Program Administrators Research Articles

Cultivating Ethical Leadership in Public Administration: Integrating Social Justice and Equity into Educational Programs in Sulu, Philippines

Ethical leadership is crucial in public administration, particularly in regions like Sulu, Philippines, which faces complex governance challenges, including poverty, inequality, and conflict. This study explores the integration of social justice and equity into public administration educational programs to cultivate ethical leaders who can address these challenges effectively. A mixed-methods approach was employed, including a survey of 100 public administration students and faculty members in Sulu, and in-depth interviews with 10 experienced public administrators. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed1 thematically. The findings revealed a strong awareness among students and faculty of the importance of social justice and equity in public administration. However, there were gaps in integrating these concepts into the curriculum and pedagogy. Experienced administrators emphasized the need for practical experience and mentorship to develop ethical leadership skills in the context of Sulu's unique challenges. In conclusion, this study highlights the need for educational reform in public administration programs in Sulu to strengthen the cultivation of ethical leadership. Recommendations include incorporating experiential learning opportunities, community engagement, and culturally relevant case studies to bridge the gap between theory and practice.

Evidence Synthesis Instructional Offerings in Library and Information Science Programs

Objective – The goal of this study was to determine the extent to which evidence synthesis (ES) is incorporated into American Library Association (ALA)-accredited master’s level Library and Information Studies (LIS) programs. The study considered the depth of coverage, interest in additional curriculum content, and preferences for expanding existing coverage. Methods – A cross-sectional survey was implemented. Program administrators and instructors currently involved with ALA-accredited master’s level LIS programs in Canada and the United States were eligible to participate. Recruitment emails targeted faculty and administrators from a directory of institutions offering ALA-accredited MLIS programs. Results – 26 eligible responses from 20 unique institutions were obtained. Most respondents reported that ES is incorporated into the curriculum, albeit only briefly in most cases. Most of the respondents expressed interest in incorporating more ES content into the curriculum, specifically as a portion of a course. A greater number of respondents would prefer to bring in external guest speakers to teach the ES content, but a small percentage were interested in training for existing LIS instructors. Conclusion – In-depth instruction on ES in LIS programs is currently limited. However, there appears to be interest in increasing ES content in curricula, primarily in the form of guest lecturers.

Learning Disabilities and the Adult Learner

ABSTRACTApproximately one‐quarter of the adult population self‐reports having one or more disabilities. Expanding adult and continuing education access for individuals with disabilities is an important dimension of striving to make our programs more inclusive. Thus, it is crucial that adult and continuing educators have a basic understanding of the types of disability that relate most directly to adult learning. This article reviews key definitions, models of disability, and legal requirements related to adult disability. It also takes a more focused look at the literature on several types of disabilities, along with approaches that have been taken over time to develop the learning skills and strategies of individuals with these disabilities and restructure learning environments to make them more accessible. This information should be considered a starting point. Making needed changes will require continuing commitment from teachers, trainers, and program administrators.

Recommendations for Transitioning Young People with Primary Immunodeficiency Disorders and Autoinflammatory Diseases to Adult Care

PurposeSignificant improvements in the prognosis for young patients with Primary Immunodeficiency Diseases (PID) and Autoinflammatory Disorders (AID), which together make up the majority of Inborn Errors of Immunity (IEI), have resulted in the need for optimisation of transition and transfer of care to adult services. Effective transition is crucial to improve health outcomes and treatment compliance among patients. Evaluations of existing transition programmes in European health centres identified the absence of disease-specific transition guidelines for PID and AID, as a challenge to the transition process. This research aimed to establish expert consensus statements for the transition of young patients with PID and AID to adult services.MethodsThis project used the Delphi method to establish mutual agreement for the proposed recommendations. A draft set of statements was developed following a literature review of existing transition programmes. Then the ERN RITA Transition Working Group convened to review the drafted recommendations and develop them into a survey. This survey was circulated among healthcare professionals to determine consensus using a five-point Likert scale, with the level of agreement set to 80% or greater. Statements that did not reach consensus were revised by the Working Group and recirculated among respondents.ResultsThe initial survey received 93 responses from 68 centres across 23 countries, while the following survey outlining revised recommendations received 66 responses. The respondents agreed upon recommendations detailing the structure and administration of transition programmes, collaborative working with social systems, and contraindications to transfer of care.ConclusionThis paper sets out a comprehensive set of recommendations to optimise transitional care for PID and AID.

Evaluating the effectiveness of the education program developed for the empowerment of new graduate nurses: A randomized controlled trial.

To evaluate the effectiveness of the education program developed based on the structural empowerment (SE) and psychological empowerment (PE) theories and flipped classroom model for the empowerment of new graduate nurses (NGNs). Single-center, parallel-group, randomized controlled trial. The study was conducted between June 2021 and September 2023 in two phases: developing the education program to empower NGNs and evaluating its effectiveness. An education program consisting of two parts, online and face-to-face, was developed. The online part consists of eight modules implemented for two weeks. The face-to-face part was implemented for two days and included the in-class activities. NGNs were randomly assigned to the intervention group (n: 32) and control group (n: 32). An education program was applied to the intervention group, whereas the control group continued their routine orientation program. A range of outcome measures of SE, PE, and education programs' effectiveness were evaluated. Data were analyzed using descriptive, chi-squared, and t-tests. The study determined that the intervention and control groups showed homogeneous distribution in the pretest. A statistically significant difference was identified between the intervention and control groups regarding the mean scores of PE and SE three months following the implementation of the education program, and the total mean score of the intervention group was higher. The education program developed to empower NGNs was a highly effective intervention in increasing nurses' perceptions of SE and PE. There is a need to carry out studies and activities to disseminate this program. The findings of this study will guide educators, researchers, and administrators in future strategies and innovative programs for empowering NGNs.

Access to maternity waiting home services and its determinants among women in Ethiopia: systematic reviews and meta-analysis

IntroductionGlobally, maternal mortality is a major public health problem mainly due to a lack of access to skilled care during childbirth. Maternity waiting homes (MWHs) play a critical role in accessing emergency obstetric care for pregnant women during childbirth. However, available studies show inconsistent findings about women's utilization of maternity waiting homes. Therefore, the aim of this review was to identify the pooled prevalence of women's utilization of maternity waiting homes and its associated factors in Ethiopia.MethodWe used the PRISMA guidelines to report the review. We searched for potentially eligible studies in Google Scholar, PubMed, Cochrane Library, and Google using Medical Subject Heading terms and keywords. The retrieved articles were screened and assessed for quality. The heterogeneity across studies was checked using Cochran's Q test and I2 statistics. The pooled levels of women's utilization and associated factors were analyzed using meta-analysis. The publication bias was measured using the funnel plot and Egger's test. The subgroup analysis and sensitivity analysis were carried out to identify the studies with high effects.ResultsA total of 11 eligible studies with 11,784 study participants were included. The utilization of MWHs was in the range of 7%–42.5%. The pooled estimate of women's utilization of maternity waiting homes was 22.49%. Factors associated with utilization included women's decision-making power, access to transport, walking distance to the nearest facility, and having a companion.Conclusion and recommendationThe overall prevalence of maternity waiting home utilization in Ethiopia is low, with significant variation across regions. Health sector program administrators should focus on both the consumer and healthcare system.Systematic Review RegistrationThe review protocol was registered in PROSPERO (number CRD42021243526).

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

A Monitoring Tool for the Evaluation of Program Outcomes in Engineering Education

ABSTRACTDuring the evaluation process, organizations that accredit engineering programs determine whether a program meets a list of predetermined criteria. One criterion on the list is Program Outcomes (POs). The most common weakness statement is found in this criterion. First, we aim to develop a model that can support program evaluation during the accreditation process. Second, the proposed approach can be used as a feedback tool in the continuous improvement of teaching in engineering programs. The course instructor runs the first module, which predefined learning outcomes and the POs are linked together using an Excel‐based software for each activity performed in the course. The second module calculates the scores that reflect the achievement levels of the POs for the whole program. The scores from individual courses are simultaneously transferred to the Technique for Order Preference by Similarity to Ideal Solution module that determines the rating scores of the POs in the program. The proposed system shows which POs are at a satisfactory level and which are lagging behind and need attention. It helps the course administrators to manage the course material proactively. The proposed system is a powerful tool for monitoring and tracking POs, and it is the primary tool used by program administrators to improve the program continuously. It is particularly useful in identifying the weak spots of the program. The successful implementation of the system in our department since 2012 makes us confident that the system could be adopted by other engineering programs.

Large language models in business case research methodology : Reflections and considerations for scholar practitioners

This paper explores the integration of large language models (LLMs) in business case research methodology, with a particular focus on their application in an applied doctoral project within a hybrid Doctor of Business Administration (DBA) programme at a private university in the US. Leveraging the capabilities of OpenAI’s ChatGPT model, this study demonstrates how LLMs can enhance the efficiency and depth of thematic analysis in qualitative research. The reflections from faculty and students reveal that while LLMs significantly streamline text analysis and uncover nuanced patterns, they must be used with ethical considerations and methodological rigour to avoid biases and ensure robust outcomes. Through a case study involving the revitalisation of membership participation at Veterans of Foreign Wars (VFW) Post 7560, the research illustrates the dual role of scholar-practitioners in balancing innovative AI applications with traditional academic standards. This paper contributes to the ongoing dialogue on disruptive technologies in academia, offering practical frameworks and philosophical insights for researchers navigating the complexities of artificial intelligence (AI) integration in higher education and business contexts.

Physician assistant and nurse practitioner faculty cultural competence: a comparative analysis

PurposeTo determine if there was a statistically significant difference between physician assistant (PA) faculty and nurse practitioner (NP) faculty cultural awareness and sensitivity (CAS) and cultural competence behaviors (CCB).MethodsThis quantitative comparative analysis utilized the Cultural Competence Assessment (CCA), to measure participants’ cultural competence (CC) subscales of CAS and CCB. PA and NP faculty, broadly defined as any PA or NP licensed to practice within a United States jurisdiction and functioning as full- or part-time faculty, adjunct faculty, guest lecturers, or clinical preceptors, participated online. Descriptive statistics were used to generate a depiction of the sample and central tendencies of the CAS and CCB scores. The data were then analyzed using the independent-samples t-test.ResultsPA (n = 100) and NP (n = 102) responses were evaluated. For each of the subscales, NP faculty scored marginally higher than their PA counterparts. However, the differences in CAS (P = 0.463) and CCB (P = 0.353) scores failed to achieve statistical significance. The results uncovered that for both groups, CAS scores were higher than CCB scores. This finding may indicate that attitudes and desires regarding diversity and CC are greater than participants’ ability or willingness to manifest CC.ConclusionWhile there was not a statistically significant difference in the CC scores between PA and NP faculty, there are theoretical and practical implications for employers, NP and PA faculty, NP and PA program administrators, and accrediting organizations for each profession.

Master’s Degree Program at Osias Colleges, Incorporated… In the Prospect of Educators and Corporate World Employees

This tracer study examines the Master’s Degree graduates from the Master of Arts in Education (MAEd) and Master in Business Administra-tion (MBA) programs to assess their current profiles, contributions of their respective programs, and their ratings of the degrees earned. Utiliz-ing a survey questionnaire adapted from the University of Santo Tomas, data were collected from both MAEd and MBA graduates through web-based sampling. The descriptive research design was employed to ad-dress the study's questions.The findings reveal that the majority of respondents are females in upgraded positions, such as Teacher III, Head Teacher, Master Teacher, and Principal. Most MBA graduates are employed as Senior High School teachers, with some holding high positions like Corporate Budget Spe-cialist and Senior Financial Planning Specialist. The study highlights that the Master’s Degree Program significantly contributes to the academic profession, particularly in meeting professional needs, enhancing learn-ing efficiency, and fostering people skills and values formation. Gradu-ates rated their professors highly, particularly regarding subject matter knowledge, pedagogical expertise, quality of instruction, and teacher-student relationships. The study recommends that Osias Colleges, Inc. (OCI) Management and Faculty continue to foster a lifelong learning mindset and maintain ongoing communication and networking with alumni to enhance educa-tional outcomes and professional development. This approach will sup-port continuous growth and ensure that graduates are well-prepared for their careers.

A Survey on Disabilities and Disability Awareness in General Surgery Residents in the United States

IntroductionDisabilities affect a substantial portion of the US population, with mental health conditions being predominant. Despite the acknowledged challenges, there is a lack of data on disability prevalence among general surgery residents. This study aimed to compare the prevalence of disabilities in general surgery residents to the national benchmark, investigate the factors that prevent surgery residents from disclosing their disabilities, and assess the presence of a disability policy in a residency program. MethodsA descriptive cross-sectional cohort study surveyed 198 general surgery residents from 323 programs using a 33-question conditional survey. The survey, distributed via mass email, covered demographics, disability status, disclosure practices, accommodation use, and awareness of disability policies and training. ResultsAmong respondents, 30.3% reported having a disability, higher than the national average. Although 83.9% of respondents reported that their disability has some impact on their ability to work, 62.9% of residents with a disability have not informed their program directors or administration. Moreover, many residents experienced negative outcomes due to their disabilities. Fear of discrimination and lack of transparency, among other factors, were major barriers to disclosure. Only 16.2% received disability training, and 75.3% were unaware of their program's disability policy or if one existed. ConclusionsThis study reveals significant gaps in disability policy and training within general surgery residency programs in the United States. Despite about 1 in 3 surgical residents reporting a disability, disability support seems lacking, impacting the health of residents and the care provided to patients. Furthermore, many residency programs do not comply with requirements and recommendations regarding disability policy from graduate education organizations. Enhancing transparency, providing robust support systems, and integrating disability awareness into training are crucial steps to improve resident experiences and promote inclusivity in surgical training programs.

Sentiment Analysis on Tabungan Perumahan Rakyat (TAPERA) Program by using Support Vector Machine (SVM)

This study aims to analyze public sentiment towards the Housing Savings Program (TAPERA) using the Support Vector Machine (SVM) algorithm. The dataset comprises 16,061 reviews about TAPERA which was gathered from web scrapping and YouTube API. The sentiment analysis results indicate that 99.8% of the reviews are negative, while only 0.2% are positive. The SVM model applied in this study achieved a very high accuracy rate of 99.81%. This indicates that the model is highly effective in classifying sentiments, particularly in identifying negative sentiments. The resulting confusion matrix shows the model's excellent performance in detecting negative sentiments, with no False Positives (FP) and a very high number of True Negatives (TN). However, the model exhibits weaknesses in detecting positive sentiments, as indicated by the presence of several False Negatives (FN) and the absence of True Positives (TP). The findings of this study suggest that the public generally holds a very negative view of the TAPERA program. This insight is crucial for program administrators to consider as they evaluate and improve the program based on negative feedback received from the public. Overall, this research provides important insights into public perceptions of TAPERA and underscores the need for better modeling for more representative sentiment analysis. These findings can serve as a basis for policymakers in designing more effective communication strategies and program improvements to increase public acceptance of TAPERA.

The inoculation dilemma: Partial vs Full immunization during the early rollout in a pandemic

COVID-19 demonstrated the extent to which a pandemic can affect billions of lives worldwide. Vaccinations are an effective intervention that reduces the burden of the disease on the population. However, the low availability of vaccine doses coupled with an emerging infection wave calls for efficient dose allocation. We study the tradeoffs between prioritization of partial or full immunization while allocating limited doses with the help of an augmented SIR model. We define the term allocation ratio as the ratio of doses allocated for partial immunization as a proportion of the total available doses. Optimal control theory is used to derive the path traversed by the allocation ratio throughout the vaccine administration program. Numerical insights are obtained by introducing the case study of the Indian state of Tamil Nadu. Results indicate a preference towards full immunization when the active infections are low, while a switch to exclusive partial immunization is observed as the infection wave grows. Sensitivity analysis shows that factors like reduced vaccine availability, higher transmission rate, and high first-dose efficacy promote a quicker switch. The results also indicate significant potential savings of around ₹710 billion (∼ $8.46 billion) in mortality losses compared to the more widely followed pro-rata allocation policies. Hence, our study contributes to the growing discussion around the optimal strategy for vaccine administration with a focus on dose prioritization. The results of our research can help policymakers determine the allocation of limited available doses when faced with rising infection numbers during future pandemics.

Oneiros: The Sports Club: navigating the growth path

Learning outcomes After completion of the case study, the students will be able to analyze the challenges and opportunities associated with business expansion in any business, assess the significance of leveraging existing strengths versus exploring new markets for organizational growth, evaluate the implications of regional consolidation versus national expansion strategies, develop strategic thinking and decision-making skills in a competitive business landscape and understand the nuances of market dynamics, brand recognition and operational challenges in diverse geographical regions. Case overview/synopsis Oneiros – The Sports Club stood poised at a pivotal juncture, grappling with a strategic quandary that encapsulates the divergent visions of its leadership. The narrative unfolded in Surat, a vibrant city in the state of Gujarat where contrasting viewpoints champion the familiar stability of local success against the lure of uncharted state and national territories. Ms Hemali Shah advocated for consolidating the club’s triumphs in Gujarat, emphasizing on the parameters of brand loyalty and operational mastery. In stark contrast, Mr Robin Patel envisioned a bold expansion strategy across the state, aiming for brand recognition and a paradigm shift to regional prominence. Caught amidst these competing visions, Mr Sumit Lathia who was aspiring for the club’s national presence navigated the complexities of market dynamics and business model, oscillating between preserving familiarity and embracing the allure of ambition. This case study highlights the nuanced strategic dilemmas faced by Oneiros, offering a captivating exploration of growth strategies in a competitive landscape. With insights from various perspectives within the organization, this case study navigates the complexities of growth, market dynamics and the balance between familiarity and ambition. This case study offers valuable insights and practical applications for students pursuing regular Master of Business Administration (MBA) and executive MBA programs, as well as undergraduate and postgraduate studies in entrepreneurship and strategic management. By examining the strategic decisions and operational challenges faced by Lathia and Oneiros – The Sports Club, students can gain a deeper understanding of key concepts such as public–private partnerships, market expansion strategies, customer segmentation and revenue diversification. Complexity academic level This case study is positioned within the decision-making or business development modules of the curriculum. It serves as a platform to apply theoretical concepts of strategic decision-making, market analysis and growth strategies to a real-world scenario. This case study prompts students to critically evaluate expansion dilemmas and devise strategic solutions. Supplementary materials Teaching notes are available for educators only. Subject code Strategy.

A demographic-based challenges and trust issues on the implementation of the new BSND curriculum

Ensuring that the curriculum is aligned with the latest standards, guidelines, and best practices in nursing education and healthcare can be challenging. Developing fair and effective assessment methods to evaluate students' competency can be difficult. It is essential to ensure that assessments and pedagogical approaches accurately reflect the knowledge and skills students need as future registered nutritionists and dietician. The purpose of this study was to assess the challenges experienced by faculty and program administrators in relation to the mandates stipulated in the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. Faculty (n=37) and program administrators (n=5) were randomly selected from five higher education institutions in Mindanao, Philippines. Findings indicated that the administrators and teaching staff manifested low level of trust issues on the implementation of the curriculum. Consequently, they feel positive about the design, execution, and outcomes of the program. However, it is important to note several challenges they experienced. Lack of doctorate programs in institutions, absence of vertically articulated doctorate programs, and outdated library materials were the most prominent challenges the faculty and program administrators experienced. They also noted challenges related to excessive workloads for faculty beyond their Individual Daily Plans, the absence of Registered Nutrition and Dietetics (RND) professionals in food service establishments to supervise practicum experiences, and a lack of Memorandum of Agreement (MOA) with accredited Level III hospitals for practicum training programs.

A Middle-Range Theory to Guide the Comprehensive Counselor Training Program in Iran: A Grounded Theory Study

Aim: The aim of this research is to present a theory to guide a comprehensive and quality counselor training program in Iran. Methods: By adopting a qualitative approach and grounded theory method, data were collected through semi-structured interviews, in the context of counselor training programs in Iran with purposeful sampling; open, central and selective coding was used to analyze the interviews. Results: The findings identified the core category of "personal growth and continuous professional development of the counselor and improvement of the quality of counseling". Other important categories and subcategories were "cognitive excellence" (strengthening critical thinking, strengthening creativity), "enhancing professional performance" (strengthening appropriate evaluation and effectiveness, continuous growth and development of communication and counseling skills) and "intern-oriented active learning" (educational and professional interactions, developmental assignments, continuous self-improvement). Conclusions: As a result of this research, a middle-range theory was formulated to facilitate the guidance of a comprehensive counselor training program, which helps the beneficiaries to ensure the quality and adequacy of this program, also improve the rate of graduates who are ready to enter the counseling profession field and reduce the waste of resources. Policy makers and administrators of various counselor training programs can use this theory as a reference to provide a rich and supportive educational and training environment to help the personal growth and continuous professional development of future counselors; This will ultimately lead to the improvement of the quality of education and counseling services.

Reflections on the Importance of Experiential Learning In Public Administration Higher Education

This article examines the evolving concept of experiential learning and its application in higher education, particularly in public administration programs. It highlights how hands-on experiences, such as internships and policy simulations, bridge theoretical knowledge with real-world application, fostering critical skills like problem-solving, adaptability, and leadership. Drawing on initiatives at Babeș-Bolyai University, the analysis highlights how experiential learning supports career readiness and fosters interdisciplinary approaches, both of which are crucial for tackling governance and policy challenges. Public administration’s practical nature makes it uniquely suited for experiential methods, offering students opportunities to engage with community projects and governance systems. Despite its transformative potential, challenges include resource demands, academic rigor, and inconsistent quality. The article emphasizes the need for institutional support, partnerships, and emerging technologies to enhance accessibility and scalability. By documenting and assessing these efforts, universities can validate their impact, share best practices, and better prepare students for dynamic, impactful careers.

“Not a Lot I Could Do”: Challenges Facing College Peer Financial Mentors

ABSTRACT This study involved 54 peer financial mentors from seven institutions to explore their challenges when working with mentees. Challenges included: mentees presented financial concerns that exceeded the mentors’ ability, mentors frequently lacked the financial knowledge to provide highquality peer financial mentoring, and the shift in programming modality felt impersonal and introduced challenges. We conclude with recommendations for research, policy, and the administration of financial wellness and peer financial mentoring programs.

Provision of basic swimming and water safety skills in low-resource environments: barriers and facilitators of use of WHO practical guidance

IntroductionWHO guidance supports implementation of drowning prevention interventions. This study aimed to examine barriers and facilitators of use of WHO guidance on basic swimming and water safety skills in low-resource...