting the urgency of identifying the key employability skills required by graduates. This study evaluates the essential employability skills of graduates in the professional services sector. Using a descriptive research design, a questionnaire was administered to 282 respondents in the Philippines. The sample size was determined using Slovin's formula and a stratified random sampling technique. Data analysis involved frequency percentage distribution, weighted mean, and analysis of variance (ANOVA). Findings reveal a significant proportion of respondents as team leaders, holding bachelor’s degrees, and working in professional services firms with more than 151 employees. Effective communication skills emerged as the foremost requirement, complemented by leadership skills that foster enthusiasm and commitment within organizations. Notably, disparities in employability skills were found when respondents were categorized based on organizations’ sizes. Concurrently, respondents reported challenges in articulating well-defined career objectives and demonstrating adaptability. These findings underscore the imperative for higher institutions to emphasize curricula that enhance graduates’ employability skills, particularly in communication, leadership, critical thinking, and problem-solving. Universities should tailor their academic programs to strengthen these crucial skills, benefiting both graduates and the professional services industry. Furthermore, continuous professional development and industry-academic partnerships are recommended to keep curricula aligned with evolving industry needs, ensuring that graduates are well-equipped for the dynamic job market.

“What are you looking for in a candidate?” The career search process for international students in higher education student affairs

AbstractThis study examined lived experiences of two international student affairs professionals in the United States. Through a series of interviews, the dialogues unfold rich narratives that explore the multifaceted journey from academic preparation to career placement in the field of higher education student affairs (HESA). It also underscores the unique challenges encountered by international students compared to their domestic counterparts during the job search process. Given the limited research pertaining to the experiences and support for international graduate students during the job search process in the field of HESA, this study provides valuable insights and implications for educators, institutions, and career support services to better address the needs of the diverse and growing demographic of the candidates.

The relationships between teachers’ evaluation of children’s academic readiness and children’s later outcomes

Kindergarten is emphasized as a critical first entry into the education system, as politicians and pundits believe kindergartners’ success can lead to later academic achievement. Therefore, a comprehensive understanding of kindergarten school readiness data should consider how it is measured and how that affects learning. Using the Early Childhood Longitudinal Studies—Kindergarten (ECLS-K) cohort 2010–2011 data, the author examined the relationship between teacher reports about children’s academic readiness at kindergarten entrance and their later outcomes in reading, math, and science through fifth grade. This study used a latent basis growth model with time-invariant predictors to analyze the relationship's trajectory. Overall, findings determined that teachers’ perceptions of children’s Approaches to Learning, mathematical thinking, and science significantly impacted later achievements in math and science direct assessments throughout elementary education. This research discussed the practice and policy implications on teachers’ perceptions of school readiness and its impact on later academic outcomes.

Academic Culture: Its Meaning, Measure and Contribution to Student Learning

This study had two objectives. One objective was to assess the psychometric properties of a survey instrument measuring a new latent variable, Academic Culture (AC), combining three observed variables academic press, disciplinary climate and teachers’ uses of instructional time. The second objective was to replicate the results of an earlier study identifying AC as a significant mediator of school leadership’s influence on student learning. Data for the study were provided from 2068 teachers located in 49 schools in 14 Texas school districts, as well as student achievement data from the State of Texas Assessments of Academic Readiness (STAAR) and student socioeconomic (SES) data available from school websites. Second order Confirmatory Factor Analysis (CFA) and Many-Facet Rasch (MFR) models were used to examine the survey instrument’s construct validity and its measurement invariance. Structural Equation Modeling was used to identify the extent to which AC mediated the effects of school leadership on student achievement controlling for student SES. Rasch analysis and CFA confirmed the measurement invariance and several forms of validity of the survey instrument. Replicating the results of an earlier study, results of structural equation modeling demonstrated significant effects of AC on student achievement and identified AC as a significant mediator of school leadership effects on student achievement. The study contributes to the quality of instruments available to school leaders for their school improvement work and to researchers inquiring about the most promising variables mediating the indirect effects of school leadership on student success.

Culturally Responsive Pedagogy in Physical Therapy Education.

The push for holistic admissions practices in physical therapy education has evoked concerns that learners who are culturally and linguistically diverse might be less qualified than the predominant demographic traditionally admitted into programs. The implications are that culturally and linguistically diverse learners struggle academically and experience challenges passing the National Physical Therapy Examination. However, as the academic preparedness of learners is discussed, rarely does the conversation include the capabilities of faculty to teach these learners. As cohorts continue to include learners from a greater variety of backgrounds and identities, the largely homogenous professorate, with more than 80% identifying as White, might need training in culturally responsive pedagogy to best serve learners from all backgrounds and identities. Educators often use a "one-size-fits-all" approach in which learners are expected to use the same resources and pace for assignments, readings, and assessments, regardless of their learning strengths or academic preparation. That approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom. This Perspective explores strategies to support all learners through three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. To truly transform society, we must first transform physical therapy education. Culturally responsive pedagogy advances and supports all student achievement by recognizing, fostering, and using their strengths in the learning environment.

The role of letters of recommendation in perpetuating or challenging the social stratification of American secondary schools: a quantitative analysis of admission officer assessments in highly selective college admission

Admission to highly selective institutions offers a pathway to upward social mobility, particularly for low-resource students. However, entrenched wealth disparities in the United States present serious challenges for admission officers at highly selective institutions. Utilizing individualized holistic review (IHR), including letters of recommendation (LOR), and contextual consideration, highly selective institutions aim to account for wealth inequities. This quantitative analysis, conducted at a highly selective research university, examined 95,326 applicants across 4 years to explore if admission officers’ internal assessments of LORs relate to contextual independent variables beyond students’ control. Statistical methods, including ANOVA, Two-Way ANOVA, Chi-Square, multiple linear regression, and logistic regression, were employed, controlling for standard measures of academic readiness. Findings revealed higher LOR assessments for students facing greater contextual challenge levels, underscoring the ability of the admission process to identify high achieving students from high challenge contexts. Paradoxically, elevated LOR ratings were also observed for students from private and smaller schools, indicating a nuanced interplay of factors in the admission process. Importantly, LOR assessments significantly correlated with admission outcomes, emphasizing the pivotal role of LORs in highly selective college admissions. This study reveals the nuanced role of LORs in admissions, exposing their potential to tackle inequities. It calls for improved IHR training and heightened consideration of contextual variables, offering a crucial contribution to advancing equity in highly selective institutions, fostering more informed admission practices.

Constructing the Clinical Preparation Field: Re-Envisioning the Role of Pre-Service Teacher Clinical Supervision

Given the difficulties that newly trained teachers currently encounter in entering the profession, it has become increasingly necessary to reexamine the nature of pre-service clinically-based teacher preparation. This paper focuses on the role of clinical supervisors in the context of the College–Field Partnership (CFP), an innovative program that reframes clinical preparation as going beyond a focus on classroom teaching to experiencing the school as a whole. The paper is based on “Self-in-Field” action research (SiFAR) involving eight experienced clinical supervisors who were leaders of teams of clinical supervisors in the CFP program. Through joint reflection on their professional practice, they came to see the clinical supervisor’s role as constructing a “clinical preparation field” that extends beyond the traditional “triad” of pre-service teacher, mentor teacher, and clinical supervisor. Constructing an expanded clinical preparation field involves building relationships among a wide variety of actors within the school and the academic preparation program as well as fostering learning and development for students and school staff alike. Two important implications of this new role for clinical supervisors were the need to become more skilled at (1) dealing with the emotional elements of school practice and (2) facilitating organizational learning processes in the school.

Embedding Mindfulness Into Early Childhood Classroom Routines: A Practical Strategy for Teachers

Mindfulness in early childhood learning environments cultivates self-awareness, emotional regulation, and cognitive focus, fostering a conducive atmosphere for social-emotional development and academic readiness.

A survey of current specialty palliative care education in the United States.

Palliative care (PC) is a health care specialty that is focused on the holistic care of individuals with serious illness. It requires interprofessional collaboration and expertise to meet the physical, psychosocial, social, cultural, and spiritual needs of patients experiencing serious illness and their families. The interprofessional team (IPT) is most often composed of Advanced Practice Providers (APPs) [including Nurse Practitioners (NPs), Clinical Nurse Specialists (CNSs), and Physician Associates/Assistants (PAs)], Chaplains, Registered Nurses (RNs), Doctors of Medicine and Doctors of Osteopathic Medicine (MDs/DOs), Registered Pharmacists (RPhs), Social Workers (SWs) and other professions depending on site of care, the age of the patient, and the illness. The United States has specialty palliative care (SPC) IPT members who have completed advanced education and training and obtained specialty certification. However, there is currently no interprofessional consensus education and training resulting in interprofessional variability of definitions of education and requirements for academic preparation into the specialty. This article offers the results of an online review and survey of the current availability of SPC education in the United States which includes certificate programs, residencies, fellowships, and immersion programs available to each profession. The purpose of this review is to unify the available information regarding SPC programs, providing a succinct, yet thorough, overview of the SPC educational landscape. It emphasizes the length of time, cost, and delivery method for IPT members in choosing programs.

What are employers expecting from instructional design and learning technology professionals across sectors?

As new technologies and learning practices emerge, the way instructional design and learning technology (IDLT) professionals conduct their work evolves. With this constant evolution comes a change in employer expectations of IDLT professionals. This convergent mixed methods study analyzed 130 IDLT-related position descriptions and interviewed 12 IDLT leaders from the K12, nonprofit, higher education, and corporate sectors to identify current expectations related to degree qualifications, knowledge, skills, and abilities expected from IDLT professionals. Results included a preference for a master’s degree-level qualification, at times due to bureaucracy, and an interest in the combination of academic preparation with instructional design experience. Additionally, employers shared that they were interested in an advanced understanding and adaptable application of IDLT theories, models, and frameworks, as well as a need for non-specific IDLT skills (e.g., communication and collaboration) and familiarity with IDLT-related technologies (e.g., learning management system and course authoring software). These results provide valuable insight for those looking to join IDLT field, current IDLT professionals interested in upskilling, and educational programs preparing future IDLT professionals for the workforce.

Strategies of Kindergarten Teachers and Parents in Preparing Children's School Readiness: Academic, Social, and Emotional Perspectives

Purpose – This study aims to investigate the strategies employed by kindergarten teachers and parents in preparing children's school readiness in the Batang Angkola District, considering the local context and related social dynamics. Design/methods/approach – Utilizing a qualitative descriptive method, the research combines a descriptive approach to outline existing phenomena with a qualitative approach to explore the meanings and interpretations of the strategies used. Data were collected through direct interviews with several kindergarten teachers and parent representatives in kindergartens and surrounding areas in the Batang Angkola District. Additionally, secondary data related to supporting theories on children's school readiness were utilized. Findings – The findings reveal that both kindergarten teachers and parents are not fully prepared for children's school readiness. This is evidenced by the non-alignment of teachers' educational backgrounds with early childhood education and the parents' primary focus on academic readiness, often neglecting other critical aspects such as social and emotional development. Furthermore, the strategies implemented by kindergarten teachers and parents fail to holistically address the needs of children during the transition process. Research implications/limitations – The study is limited to the Batang Angkola District and may not be generalizable to other regions. These findings highlight areas in educational practices that require improvement and suggest the need for further research to develop more effective strategies for holistic school readiness preparation. Practical implications – The insights gained from this study provide guidance for the development of more holistic and integrated school readiness preparation programs that can better support children during their transition to school. These programs should aim to balance academic learning with social, emotional, and physical development to ensure well-rounded preparedness. Originality/value – This research sheds light on the specific challenges faced by kindergarten teachers and parents in the Batang Angkola District, emphasizing the importance of a holistic approach to school readiness that includes academic, social, and emotional aspects. By addressing these challenges, the study contributes to the broader understanding of effective strategies for early childhood education in similar contexts. Paper type Case study

SHAPING FUTURE PROFESSIONALS: EMPLOYER PERSPECTIVES ON ACCOUNTING STUDENT COMPETENCY IN INTERNSHIPS

Accounting students face continuous difficulties navigating the demands of the workforce as they go from the academic to the professional world. This research aims to investigate the viewpoints and requirements of employers concerning the preparedness of accounting students to meet the demands of the modern work environment. Based on the data collected from a survey of 102 employers who have supervised accounting students during internships, this research provides valuable insight into skills and competency gaps identified by employers, thus shedding light on areas for improvement in accounting education. The findings of this study showed that accounting students are thought to be underprepared. The most common weaknesses are in the areas of interpersonal skills, technical competencies, motivation or initiative, confidence, Information Technology (IT) proficiency, ability to perform under pressure, and time management. These results show a significant gap between the expectations of employers in the accounting field and the abilities acquired in academic environments. This study was carried out using a survey distributed to employers where accounting students are completing their internship programme. The survey instrument was designed to collect in-depth employer observations and experiences about accounting students, resulting in rich, qualitative data that could be analysed. This study has implications for accountants, legislators, and educators. By identifying the areas in which accounting students may be underprepared, educational institutions can modify their curricula to better suit the needs of the industry. In addition, this study acts as a call to stakeholders in accounting education to collaborate in bridging the gap between academic preparation and the demands of the profession. By addressing identified skills gaps and meeting the needs expressed by employers, educational institutions can play an important role in preparing accounting students to meet the dynamic and complex challenges of the modern workplace.

UNDERGRADUATE STUDENTS' ATTITUDE TOWARD RESEARCH IN PUBLIC SECTOR COLLEGES OF LAHORE

The students' attitudes are more significant in the modern world than their experiences and academic preparation. A positive attitude toward research is the key to success and progress in knowledge-based societies. The study aimed to investigate undergraduate students' attitudes towards research in public sector colleges of Lahore. The population of this study comprised of B.Ed. (Hons.) students. The sample was selected over convenient sampling technique of 180 students from five public sector colleges in Lahore. A five-point Likert scale questionnaire developed by Papanastasiou was used for data collection. The data was analyzed through statistical package for social sciences-20 using descriptive and inferential statistics. A T-test was used to find differences based on gender. The results offered significant information for reaching the conclusion and making suitable decisions about research issues under study. It was revealed that most students had a positive attitude towards research. Moreover, there was a significant difference between the attitudes of males and females toward research, with more positive attitudes by male students.

BRIDGING THE GAP: INDUSTRY-ACADEMIA COLLABORATION IN ARCHITECTURE

This study delves into the ever-needed symbiotic relationship between industry and academia within the architecture domain, clarifying the benefits, and challenges of their collaboration. The multifaceted dimensions of industry-academia collaboration in architecture focuses on the interns' enhancing their understanding during training, fresh graduates' grasp of technical know-how at their first job, and the role of innovative industry partnerships in problem-solving and future building. Through a mixed-method research approach, the paper examines the perceptions of architectural interns and fresh graduates on the effectiveness of educational preparation, their technical know-how and their creative proficiencies encountered in their initial professional roles. Innovative partnerships between industry leaders and academic institutions are further evaluated to unveil the collaborative efforts in addressing contemporary architectural challenges and innovations. The findings suggest a significant discrepancy between academic training and industry requirements, indicating a need for curriculum reform and an enhanced framework for continuous collaboration. This study not only contributes to a deeper understanding of the transition from academic preparation to professional practice but also presents practical implications for curriculum development and strategic industry engagement.

Training on Basic Mathematics for 12th Grade Students of SMA Pasundan Majalaya in Preparation for the 2024 SNBT

Basic math training plays an important role in preparing students for the National Selection Based Test (SNBT), which is one of the entry pathways to public universities in Indonesia. This study aims to evaluate the effectiveness of academic ability test training in improving the readiness of XII grade students of Pasundan Majalaya High School to face SNBT 2024. The research method used is descriptive quantitative with a case study approach. The study population was all XII grade students of Pasundan Majalaya High School who participated in the training program. Data were collected through observations and tests conducted before and after the training. Data analysis was conducted to measure the improvement of students' academic ability and readiness. The results showed that the academic proficiency test training implemented at Pasundan Majalaya High School was effective in improving students' pre and post test results. There was a significant increase in proficiency test scores through pre and post test results. In addition, the training also helped students in developing time management skills, problem solving strategies, and critical thinking skills. The findings suggest that structured and comprehensive training can significantly improve students' academic readiness, thus helping them to face SNBT more confidently and competitively. This research is expected to contribute to the preparation of Pasundan Majalaya High School students for college entrance selection.

The Challenges of Pre-Graduation Field Practice for Students – Future Teachers

The focus of this article is the practical training of the students from the Pedagogy studies of the Faculty of Pedagogy at the Sofia University and the challenges they encounter during their pre-graduation field practice. The survey was conducted among the graduates in the academic year 2022/2023 and reveals the key role of the teacher-mentor in the formation of the functional professional competences of the future teachers. The results show satisfaction with the way the pre-graduation field practice is organized and the students’ academic preparation. The recommendations are in the direction of communication intern – teachermentor and the work between them.

Higher education student engagement, leadership potential and self-perceived employability in the United Arab Emirates

ABSTRACT Higher education student engagement (HESE) is increasingly essential for developing employability and leadership potential. While several academic institutions worldwide have underscored the importance of fostering leadership skills, there remains an evident gap in the UAE’s understanding of the impact of student engagement on leadership potential and perceived employability. Thus, by adopting a quantitative research approach, this study validates the HESE scale and examines its associations with leadership potential (LP) and self-perceived employability (SPE) among undergraduate students in the UAE. The results reveal that increased student engagement significantly enhances LP and is positively associated with SPE. In addition, a higher level of HESE notably strengthens the relationship between LP and SPE. Universities in the UAE can leverage these findings to refine their activities to improve student engagement initiatives, which could bridge the current skills gap and boost student readiness for the competitive labour market. The research recommends integrating comprehensive student engagement strategies in higher education to develop essential leadership skills and confidence in employability among students, aligning academic preparation with market demands.

Point-of-need mastitis pathogen biosensing in bovine milk: From academic sample preparation novelty to industry prototype field testing

Bovine mastitis is an inflammation of the mammary gland, and it is the most common infectious disease in dairy cattle. Mastitis reduces milk yield and quality, costing dairy farmers millions of dollars each year. The aim of this study was to develop a point-of-need test for identifying mastitis pathogens that is field portable, cost-effective and can be used with minimal training. Using a proprietary polymer-based milk sample preparation method to rapidly extract pathogen DNA in milk samples, we demonstrated quantitative Polymerase Chain Reaction (qPCR) assays for six common bovine bacterial mastitis pathogens: Staphylococcus aureus, Streptococcus agalactiae, Streptococcus dysgalactiae, Streptococcus uberis, Mycoplasma bovis and Escherichia coli. We also implemented this sample preparation method on a prototype point-of-need system in a proof-of-concept field trial to evaluate user experience. Importantly, the protype system enabled a sample-to-result turnaround time of within 70 min to quantitatively detect all six target pathogens. The key advantage of our point-of-need prototype system is being culture-independent yet providing automated milk sample preparation for molecular identification of key mastitis pathogens by non-expert users. Our point-of-need prototype system showed a good correlation to laboratory-based qPCR for target pathogen detection outcomes, thus potentially removing the need for milk samples to be transported off-site for laboratory testing. Above all, we successfully achieved our objective of developing a point-of-need biosensor technology for mastitis and increased its readiness level with industry partners towards technology commercialization.