Graduate Education Research Articles

Navigating STEM careers with AI mentors: a new IDP journey.

Mentoring is crucial to the success of STEM higher education. The Individual Development Plan (IDP) is a common career development tool in STEM graduate education that facilitates structured mentor-mentee interactions and goal setting. This study examined the integration of AI mentors into the myIDP framework to provide real-time support and career insights. Using Google Gemini as an AI mentor, this study developed and assessed AI prompts within the myIDP framework. Eighteen STEM graduate students, primarily from underrepresented groups, were trained to engage with the AI mentor. Their interactions, feedback, and comments were analyzed using sentiment and thematic analysis. Participants reported positive experiences with AI mentors, noting benefits, such as immediate responses, up-to-date information, access to multiple AI mentors, enhanced ownership of career development, and time savings. However, concerns about misinformation, bias, privacy, equity, and algorithmic influences have also been raised. The study identified two hybrid human-AI mentoring models-Sequential Integration and Concurrent Collaboration-that combine the unique strengths of human and AI mentors to enhance the mentoring process. This study underscores the potential of AI mentors to enhance IDP practices by providing timely feedback and career information, thereby empowering students in their STEM career development. The proposed human-AI mentoring models show promise in supporting underrepresented minorities, potentially broadening participation in STEM fields.

Sociology in Medical Undergraduate Education: A Survey in Greece

The integration of sociology into medical education is essential for cultivating a nuanced understanding of the complex interplay between social determinants and health outcomes. This national cross-sectional survey utilized a qualitative, descriptive research approach to examine the inclusion of sociology as a course in the undergraduate curricula of medical schools in Greek higher education. Data collection and analysis were conducted through a comprehensive review of the syllabi from all seven medical schools in Greece. The analysis revealed that none of the seven undergraduate medical curricula include sociology as a discrete course. Social medicine is offered as a discrete course in three out of the seven programs, whereas sociological concepts are present in the majority of the medical curricula (six out of seven). A significant gap in the integration of sociology as a discrete course within Greek medical graduate education is revealed. To better equip future medical doctors with sociological lenses towards medical practice, a more comprehensive integration of sociology into medical training is recommended.

Career Paths and Curriculum Relevance of Master of Arts in Home Economics Education Graduates: A tracer Study

The study was conducted to trace the graduates of the Master of Arts in Home Economics Education from SY 2010-2023. Thirty-nine out of forty-three graduates participated in the study at workplaces in Bukidnon, Misamis Oriental, Davao de Oro, and abroad. A survey questionnaire patterned from the CHED Graduate Tracer Study with some modifications was used to collect information and sent through Google Forms, messenger, and email. The collected information was tabulated and analyzed, and the information was presented in the form of tables and graphs. Information from the socio-demographic and educational profile was presented as graphs and tables. The Likert scale was used to analyze the curriculum and work-skill-related factors. The study's results revealed that the MAHEED graduates comprised primarily of married women between 31-35 years old. Most remained as MAHEED graduates and did not pursue a PhD program. The primary reason for pursuing the MAHEED program is for promotion. Most of them are NC2, NC3, and TM TESDA holders. Most of them work regularly in the Department of Education as Teacher II. The curriculum-related factors were rated very relevant, with the major courses ranked first in relevance to the employability and promotion of MAHEED graduates. The work-related factors were also rated very relevant, with critical thinking ranked first in relevance to the employability and promotion of MAHEED graduates.

Comparative analysis of master and doctoral postgraduate training process in global mining institutions

ABSTRACT Master and doctoral postgraduate training approaches in mining institutions vary across different countries, each possessing unique characteristics. This study seeks to provide a comprehensive overview of these diverse methodologies, offering valuable insights for the development of exceptional talent in the Chinese mining sector. The research examines postgraduate training in mining from three distinct angles: curriculum design, educational processes, and institutional mechanisms. Our investigation spans 19 mining universities in nine nations, including China, the United States, Russia, France, and Germany. The findings suggest the need for curriculum optimization to better align with both industry demands and the contemporary social context. We recommend a prioritization of international coursework, reinforcing “master-doctoral” mining programs, and expanding the availability of multidisciplinary courses for postgraduate mining students. There is a need to reinforce competitive mechanisms, promote collaboration between academia and industry, broaden international joint training pathways, and improve the quality of mining graduate education. Additionally, it is essential to enhance the supervisory responsibility system, supported by a diversified funding structure, to elevate the training of future global leaders, organizers, and innovative talents within the mining sector. This comprehensive approach aims to optimize the training mechanisms for postgraduate students in the field of mining.

Female sexual function and distress and time-to-pregnancy in a prospective preconception cohort

BackgroundFertility success among mixed-sex couples often depends on frequency and timing of sexual intercourse, yet little research has evaluated the association between preconception sexual function and time-to-pregnancy (TTP). Objective(s): To evaluate the effects of female sexual dysfunction, distress related to sexual functioning, and painful intercourse on TTP. Study DesignWe followed 2,500 participants from Pregnancy Study Online (PRESTO), a prospective cohort study of self-identified females attempting pregnancy without the use of fertility treatments. Participants enrolled between 2021 and 2024. Thirty days after enrollment, participants completed a supplemental questionnaire that contained questions about sexual health, including a modified version of the 6-item Female Sexual Function Index (score range 2-30, score ≤19 defined as sexual dysfunction) and the Female Sexual Distress Scale (score range 0-48, score ≥20 defined as clinically-relevant distress), which assess experiences in the previous 4 weeks. Participants completed the supplemental questionnaire no later than 6 months after initiating conception attempts. We estimated TTP based on self-reported pregnancy status on follow-up questionnaires completed every 8 weeks for up to 12 months. We used proportional probabilities regression to calculate fecundability ratios (FRs) and 95% confidence intervals (CIs) relating exposure measures with TTP, adjusting for a range of pre-specified confounders. As an exploratory analysis, we evaluated individual domains of sexual function (i.e., interest, arousal, orgasm, lubrication, and satisfaction) in relation to TTP. ResultsThe study population was primarily non-Hispanic White, high income, with college or graduate education. Exposure prevalence was 20.1% for female sexual dysfunction, 8.8% for distress, and 29.6% for any pain with intercourse. We observed no association between FSD and TTP (adjusted FR 1.00, 95% CI 0.890, 1.13) when FSD was defined using a clinically-validated cut point, but observed that those in the first, second, and third quartile of scores had delayed conception compared to those in the fourth (highest function) (adjusted FRs 0.90, 95% CI 0.76, 1.06; 0.88, 95% CI 0.75, 1.04; and 0.90, 95% CI 0.77, 1.04, respectively). We found 18% reduced fecundability among those with sexual distress as defined by a clinically-validated cut point compared to those without (adjusted FR 0.82, 95% CI 0.69, 0.98). Participants reporting painful intercourse most or all the time had a longer TTP than those reporting no pain (adjusted FR 0.81, 95% CI 0.62, 1.06). In exploratory analyses, lower function in orgasm and lubrication domains, but not interest, desire, and arousal, were associated with longer TTP. Conclusion(s)Preconception sexual dysfunction, specifically distress and frequent painful intercourse, was associated with delayed conception. Preconception clinical assessment of sexual function, including discussion of individual domains of sexual function, may elucidate important modifiable issues.

Assessment of anxiety in parents of children undergoing tonsillectomy under general anaesthesia: A cross-sectional study.

Surgery in the pediatric age group entails a significant amount of anxiety for parents. Due to anxiety, parents are unable to take care of their children, which could affect the child's well-being and contributes to poor outcomes. The primary objective of this study is to determine the frequency of preoperative anxiety in parents before the surgery of their children. It is a cross-sectional descriptive study that included either parent of 147 children of American Society of Anaesthesiology (ASA) I & II, aged 1-12 years undergoing tonsillectomy over the period of 1 year. Each parent's demographic data were recorded and requested to answer a proforma containing the Amsterdam Preoperative Anxiety Information Scale (APAIS) for assessing anxiety on a 5-point Likert scale. Median interquartile range (IQR), and frequency (%) were used to report the normal, skewed, and categorical variables. APAIS anxiety and information scores were compared by using either the Mann-Whitney U-test or the Kruskal-Wallis test. Furthermore, anxiety scores were grouped (present/absent) with a cut-off score of 11 for the presence of anxiety, and multivariate logistic regression was performed to explore the relationship between potential risk factors and the parent's anxiety. Overall, anxiety was present in 59 (40.1%) respondents with 20 (33.9%) being fathers and 39 (66.1%) mothers. The median (IQR) for APAIS anxiety and information score were 9 ± 5 and 5 ± 2, respectively. Higher median anxiety scores were observed statistically significant in children under 5 years old, mother respondents, mothers aged 35 or younger, fathers under 40, and mothers with graduate or higher education (p < 0.05). Father respondents (AOR = 0.3, 95% CI = 0.1-0.8, p = 0.01), and mother's education less than graduation (AOR = 0.2, 95% CI = 0.1-0.6, p = 0.006) were also found to be statistically significant predictors. There is a significant prevalence of anxiety in parents of children who underwent surgery under general anaesthesia, and mothers have showed significantly higher anxiety levels than fathers.

The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

BackgroundGraduate nursing education is the main way to train high-quality nursing personnel. Globally, the nursing education system has been gradually improved, forming a multi-level, multi-channel, and multi-specification education system including secondary, specialized, undergraduate, and postgraduate.ObjectiveTo analyze the research hotspots and trends of nursing postgraduate education in China by using bibliometric methods, and to provide reference for scholars at home and abroad to understand the current status of this field.MethodsLiterature related to graduate nursing education was searched in the Chinese full-text journal database (CNKI) from January 2000 to May 2022 and analyzed using CiteSpace software.ResultsA total of 998 kinds of literature were included, with a growing trend in the number of articles issued. The research hotspots and trends of nursing graduate education in China are clinical practice, cultivation mode, and core competence.ConclusionChinese nursing graduate education is improving. Foreign experience should be drawn upon, combined with the hotspots and trends summarized in this study, to promote the development of nursing graduate education in China.

The Role of Industrial Internships in Developing Work Self-Efficacy for Automotive Engineering Students

Ideally, vocational education graduates have the readiness and desire to work after graduation through various experiences at school. Industrial internships in vocational education are expected to support graduates' readiness to know the world of work according to their field of expertise. An anomaly, where so far it is suspected that there are still many vocational education graduates who are unemployed or work because they do not have the desire to work. This study aims to understand the role of the student experience in participating in an industrial internship program on automotive students' work self-efficacy at Yogyakarta State University (YSU). This is survey research with a student population of 102 people. A questionnaire was given to sample of industrial internship participants who were taken at simple random sampling from 91 people. The data were analysed using quantitative descriptive method and Partial Least Square Structural Equation Models using Smart PLS 3 software. The results showed that the developed instrument was proven to be valid for use and had a good estimate of reliability. Most students get internship experience in the good and very good categories. Some students have work self-efficacy in the high and very high categories after industrial internships. The experience of participating in industrial internships is proven to have a positive and significant contribution to student work self-efficacy. It is important for vocational education institutions, especially in the automotive sector, to support industrial internship programs that provide an optimal student experience.

Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics

Learning assistants (LAs) play a pivotal role in transforming traditional physics instruction toward a more inquiry-oriented approach. While empirical evidence supports the effectiveness of LA-involved physics instruction, there is a research gap regarding the specific competencies of LAs that contribute to improved conceptual understanding. One conjectured reason is LAs’ inquiry-oriented pedagogical skills, like questioning, which engender more effective interactions with students at points of instructional needs. This study addresses the gap by constructing a model delineating the contribution of LAs’ competencies of questioning, referred to as pedagogical content knowledge in questioning (PCK-Q), to students’ conceptual learning in introductory classical mechanics and electromagnetism. The participants included an instructional team comprising instructors, graduate teaching assistants, and LAs, and students from two sections over two semesters. PCK-Q was measured using a prevalidated instrument of free-response questions from our previous study, which could predict LAs’ questioning practices. Employing a pre-post design, students’ learning gain in conceptual understanding and critical thinking was assessed, and separate models were constructed to explore the relationship between LAs’ PCK-Q and students’ learning gain. Findings suggest that LAs’ PCK-Q has a significant but slight impact on students’ conceptual learning, with little impact on critical thinking. Furthermore, we developed Likert-scale questions, derived equations to quantify PCK-Q from Likert-scale ratings, verified the feasibility of this streamlined approach in measuring LAs’ PCK-Q, and discussed its limitations. The implications of the research findings are discussed in the context of physics instruction and LA preparation. Published by the American Physical Society 2024

Accountability of Fine Arts and Design Education Graduates in Indonesia in Responding to the Needs of the Job Market in the Second Decade of the 21st Century

Accountability of Fine Arts and Design Education Graduates in Indonesia in Responding to the Needs of the Job Market in the Second Decade of the 21st Century

RELEVANCE OF BUILDING ENGINEERING EDUCATION CURRICULUM TOWARDS SKKNI BUILDING AND CONSTRUCTION MANAGEMENT COMPETENCIES

Indonesia's rapidly growing construction industry is a key economic driver, presenting both challenges and opportunities for graduates of the Building Engineering Education Program. Higher education plays a crucial role in developing competent human resources with the relevant knowledge, skills, and expertise to meet industry needs. This study maps the qualifications of technicians and analysts based on the Indonesian National Work Competency Standards (SKKNI) in the construction sector and analyzes the alignment of competency units with Building Engineering Education State University of Jakarta course outcomes. The analysis of SKKNI data from 2024 found that out of 71 job levels in the building subclassification, 14 are for technicians or analysts at KKNI levels 4 to 6, but only 10 have detailed SKKNI documents. In the construction management classification, there are 39 job levels, with 16 for technicians/analysts, all with detailed SKKNI documents. The analysis indicates that 11 job levels are relevant to Building Engineering Education course outcomes, while two are not. Specifically, several job levels in both subclassifications are rated from Relevant to Very Relevant. To address curriculum gaps, recommendations include strengthening the existing curriculum and adding new courses. This study aims to provide a foundation for curriculum revitalization, ensuring Building Engineering Education graduates are competitive in the labor market and meet the evolving needs of the construction industry.

Research on the Path to Enhancing Graduate Education Quality through New Productive Forces

Graduate education is an indispensable part of higher education, playing a crucial role in cultivating top-tier talent, promoting technological advancements, and facilitating social progress. However, it faces severe challenges, including inadequate teaching methods, outdated educational technologies, insufficient interdisciplinary collaboration, inconsistent quality of mentorship, and incomplete evaluation systems. With the rise of new productive forces centered on technological innovation, exploring their application in enhancing the quality of graduate education is a primary concern. This study investigates how to improve the quality of graduate education through new productive force pathways, including curriculum reform, faculty development, the establishment of new R&amp;D platforms, collaboration between industry and academia, educational assessment mechanisms, an international perspective and global competitiveness, intercultural education, and a focus on social responsibility and sustainable development.

Practical Course Experience Promotes the Improvement of Graduate Students' Motivation for Public Service: The Chain Mediated Effect of Positive Psychological Capital and Social Emotional Ability

Objective: To investigate the impact of practical course experience(PCE) on graduate students' motivation for public service(PSM), as well as the mediating role of positive psychological capital(PPC) and social emotional ability(SEA). Method: A questionnaire survey was conducted on 266 graduate students from a university in Beijing using the Delaware Social Emotional Ability Scale, Positive Psychological Capital Questionnaire, and Public Service Motivation Scale. Result: (1) After controlling for variables such as age and student cadre experience, the predictive effect of PCE on PSM was significant. (2) PCE can influence PSM through the individual mediation of PPC and the chain mediation of PPC and PCE. Conclusion: PPC and SEA play a chain mediated role between practical course experience and graduate public service motivation. This conclusion contributes to providing empirical support for promoting high-quality development of graduate education from the perspective of self-determination theory.

Efisiensi Kurikulum Perguruan Tinggi Islam di Indonesia: Tinjauan Literatur tentang Peningkatan Kompetensi Intelektual dan Kesiapan Kerja Melalui Pendidikan Agama Islam

This study aims to analyze the efficiency of the curriculum of Islamic universities in Indonesia in ensuring the readiness of students to enter the workforce, by reviewing the role of Islamic religious education in improving intellectual competence. Through a literature study approach, this study identifies the challenges and opportunities faced by Islamic universities in integrating religious values ​​with the intellectual and professional needs of students. The main focus of this study is the effectiveness of the curriculum in balancing theoretical aspects of religion and practical skills needed in the workplace. This study found that the curriculum of Islamic universities in Indonesia has attempted to adopt an integrative approach that combines religious education with the development of soft skills and hard skills that are relevant to professional careers. However, there are still some weaknesses in the implementation, such as the lack of curriculum adjustment to the dynamics of the labor market, as well as the imbalance between religious education and practical skills. The results of this study indicate that Islamic religious education has an important role in shaping the character and professional ethics of students, which are the main capital in entering the workforce. Therefore, increasing the efficiency of the curriculum through collaboration between academics, industry practitioners, and policy makers is needed to ensure that students' intellectuality is in accordance with the demands of the workplace. This study contributes to the academic discussion on the reform of Islamic higher education curriculum and emphasizes the importance of Islamic religious education in producing graduates who are not only intellectually competent, but also have strong ethical values ​​to face professional challenges. The implication of this study is the need for a more flexible and adaptive curriculum strategy to improve the competitiveness of Islamic higher education graduates in the global job market.

Signs and symptoms in hospitalized children and adolescents' triggering nurses' awareness – A qualitative study across Denmark and Norway

BackgroundAssessment of signs and symptoms in hospitalized children presents unique challenges due to the children's age-related differences, such as vital signs and the broad range of medical conditions that affects children. Early detection of clinical changes in children is crucial to prevent deterioration, and while standardized tools exist, there is a growing recognition of the need to consider subjective factors based on experienced nurses' knowledge and intuition. ObjectiveTo explore which signs and symptoms, apart from vital signs, that trigger nurses' concern regarding deterioration of hospitalized children and adolescents. DesignThis study used a descriptive qualitative design. SettingsThe study was conducted at three pediatric departments in Denmark and a nursing department of a university in Norway, offering post graduate education programs for health care professions working with children and adolescents throughout Norway. ParticipantsA total sample of 29 registered nurses with varying levels of experience participated. MethodFour focus group interviews were used to collect data and analyzed with inductive content analysis approach. ResultsNurses' knowledge about children's clinical conditions is influenced by the nurses experience, their use of senses like touching the child with their hands, and the use of various approaches. Information from parents about the child's normal behavior are considered valuable. These sources of information, often difficult to verbalize, might be referred to as intuition or “gut feeling” and often guides the nurses' actions when vital signs appear normal, and nurses rely on their senses to assess the child's condition. Specific indicators triggering concern include changes in respiration, circulation, level of consciousness, and facial expressions. Challenges arise from nighttime assessments, interactions with parents, the presence of electronic devices, and children's ability to compensate. Clinical experience is a significant factor in nurses' ability to recognize changes in in the child's condition. ConclusionThis study highlights the multifaceted nature of nurses' assessments of clinical conditions in hospitalized children. Nurses draw on their experiences, intuition, and interactions with parents to complement vital signs-based assessments. Their intuition, or “gut feeling” serves as a valuable tool when vital signs do not fully capture the child's clinical status. Specific signs and symptoms that trigger nurses' concern, along with the challenges they face, contribute to a comprehensive understanding of the complexity of assessing children's clinical conditions. These findings, emphasize the role of nurses in early recognition of clinical deterioration in hospitalized children and the need for assessments that go beyond vital signs. Tweetable abstractBoth objective assessments and intuitive clinical judgment play an important role in identifying potential deterioration in pediatric patients.

Aspiring to shape education policy for equity: Lessons from graduate education

Aspiring to shape education policy for equity: Lessons from graduate education

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.

A Study on the Cultivation Strategies of Critical Thinking Ability in Graduate Public English Teaching

In graduate education, critical thinking is of vital importance not only to students’ study and research but also to their future career success. Yet at present, this ability hasn’t been attached enough importance to graduate public English classes. Given this situation, this study, based on the practical teaching of “New Era Academic English for Graduate Students,” discusses in detail the strategies for cultivating students’ critical thinking ability in graduate public English teaching from the perspectives of teaching objectives, teaching contents and methods, course assessment and students’ evaluation, to improve students’ critical thinking ability to elevate their core competence in their research field or in their future work.

Analyzing the Performance Trends in Licensure Examination for Teachers (LET) Among Bachelor of Elementary Education (BEEd) Graduates: A Quantitative Approach

The study analyzes the performance trends in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University – Kalamansig Campus from 2018 to 2023. A descriptive-comparative research design was employed to statistically measure the objectives of the study. Data were obtained from the Professional Regulation Commission (PRC). The study’s respondents are 73 first-timers and 112 repeaters. A total of 185 BEEd examinees were the respondents of the study. Also, the study utilized frequency and percentage counts, z-scores, and p-values to compare the performance and test for significant differences. The results revealed that the performance trends among the BEEd graduates was fluctuating. Performance of first-timers are higher than repeaters in most periods, with institutional passing rates below national passing rates. Notably, exceptional performances were recorded during the March 2019, June 2022, and October 2022 examination periods, where institutional passing rates surpassed national passing rates. The study identifies several factors influencing LET performance, including academic preparation, review sessions, and external disruptions such as the COVID-19 pandemic, which impacted the consistency and preparation of examinees. The data suggest that while first-timers showed relatively strong performance, repeaters faced significant challenges, underscoring the need for targeted support systems to enhance their preparedness and outcomes. The findings highlight the critical importance of continuous monitoring and strategic interventions to improve LET performance. Implementing effective support mechanisms for repeaters, improving academic and review processes, and addressing external factors are essential steps toward enhancing the quality of teacher education.