Bachelor's Degree Level Research Articles

Engineers and engineering in the US and Japan: a critical review of the literature and suggestions for a new research agenda

Researchers have identified a number of interesting differences between engineers and the practice of engineering in Japan and the US (and, to a lesser extent, other countries). They have found that: Japan graduates more engineers per capita than the US; Japanese engineers seem to stay in the practice of engineering longer than their US counterparts; Japanese firms perform more of the post bachelor degree level education and training of engineers than US firms; Japanese universities seem to emphasize teamwork more and business education less than US universities; Japanese firms have less rigid job boundaries than US firms; high performing Japanese firms have more overlap between functions and have developed distinctive ways of handling new product development such as the use of heavy weight project managers. On the other hand, empirical studies so far do not seem to show that "culture" has made much difference in the practice of engineering between the US and Japan. This paper reviews these findings and the implications that have been drawn from them. It goes on to suggest that while this research has provided many useful ideas and models for US managers, in other areas it has stopped short of examining the consequences of what has been found. The result has been the loss of opportunities for policy makers, educators, managers, and social theorists.

Vocational Integration of University Graduates

This paper deals with the professional integration of university graduates (Bachelor's degree level). The objectives are (a) to delimit the notion of vocational integration; (b) to build a typology of the vocational integration focusing on the process of stabilization in the job market rather than on the correspondence between education and employment; and (c) to measure the influence of the field of studies and of two sociodemographic characteristics (gender and social origin) on the level of vocational integration of graduates, using a logistic-regression analysis. The analysis is based on a data bank on the educational paths and the entry in the labour market of graduates 3 years after graduation in 1986. It was found that the gender, social origin and field of studies at the Bachelor's degree level are all factors that have a direct impact on the level of vocational integration.

Diploma-prepared nurses' use of technological equipment in clinical practice.

Increasingly, nurses throughout the western world are receiving their educational preparation for initial registration in a tertiary environment at either the diploma or bachelor degree level. The length of time spent in the clinical setting has been reduced considerably, with the elimination of the apprenticeship system and the role of the student nurse as paid staff member. Concurrently, the amount of technological equipment used in the health care sector is both increasing rapidly and now found in general wards, not just the traditional 'high tech' environments. It is important to evaluate how well the tertiary experience prepares students in terms of their ability to handle common technological equipment such as infusion control devices or suction pumps. In the study reported here 245 diploma-prepared registered nurses completed a questionnaire designed to assess how nurses from tertiary institutions perceived their ability to handle technical equipment in the workplace. The majority of the respondents had been working for 7 to 12 months. No significant relationship was found between the frequency of use of specific items of clinical equipment and whether that item caused the nurse concern in practice. There was also no significant relationship between the frequency of use of an item and whether participants believed that competence should be acquired in relation to that item prior to tertiary graduation. Although moderate levels of comfort in the use of technical equipment were reported upon entry to the workplace, subjects rapidly acquired high levels of comfort in relation to equipment handling. The implications for hospital administrators and tertiary teaching programmes are discussed.

Self-assessment questionnaire for RDs

<h2>Abstract</h2> This article reports usual modes of thinking and behavior as measyred by the Life Styles Inventory—Level 1, Self-Description (LSI—Level 1), which was completed by 893 dietitians who attended at least one invitational leadership seminar during 1986 through 1989. The LSI—Level 1 measures 12 lifestyles, both positive and negative, and there is a score for each style. On a scale of 1 to 40, mean scores of the study sample were highest for Affiliative (32.0), Humanistic-Helpful (31.6), Achievement (31.1), and Self Actualize (28.8) styles. These are positive styles that characterize creative thinkers who have been described as good leaders: confident and energetic with balanced concern for both tasks and people. When mean scores of the study sample were plotted on a scaled circumplex to give a visual profile of the scores, the Dependent and Self Actualize styles were dominant; the study sample means were above the 75th percentile of the general population sample. Dependency is described as a self-defeating style characterized by insecurity, indecision, meekness, and acquiescence. <i>ξ</i>₂ Analysis showed that study respondents who had high scores in positive styles were significantly more likely to hold graduate degrees, publish articles, conduct research, hold offices, initiate projects, and serve as mentors. High scores in self-defeating styles were associated with the bachelor's degree level and less involvement in research and continuing education programs. These results indicate that many dietitians possess attributes associated with strong leadership skills; nevertheless, a substantial number reported self-defeating, dependent behaviors. Action plans to foster development of leadership skills and to design and conduct further research on the topic are suggested.

Dietitians' self-perceptions: Implications for leadership

This article reports usual modes of thinking and behavior as measyred by the Life Styles Inventory—Level 1, Self-Description (LSI—Level 1), which was completed by 893 dietitians who attended at least one invitational leadership seminar during 1986 through 1989. The LSI—Level 1 measures 12 lifestyles, both positive and negative, and there is a score for each style. On a scale of 1 to 40, mean scores of the study sample were highest for Affiliative (32.0), Humanistic-Helpful (31.6), Achievement (31.1), and Self Actualize (28.8) styles. These are positive styles that characterize creative thinkers who have been described as good leaders: confident and energetic with balanced concern for both tasks and people. When mean scores of the study sample were plotted on a scaled circumplex to give a visual profile of the scores, the Dependent and Self Actualize styles were dominant; the study sample means were above the 75th percentile of the general population sample. Dependency is described as a self-defeating style characterized by insecurity, indecision, meekness, and acquiescence. ξ 2 Analysis showed that study respondents who had high scores in positive styles were significantly more likely to hold graduate degrees, publish articles, conduct research, hold offices, initiate projects, and serve as mentors. High scores in self-defeating styles were associated with the bachelor's degree level and less involvement in research and continuing education programs. These results indicate that many dietitians possess attributes associated with strong leadership skills; nevertheless, a substantial number reported self-defeating, dependent behaviors. Action plans to foster development of leadership skills and to design and conduct further research on the topic are suggested.

Early childhood teacher preparation

Teacher Preparation initiates the Yearbook in Early Childhood Education Series. This volume is designed to explore the issues that face the field regarding the nature of early childhood practice, the preparation of practitioners, and the need to address these areas as the field prepares for the future. Contemporary programmes preparing early childhood personnel both at the bachelor's degree level and below are described. Early childhood teacher education programmes in other countries are also outlined. The editors have compiled the efforts of some of the best known experts in the field including Lilian Katz, Barbara Bowman, Donald Peters, Kenneth Zeichner, Jan McCarthy, Douglas Powell, Dorothy Hewes, Susan Bredekamp, and James Cooper. As a major research document and a knowledge base of practice, Teacher Preparation is essential for early childhood educators concerned about setting high standards for both programme and personnel.

Science and engineering grads: July employment

The overall number of job offers this spring to college graduates at the bachelor's degree level dropped by more than 11,000—from 62,835 last year to 51,200—according to data just compiled by the College Placement Council in its Salog Survey report. This is the first decrease in 6 years. Despite the fact that the number of offers was down in many categories, the actual starting salaries did not suffer, and science and engineering graduates commanded the highest figures of all categories. At the bachelor's level, petroleum engineering majors drew the highest annual salary at $30,468.00. This salary was increased over last year's average for petroleum engineers by about 14.3%.

1982 Grads: Fewer jobs, higher wages

Findings in the most recent salary survey (March 1982) of the College Placement Council indicate a confused picture of employment possibilities for this June's college graduates. The current economic slump has resulted in the postponement of hiring decisions by some employers, but the job market in the geosciences remains strong. Of the 18 fields surveyed, petroleum engineering graduates had the highest average starting salary offers: $30,432 annually. ‘The physical and earth sciences’ group led the scientific disciplines with average offers of $23,940 annually at the bachelor's degree level. At the master's degree level, graduates in geology and related geological sciences received an average offer of $28,836 annually. These salaries represent 8%–14% increases over the March 1981 salary offers.

Differential Educational Aspiration Levels in a Sample of Undergraduate Health Majors

Motive to avoid success (M‐s) describes the inner conflict that high‐achieving females experience when they are confronted with academic success. Little research has been done on M‐s in a predominantly female occupation. Evidence of the trait was detected in a sample of 462 female students at the associate degree and bachelor's degree levels of the medical laboratory profession when they were compared with 118 male peers. An academic variable (high school rank) and two motivational variables (idealized and realistic degree aspiration) were employed. Counseling techniques and recommended areas of future M‐s research are presented.