Full-time Program Research Articles

103: Implementation of a full-time laborist program is associated with a substantial reduction in cesarean section rate

103: Implementation of a full-time laborist program is associated with a substantial reduction in cesarean section rate

Are full-time MBAs performing?

Full-time MBA students amount to about one-third of the 26,000 students enrolled on MBA programmes at UK universities. The programmes have become increasingly international in student composition and concerns have been expressed about performance, quality and comparability between programmes. Research into predictors of MBA success has been equivocal with few clear indicators. This paper presents two case studies at two post-1992 universities of full-time MBA programmes and the relationship between entry qualifications – interpreted widely – and graduation success. Full-time programmes inevitably attract overseas students from outside Europe and this creates differences, not only in culture and ethos, but also in content, teaching methods, assessment and attitudes to assessment. The discussion includes the competing perspectives of financial performance and education and the changing face of MBA programmes due to internationalisation. It concludes that there are broad similarities between the two institutions which has wider application and offers an approach that may enhance performance through improved application processes and the management of staff and student expectations.

In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

Many universities across the world offer full time programmes not only to younger students directly from formal basic education programmes such as secondary schooling but also to in-service or adult learners. In-service learners are serving or non-serving but experienced and mature students who are afforded an opportunity to enrol in full-time or part-time programmes. As such, higher education institutions are inevitably challenged to service both younger and adult learners under one roof. Exploring challenges faced by adult learners in higher education institutions full-time programmes can therefore no longer be ignored in many developing countries. Some institutions may have taken a more transformative move to create an adult learners’ responsive academic environment, while others may have not. Based on the continuing professional development approach, this case study investigated the full-time in-service teachers’ experiences as adult learners in Botswana higher education institutions. It further sought the views of lecturers of adult learners and education officers regarding their experience with the learners. The key findings include institutions’ neglect of adult learners’ social needs, subjecting them to the dilemma of having to either drop out or continue under stressful learning environment. In the final analysis, support systems to mitigate challenges encountered by adult learners in the academic environment are recommended.

The Application of XRF in Field Monitoring on Digging Pb-Contaminated Soil

In this paper, a portable X-ray fluorescence (XRF) is designed to monitor the digging process of Pb contaminated soil based on contaminated site remediation. This field monitoring method is applied to the project of Pb contaminated restoration site K. A full time program is designed for XRF to monitor the exceeded standard regions of Pb pollution during the digging contaminated soil. The acceptance monitoring results show that the Pb concentration of all original exceeded points are under the limit value 260mg/kg, and reach the requirement of environmental protection. This application results show that the portable XRF was designed effectively in field monitoring on heavy metal such as Pb, which realize the purpose of quickly identification and digging of contaminated soil.

International Doctoral Education Partnership: The First Full-Time Doctoral Program for Nurses in China

In July 2008, five nurses graduated from the first full-time doctoral program for nurses in China at Peking Union Medical College (PUMC) in Beijing. The purpose of this article is to describe the doctoral program partnership between the Schools of Nursing at PUMC and Johns Hopkins University (Hopkins) in the United States that led to this historic event. The planning, implementation, evaluation, and early outcomes of the program are described to provide a model for rapidly increasing capacity for doctoral education in nursing in countries without sufficient or any doctoral education in nursing. One of the main objectives of this doctoral program partnership was to transition the Chinese University to an independent doctoral program as rapidly as possible. Lessons learned are presented as well as the next steps for this program.

Insights on a Museum's Distance Learning Program

In 1995 the Philadelphia Museum of Art's Education Department embarked on an experiment to see how videoconferencing technology could benefit educational programming. Since then it has blossomed into a robust full-time program that has become an important asset to both the Education Department and the museum as a whole. This article describes the Distance Learning program from its beginnings to where it is currently, and discusses the changes, challenges, and learning experiences that the staff encountered along the way.

Widening participation, social justice and injustice: part-time students in higher education in England

This article critically assesses the nature and scope of current financial support for part-time undergraduates in England, highlighting its importance for widening participation. It considers the limitations of these financial arrangements, why they are in need of reform, and some of the consequences of their inadequacies. The paper argues that the system of support favours full-time HE at the expense of part-time. Consequently, there are now clear incentives for higher education institutions (HEIs) to grow their full-time programmes and run down their part-time provision. Thus, the current financial provision impedes the growth of part-time HE and reduces students’ opportunities for studying part-time and for lifelong learning, at a time when flexible provision is increasingly important for economic growth and recovery. The inadequacy of the financial support for part-time students leaves untouched the financial barriers to part-time HE participation. Together these issues undermine the goals of widening HE participation and social justice, and perpetuate inequalities within and across the HE sector in England.

‘A victim of its own success’? The Diploma in Addiction Studies at Trinity College Dublin

This article reviews and reflects on the Diploma in Addiction Studies: a 1-year, full-time programme taught at the School of Social Work and Social Policy in Trinity College Dublin since the academic year 1983/1984, which has recently had its external funding withdrawn. The programme was aimed at multidisciplinary classes, including students from backgrounds in community responses to drug problems and in personal recovery from alcohol and drug problems. Drawing on its status as a university-based programme, Addiction Studies saw its function as educational rather than training, and saw itself as having particular value against the somewhat dogmatic policy and practice background of the Irish addictions scene. This article sets out the background to the programme, as well as its teaching philosophy and its attempts to deal with the issue of transfer of learning.

Re-visioning veteran readjustment: Evaluating outcomes of a green-jobs training program

Objective: This pilot project examined the mental health and quality of life outcomes achieved by 17 OIF/OEF (Operation Iraqi Freedom/Operation Enduring Freedom) veterans who participated in the first cohort of the Veterans Conservation Corps (VCC) green jobs training program at Green River Community College in Auburn, Washington. Methods: The VCC is an innovative, 10-month educational program which provides academic and vocational training to OIF/OEF veterans who are interested in pursuing environmental careers or green jobs. All subjects successfully completed a 10-month full-time training program that required adherence to a rigorous schedule of classroom academics and outdoor field work. An assessment battery measuring depression, anxiety, PTSD, physical health, and perceived quality of life was administered at baseline, mid-point, and at the end of the training program. Results: Improvements were found in two of the measures (improvement in social functioning and ability to perform daily tasks) which is noteworthy with such a small sample size (n= l 7). Conclusions: These preliminary findings suggest that participation in the VCC may help to improve the social and physical functioning of OIF/OEF veterans. Addressing readjustment issues for all returning veterans through vocational training in the emerging field of green jobs is discussed and considered.

How participants understand complexity theory through a school leadership programme in Singapore

This paper presents the results of a research into how the participants understand complexity theory through the leaders in education programme (LEP) in Singapore. The LEP is a six-month full time programme for specially selected vice-principals and ministry officers in Singapore to prepare them for school leadership. The LEP is designed with reference to complexity theory and part of its aim is to equip the participants with an understanding of complexity theory. The research showed that the participants found complexity theory to be ‘something familiar’, but the theory had more power in description than in prediction. Even so, they were able to generate insights into the application of complexity in school situation and discern the application of complexity theory in the design of the LEP.

Towards innovation: a paradigm shift in the school leadership preparation programme in Singapore

Among the many initiatives in the Singapore education system, schools are now tasked to be innovative in initiating school-based reform and to develop the spirit of innovation and enterprise in their students. To do so, school leaders will be the key. The Leaders in Education Programme (LEP) is a six-month full-time programme for specially selected vice-principals and ministry officers in Singapore to prepare them for school leadership. This paper describes how the programme attempts to develop innovative school leaders and identifies the key underlying principles of the programme. In particular, it examines one component, the innovation project, in detail so as to illustrate these principles and show how they operate in reality.

Worker Mobility, Employer-Provided Tuition Assistance, and the Choice of Graduate Management Program

This paper links inherent mobility to observed schooling choices. A job search model with graduate education predicts that more mobile workers are more likely to enroll in full-time MBA programs. Adding to the literature on employer-sponsored general training, the model predicts that employers are likely to provide tuition assistance to workers who find quits costly. I use a panel survey of GMAT registrants to test some of the empirical implications of the model. I show that observable measures of job attachment are correlated with the probability of attending part-time and, conditional on part-time attendance, with the likelihood of receiving tuition reimbursement.

Dean: Key Factors Lead to Thriving School

Dean: Key Factors Lead to Thriving School

Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy

This paper explores the role of language awareness (LA) in the learning experience of students on a one-year full-time master's programme in TESOL (Teaching English to Speakers of Other Languages) in Britain. It shows how LA drives their general English language knowledge and academic literacy skills, and supports an appropriate learner identity for this learning experience. The discussion is based on data and findings from a longitudinal research study into the learning experience of a group of Chinese teachers of English on the TESOL programme. The aim of the study is to understand language and other learning processes from socialisation, identity, and communities of practice perspectives. The data include student ejournals, narrative workshops, individual interviews, and documentation from the assessment processes. The focus of this paper is the students' engagement with language. This engagement is explored through the development of the academic literacy skills of two students whose different experiences are analysed using socialisation, identity, and community of practice theoretical frameworks.

Measuring the Economic Value of Pre-MBA Work Experience

Pre-MBA work experience is required for admission to many graduate schools of business. In the present study, MBA graduates with a wide range of pre-MBA work experience were surveyed to assess the economic value of such work experience. No evidence was found of a systematic financial advantage to students from working for several years before enrolling in a full-time MBA program. Although students with less work experience had lower starting salaries, the difference was overcome by the advantage of getting an early start on their careers. Results suggest prospective MBA students may incur a long-term financial penalty by delaying their matriculation.

Exploring the Value of MBA Degrees: Students’ Experiences in Full-Time, Part-Time, and Executive MBA Programs

Critics of the overall value of the MBA have not systematically considered the attitudes of MBA students about the value of their degree. The author used data from a large sample of graduates (N = 16,268) to do so, and to explore predictors of overall degree value. The author developed separate regression models for full-time, part-time, and executive MBA programs. The predictor variables are multi-item scales that measure (a) satisfaction with the MBA degree, and (b) satisfaction with the school or program. Each scale contributes significantly to the prediction of overall value, and there is little difference in their relative importance in the regression models.

Demographics and Sample Bias Estimates of the Deaf and Hard of Hearing School Age Population

Demographics and Sample Bias Estimates of the Deaf and Hard of Hearing School Age Population Donald F. Moores Editorial Recently while organizing some material for publication, I was struck by how much we depend on data that either are very limited on the amount of information presented or that provide extensive information on samples that may not be representative of the population of deaf and hard of hearing students in the United States as a whole. As most readers are probably aware, the Child Count data mandated by the Individuals With Disabilities Education Act theoretically enumerates every deaf and hard of hearing child in the country who has an Individual Education Plan (IEP). However, the information reported is very limited; there is not even delineation between children who may be categorized as deaf or hard of hearing, let alone detailed reports on cause of hearing loss, communication mode in instruction, or support services, for example. The Annual Survey of Deaf and Hard of Hearing Children and Youth, conducted over a period of more than 30 years by the Gallaudet Research Institute (GRI), on the other hand, is a rich resource for the students that are included in their surveys. I am included with the many professionals in our field who have used the GRI data on several occasions, however with the knowledge that the samples do not necessarily represent the entire population of deaf and hard of hearing children served under IDEA. In other words, there are sampling biases. This, of course, has been acknowledged by researchers affiliated with the annual surveys and GRI. As long ago as 1986, Ries argued that there was a firmer basis for drawing conclusions for students with profound hearing losses in full-time programs than for students with lesser degrees of hearing loss or those receiving part-time services. There have been strong trends since 1986 toward educational placement of deaf and hard of hearing students in part-time placement or in full inclusion classrooms with all hearing classmates. Despite more efficient data-gathering techniques and improved technology it is clear that the task of identifying a representative sample of deaf and hard of hearing children is becoming more difficult each year. We are faced with a dilemma. There is no indication that IDEA will mandate more information from Child Count and the approximately 6,000,000 students with IEPs. As increasing numbers of deaf and hard of hearing students are educated in mainstream or inclusive environments they will become increasingly difficult to identify. This is particularly true because Child Count is federally mandated and participation in the annual survey is voluntary. Factoring in the massive amounts of paper work required by No Child Left Behind legislation, leaves motivation to respond the annual surveys a distant third. The question is whether or not existing data can be modified in some way to provide a more accurate representation of the American deaf and hard of hearing school age population. Mitchell (2004), at that time a member of the GRI, using data from the 1999–2000 annual survey, examined the extent to which the survey adequately represented the larger Child Count population and reported sampling biases. The Child Count for same year reported 71,695 deaf and hard of hearing students from ages 6 to 22 as compared to 31,493, approximately 44% of the child count total, in the annual survey. He reported that, among other things, the survey over-sampled Hispanic students, students with severe and profound hearing losses, students being taught in sign-only classes, and students with at least one deaf parent. Conversely, the survey under-sampled white students, students with mild and moderate hearing losses, students being taught in speech-only classes, students with no deaf or hard of hearing parents, and students receiving itinerant services. Mitchell even found that in 5 of 10 geographic regions of the United States the proportional representation on the annual survey was statistically different from that of the IDEA Child Count, with the west, south, and central cluster of states substantially over-represented while Middle Atlantic region was appreciably under-represented. Obviously, statements made on the basis of the annual survey data regarding racial/ethnic...

Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers

This article examines the effectiveness of a 1-year full-time credential program in recruiting, preparing, and retaining elementary, secondary, and special education teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Findings indicate that the program recruited 554 candidates over 6 years, with 94% completing it; 43% were hired in the urban school district where they were trained; and at the end of 5 years of teaching, retention averaged 74%. Overall, graduates reported satisfaction with their preparation and teaching careers and discussed the most helpful aspects of their preparation. Implications are discussed regarding the design and components of a school-university credential program that enhance the preparation of high-quality teachers for urban schools.

A Qualitative Investigation into Why Massage Therapy Students’ Motivation Changes over the Course of Their Professional Education

Purpose: Previous research(1) indicated that the motivation of massage therapy students changed between commencement of their professional studies and entry to practice. This paper reports on the influences underlying these changes. Methods: The research was a qualitative design in which data were collected during a series of individual in-depth semi-structured interviews with massage therapy graduates, just after completion of a 2 year full-time program. After obtaining informed consent, interviews were taped, transcribed, and analyzed, resulting in identification of a number of themes and sub-themes. Results: Previously noted changes in student motivation involved an increase in the influence of extrinsic rewards and a decrease in motivation related to helping and working with people. The findings of the present study suggest that these changes are explained by two themes, each with a number of sub-themes. The first theme, The Reality of Life in Practice, is associated with two sub-themes: Debt Load and Effectiveness in Achieving Positive Health Outcomes. The second theme, An Evolving Self-Image as a Health Care Professional, is associated with three sub-themes: Rigor / Intensity of the Educational Program, Developing Perspective of Massage Therapy as a Career, and Interaction with Faculty. Conclusion: The data suggest that the change in motivation noted in previous work (increased extrinsic motivation and decreased intrinsic motivation) is influenced in different ways by each theme identified above. While schools must be vigilant in ensuring that programs support the humanistic mission of health care, the present study indicates that the change in motivation noted in earlier work is not sinister. Rather, it appears to be related to the development of a realistic perspective of life as a health care practitioner, which departs from the more naïve expectations of students when they commence their professional studies.

State Mental Health Policy: Washington State's Initiative to Disseminate and Implement High-Fidelity ACT Teams

State Mental Health Policy: Washington State's Initiative to Disseminate and Implement High-Fidelity ACT Teams