University Career Research Articles

Blended Learning: What Changes?

This article questions the changes brought about in the teaching system of university courses after the COVID-19 pandemic. Online learning, once considered an experimental and emergency tool, is increasingly becoming a standard practice integrated into teaching delivery systems. This article examines the impact that blended learning has on the host city and how it is perceived and experienced by the key stakeholders. Focusing on two degree courses that employ a blended learning model, the article proposes a survey for teachers and students to investigate the problems and advantages of blended courses. In both groups, there is no consensus of opinion or a clear trend on any issue. This fragmentation of responses should be understood as stemming from the individual motivations, unique characteristics, and personal experiences of each participant, intertwined with their university careers. It also reflects the level of adaptation to blended teaching achieved by each individual. It becomes clear that blended teaching encompasses all the challenges of online teaching but also expands access to university education and offers the possibility of exploring the educational potential offered by technology. Blended learning encourages students to be more independent and to develop their capacity for self-directed learning, though not all students are prepared for this shift. For teachers, blended learning also demands a methodological shift, differentiating between online and in-person lessons. However, while challenges remain, the progress made so far appears promising for the future. To ensure continued success, it is essential to focus on improving internet access, strengthening students’ self-learning abilities, and simultaneously enhancing teachers’ competencies in using digital tools and facilitating remote teaching.

The University Student is Seen as a Customer: A Qualitative Analysis to Enhance Academic Performance from Satisfaction

In this article a study is carried out to identify the aspects of student satisfaction that allow improving university academic performance through applied educational research with a qualitative approach. Likewise, it is specified that the study problem is: how to enhance academic performance based on the satisfaction of the university student seen as a customer? The theoretical framework states that the way to be able to plan, know, and evaluate the satisfaction of students concerning the service they usually receive in academic terms is considered a relevant factor concerning the quality of education at the national level, such efforts demanding an objective of excellence in education. The study subjects were 06 teachers of the Administration and Marketing career of a private university in Lima. As main results, 02 axes were evidenced: how satisfaction influences university academic performance and the elements to know which motivational strategies improve university academic performance. A discussion of the results was carried out, contrasting what was obtained in the qualitative focus group instrument to affirm or not the delimited category and the emerging categories of the study subjects with the scientific literature. Likewise, in conclusion, we have the reflection to reinforce the importance of student satisfaction to improve student performance in their educational experience at an integral level.

Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Anton Vavrinec Ottmayer – administrácia, advokácia, správa a vzdelávanie

The study deals with an important Slovak lawyer, university lecturer and writer Anton Vavrinec Ottmayer who lived and worked in the capital of the Hungarian Kingdom for the first two thirds of the 19th century. The paper deals mainly with the lesser-known aspects of his career, in particular his scientific career within the Faculty of Law, where he was Dean for two years (1832–1834). He lectured on statistics, mining law and also published on the law of substitution. His literary works were written in Slovak, his professional legal works in Latin and German. In addition, he worked as an attorney and agent (lawyer) at the military court. In 1849 he was accused of insulting the majesty by the Austrian authorities, he was convicted and spent one year in prison. This put an end to his previous university career and he therefore started his own business. His aim was to build a waterworks in Pest. His activities were not always successful, he lost his house at auction and tax lawsuits were also brought against him. To this day, it is not entirely clear exactly when he died. Ottmayer’s life well documents the developments of Hungarian capital, the existential dilemmas, professional and political challenges for lawyers at the time. It also documents the university world and the professional issues that resonated in the professional press of the first half of the 19th century.

Students’ Mental Health: Designing Support Through Co-Creation

Students who are first-in-family to attend university, and those who are otherwise without family support, are reported to be at increased risk of social isolation, poor mental health and non-continuation through transition points in their higher education journeys. Three London-based universities and a specialist National Health Service mental health provider combined expertise for a two-year project aimed at designing, delivering and evaluating a package of psychoeducation interventions. Co-created and co-designed with students, the project provided innovative transition support including accessible face-to-face workshops, drop-in sessions and an online resource package to maximise flexibility for students. The project combined education and health expertise to strengthen and protect mental health of students who are particularly vulnerable to the stressors that arise at the frequent transition points in a university career. Key outcomes focus on the importance of co-creation, flexibility and collaboration between education and healthcare providers to meet the growing needs of students.

Weak, Strong and Global Solutions for DNA Model with Memory

Objective: To determine solutions of hyperbolic partial differential equations with memory using operator techniques with the corresponding estimates. The hyperbolic model associated with the Peyrard-Bishop model of DNA with memory is especially analyzed. Method: Using Gronwall inequalities and operator theory, solutions to partial differential equations are obtained after reduction to an equivalent one. Results and Discussion: The existence of three types of weak, strong and global solutions for the hyperbolic model associated with the Peyrard-Bishop model of DNA with memory has been demonstrated. Implications of the research: Apply in the first university years the application of MATLAB and Python to partial differential equations in all university careers and specialties as part of the management of the tools of Information and Communication Technology (TIC). Originality/Value: This paper also provides an alternative approach to Analysis of DNA vibration amplitudes with past-dependent memory.

Global Solution for a Fourth-Order Nonlinear Elliptic Equation

Objective: In this work, the existence of a global solution for a fourth-order nonlinear elliptic equation with boundary conditions is studied. Method: Variational methods are applied to the proposed model, naturally using the Banach Fixed Point Contraction Theorem. Results and Discussion: The conclusion of the result obtained is that for the nonlinear elliptic equation of the fourth order they have equivalent norms in the conveniently defined spaces. On the other hand, the existence of a solution exists whenever Banach's fixed-point theorem can be applied. Implications of the research: Apply in the first university years the application of global solution for a fourth-order nonlinear elliptic equation in all university careers and specialties as part of the management of the tools of Information and Communication Technology (TIC). Originality/Value: This paper also provides an alternative approach to Analysis of global solution for a fourth-order nonlinear elliptic equation.

A Study on the Effectiveness of Career and Employment Programs of University

A Study on the Effectiveness of Career and Employment Programs of University

A Meta-Analysis of the Effectiveness of College Career and Employment Programs

A Meta-Analysis of the Effectiveness of College Career and Employment Programs

Applying Behaviour Change Theory to Understand PhD Supervisors' Barriers and Enablers to Supporting PhD Students with Academic and Other-Sector Careers

Most PhD graduates work in sectors beyond academia. However, only 15% of PhD students report discussing other-sector careers with supervisors. The extent to which supervisors feel capable, motivated and have the opportunity to provide support for academic versus other-sector careers is unknown. This project applied behaviour change theory (COM-B; Michie, van Stralen & West, 2011) to assess and compare PhD supervisors’ capability, opportunity and motivation to provide careers support to PhD students for academic versus other-sector careers. An online survey of 39 science-based PhD supervisors at a UK-based University assessed capability, opportunity and motivation to discuss and signpost students to University careers services for academic and other-sector careers (pre-registered: LINK [https://osf.io/hgwdq/]-ANONYMISED). Open-ended questions assessed barriers/enablers to providing support for other-sector careers. However, most reported no training on careers, were unaware of specific University careers resources, and less than one third thought there were sufficient reminders to discuss careers. Supervisors reported significantly greater confidence (_p_<.001), ease (_p_=.002) and enthusiasm (p=.03) to discuss academic careers compared to other-sector careers. Open-ended responses indicated that generally supervisors were motivated to support the career development of students for academic and other-sector careers, and that a quick supervisor guide would be useful. It is recommended that strategies which target supervisors’ capability (training, guide) and opportunity (e.g. reminders) to provide careers support to PhD students are adopted, to ensure students are sufficiently supported for careers within and beyond academia.

Mentoring Matters When Growing Your Own Educators

The journey to establish the Future Educator Pathway (FEP), formerly known as Project Teacher Development, has been a long yet gratifying one. My colleagues and my students have been instrumental in helping to design a pathway for middle school and high school students of color to pursue a career in education. The whole process began with the Color of Teaching Mentoring Program (CoT) established in 2007 and now includes the CoT, Side-by-Side (SBS) in-school seminars for high school students, a Future Educator Academy (FEA), which is a summer residential college experience, and an opportunity for high school students to take up to four dual enrollment courses to jump start their college careers. The mentoring components of the FEP are the most crucial as they establish effective mentor-mentee relationships to foster a sense of belonging on a college campus, encourage exploration of careers in education, support mentees’ goal achievement, and endeavor to diversify the educator workforce. This paper describes the development and impact of the FEP on recruiting and retaining students of color to pursue a career in education. Findings indicate that mentees who participate in at least two of the four FEP programs persist toward their goal at a higher rate, and mentors report growth in their understanding of the importance of being culturally responsive mentors and educators demonstrating the reciprocal nature of mentoring.

“We want to give people skills that will get them jobs”: Community College Career and Technical Education Faculty Members’ Teaching Strategies

Increased attention toward filling skills gaps have prompted community colleges to prepare a new wave of employees. Community colleges have long turned to former industry professionals, now serving as career and technical education (CTE) faculty, to train students for fruitful careers. This narrative inquiry study featured interviews with 20 community college CTE faculty and aimed to address this research question: what teaching approaches do community college CTE faculty, as practitioners-turned-educators, implement with their students? Findings showcased five strategies that CTE faculty implement: 1) drawing on professional experiences to shape curriculum; 2) looking to industry for current needed skills; 3) leveraging how students learn to promote practical industry skills; 4) prioritizing students’ humanity; and 5) assisting with internship acquisition. We offer implications to researchers on how to further unravel these participants’ distinct perspectives, as well as provide recommendations to practitioners on how to support CTE faculty in their vital campus capacities.

Mediation of study approaches and skills in university students during covide-19: the effect on the relationship between family influence and self-efficacy

Objective: Self-efficacy is a characteristic that helps university students to fulfill pedagogical and academic tasks and goals. The support of the family or the skills of students are important to their university career, which may be affected by the COVID-19 pandemic. The aim of this study is to analyze whether family influence and study approaches and skills can predict self-efficacy and whether the relationship between family influence and self-efficacy can be mediated by students’ study approaches and skills. Methods: Participated in the study 174 Portuguese university students of both genders, with an average age of 23.70 years (±8.47). The instruments applied were the Family Influence Scale, Higher Education Self-Efficacy Scale, Approaches and Study Skills Inventory for Students (short version) and a sociodemographic questionnaire. Results: The study approaches and skills predicts of self-efficacy and mediates the relationship between family influence and self-efficacy.Conclusion: Knowing the important impact of study approaches and skills on students’ self-efficacy will contribute to the definition of support strategies that universities should promote, in a pandemic and post-pandemic phase, for the mental health and academic success of their community.

Assessing the Influence of Practical Training on Perceived Employability Among Public University Students in Malaysia

This study examines the influence of practical training on the perceived employability of students from public universities in Malaysia. As employability becomes an important aspect of higher education, practical training is often viewed as essential in preparing students for the workforce. This study assesses the impact of practical training on students' perceived employability by evaluating the quality, effectiveness, and satisfaction associated with such training, all of which are important for career readiness and success. Quantitative data was collected through a survey questionnaire distributed via Google Forms. The findings highlight the positive impacts of practical training on students' perceived employability, including skill development, increased confidence, and improved employer perception. Also, the study identifies areas for enhancing training programs to better prepare students for the workforce. The insights gained aim to inform improvements in university career readiness programs and highlight the importance of practical training in enhancing students' employability.

Evolution of Medical Students' Interest in Orthopaedic Surgery Careers from Matriculation to Graduation.

Little is known about risk factors for changes in students' interest in orthopaedics during medical school. We aimed to identify variables associated with diminished (vs. sustained) and emerging (vs. no) plans to become board certified in orthopaedic surgery. We conducted a retrospective national-cohort study of students who matriculated in US MD-granting medical schools in academic years 1993 to 1994 through 2000 to 2001. The outcome measure was the evolution of students' board-certification plans in orthopaedic surgery from matriculation to graduation using responses on the Association of American Medical Colleges' Matriculating Student Questionnaire and Graduation Questionnaire. Covariates included demographic, attitudinal, experiential, and career intention variables. Of 53,560 graduates with complete data, 2,765 students reported diminished interest in becoming board certified in orthopaedics, 1,345 reported emerging interest, and 1,327 reported sustained interest. In multivariable logistic regression models, students who were female (adjusted odds ratio [aOR] 1.83, 95% confidence interval [CI] 1.43-2.34), Asian (aOR 1.46, 95% CI 1.18-1.82), reported greater importance of social responsibility (aOR 1.16, 95% CI 1.02-1.33) and prestige (aOR 1.20, 95% CI 1.10-1.30) in choosing a medicine career, and planned full-time university faculty careers (aOR 1.58, 95% CI 1.33-1.89) at graduation were independently more likely to have diminished (vs. sustained) interest. Students who participated in research and/or authorship electives (aOR 3.50, 95% CI 3.00-4.07) and who attended private institutions (aOR 1.23, 95% CI 1.10-1.39) were more likely to have emerging (vs. no) interest. Twice as many students lost interest than gained interest in orthopaedics during medical school, and the cohort of students interested in orthopaedics became less diverse over the course of medical school. Several risk factors amenable to change were identified. Interventions that target these risk factors are warranted to increase the diversity of the orthopaedic surgery workforce.

Analysis of employment factors for university graduates in Kazakhstan

Having a university degree provides only a slight advantage over those without higher education, making other factors crucial in determining a graduate’s employment prospects. This study aims to analyze the factors that affect the employment of university graduates and define opportunities for public administration and university management in Kazakhstan. A logistic regression model based on primary data was used to examine the impact of the availability of practical experience and jobs in their specialty, social connections, technology development, and entrepreneurship on the likelihood of employment. The survey was conducted in 2022 and involved 300 graduates of the 2020–2021 academic year from all regions of Kazakhstan. Findings show that personal connections (F3) and technology and entrepreneurship (F4) positively impact graduates’ job prospects. However, lack of experience (F1) and the limited number of job offers (F2) reduce employment likelihood. If a graduate responds with 3 points for F1, 7 for F2, 7 for F3, and 1 for F4, they are less likely to secure a job in their specialty within a year of graduation. The main practical value of this study is that university career centers can use this model to predict the likelihood of graduates being employed. Providing a sophisticated online platform and different analytics-driven career services, open access to administrative data on the labor market, and new programs for students’ job experience and entrepreneurship will prepare university graduates for a dynamic labor market and reduce the mismatch between education and employment needs.

Defining Experiential Education

ELTHE invited six students from around the country to talk with editor Amy Cicchino about their most powerful educational experiences, and the role of hands-on learning in their college careers. The conversation follows a similar roundtable discussion in our last issue, among seminal thinkers in the field. Like that article, this one has been edited and condensed.

Supporting First-Generation Student Experiences in Programs and Advising: Lessons from a Pandemic

The COVID-19 pandemic exacerbated inequities within higher education. This study examined how first-generation students, compared to their continuing-generation peers, navigated institutional resources such as programs and academic advising during the pandemic. To examine institutional resource barriers, usage, and helpfulness for students, the study analyzed survey data of 524 students at a four-year private university in the United States. Results showed that lack of time, awareness, and access to institutional resources were barriers for first-generation students in using institutional resources. Furthermore, qualitative findings reveal factors that first-generation students found helpful in their college career: transparency of institutional resources on campus, initiative from institutional figures in reaching out to students, and holistic support for academic, personal, and professional development.

Veterans starting their higher education at community colleges

AbstractThis manuscript focuses on student veterans’ best option to start their post‐high‐school education: attending community colleges. It illustrates this point using the story of the author, a US Army combat veteran who began his career at a community college, and other veterans who also began their college careers at the community college. Using qualitative methods, the author uses perspectives of former student‐veterans to provide first‐person accounts of transition into and through college—beginning at community colleges. Four themes emerge from this analysis: acceptance, transition, liminality, and comradery.

From Education to Employment: Developing Soft Skills and Employability.Case of Cadi Ayyad University Career Center

From Education to Employment: Developing Soft Skills and Employability.Case of Cadi Ayyad University Career Center