Experiences Of Graduates Research Articles

Job search strategies and early careers of clinical informatics fellowship alumni (2016-2022).

To report on clinical informatics (CI) fellows' job search and early careers. In the summer of 2022, we performed a voluntary and anonymous survey of 242 known clinical informatics fellowship alumni from 2016 to 2022. The survey included questions about their initial job search process; first job, salary, and informatics time after training; and early career progression over the first 1-6 years after fellowship. Nearly half (101, 41.7%) responded to the survey. Median informatics time was 50%; most were compensated similar/better than a purely clinical position. Most reported CI fellowship significantly impacted their career, were satisfied with their first and current job after training, and provided advice for current fellows and CI education leaders. Graduates in 2022 had a median job search of 5 months, beginning 3-15 months before graduation; most had a position created for them. Nearly all graduates from 2016-2021 (61, 93.8%) had at least one change in roles/benefits since finishing training, with a trend for increased informatics time and salary. There was a wide variety of roles, salary, and funding sources for CI positions. This highlights some of the unique challenges CI fellows face and the importance of networking. These results will help CI education leaders, fellows, alumni, and prospective fellowship applicants. Graduates felt that CI fellowship had a significant impact on their career, were pleased with their first jobs and early career trajectory. Continued follow-up of the experience of new graduates and alumni is needed to assess emerging patterns over time.

Preparing Physicians to Treat Addiction: Inclusion of Dedicated Addiction Training During Internal Medicine Residency.

Physicians in internal medicine lack comfort and skills required to diagnose and treat substance use disorder (SUD). Formal training in substance use treatment within primary care training has traditionally been inconsistent and sparse. The purpose of this study is to assess the impact of a longitudinal experiential addiction curriculum on the attitudes and experiences of graduates from a primary care/internal medicine residency program that included formal addiction didactics, rotations in an outpatient addiction clinic embedded within the resident primary care clinic, and exposure to addiction medicine faculty across treatment settings. A survey was emailed to all graduates from a single academic primary care residency program who graduated between 2016 and 2018 (n = 53). The survey assessed pharmacotherapy for SUD prescribing patterns, comfort with SUD pharmacotherapy, overall comfort treating SUD, experience correcting stigmatizing language, and providing guidance to colleagues on the care of patients with SUD. A subset of respondents (n = 14) were interviewed regarding their experience with the residency program's addiction medicine curriculum and its impact on their current clinical practice. Sixty percent (n = 28) of graduates responded to the survey. All respondents felt comfortable using medications to treat SUD. Eighty-four percent perceived themselves as more comfortable using pharmacotherapy to treat SUD than their colleagues. Qualitative interviews revealed that this addiction medicine training shaped participants' attitudes toward patients with SUD and imparted them with the skills to address stigmatizing language. Participants described how they have become ambassadors of addiction medicine in their workplace and a resource to colleagues with less comfort in the management of SUD. Graduates of a primary care/internal medicine residency with a dedicated addiction medicine curriculum are comfortable prescribing pharmacotherapy for SUD, taking an active role in reducing SUD-related stigma, and serving as a resource for colleagues.

The Impact of Internships on Graduates’ Employability: Employers’ Insights

Internships serve as a valuable tool for students to develop their skills and knowledge, preparing them for a smooth transition into the workforce. The participation in internships amongst students in Singapore has increased as students recognise the need to distinguish themselves from their peers in the job market. Additionally, there is a common belief that employers prioritise fresh graduates with extensive internship backgrounds from reputable organisations. The Singapore National Employers Federation conducted a survey to challenge this belief and examine employers’ perspectives on the internship experiences of fresh graduates. A total of 208 organisations, with a combined workforce size of nearly 250,000, responded to the survey conducted from December 14, 2023 to February 20, 2024. Results suggested that a majority of employers do not consider the number of internships completed and profile of internship organisation as priorities. This paper sheds light on what employers look out for when assessing the internship experiences of fresh graduates. It also discusses the implications for other stakeholders, including students and Institutes of Higher Learning.

Face-to-Face Teaching Skills of Virtually Mentored Pre-Service Interns

During the COVID-19 pandemic, pre-service teachers found completing their online teaching practicum impossible. Their doubt extended to their thoughts about making it difficult for them to perform their obligations effectively as practicing teachers. This basic qualitative research aimed to explore the practices and experiences of graduates in their online teaching internships and their effect on their teaching experience. Fifteen Teacher Education alumni participated in this study and were selected through purposive sampling. Data was collected using semi-structured interview questions and gathered through Google Meet and face-to-face interviews. Thematic data analysis was used to identify essential themes. Based on the results and discussion of the study, Teacher Education graduates of a Catholic Institution were exposed to unforgettable experiences and practices with their supervising instructor, cooperating teacher, school culture, and peers, which they continue to utilize in their current teaching roles. Subsequently, the study revealed that their experiences led them to the following: (a) commitment to the ongoing development of soft skills, (b) enhanced technological skills, (c) strengthened cooperation among coworkers and supervisors, (d) improved classroom management strategies, (e) innovation of assessment strategies, (f) refined creativity in creating instructional resources and (g) improved sense of accountability and adaptability. This implies that the online environment did not deter the would-be teachers from developing the skills necessary in the contemporary world. Thus, this study recommends enhancing the implementation of hybrid teaching internships in the teacher-education program.

"Not doing it justice": Perspectives of Recent Family Medicine Graduates on Mental Health and Addictions Training in Residency.

Family physicians report feeling inadequately prepared to meet the evolving mental health care needs of the population. Little scholarship exists evaluating the effectiveness of curricula designed to teach mental health and addiction (MH&A) care to family medicine (FM) residents. As such, the purpose of this study was to explore the experiences of recent FM residency graduates in providing mental health care, and their perceptions of mental health training gaps during their residencies. A qualitative descriptive study design was conducted by 8 recent graduates of the University of Toronto's FM residency program, who participated in semi-structured video interviews. A thematic analysis approach was used to collect and analyze the data. Through thematic analysis, 3 overarching themes were developed: (1) barriers in providing mental health and addiction care, (2) curriculum renewal, and (3) the role of FPs and professional identity. Consistent with the literature, the majority of recent FM graduates expressed discomfort when managing patients with mental health and addiction concerns. Additionally, participants perceived residency program time constraints, rotational site differences, and limited exposure to marginalized populations all impacted learning and mastery of skills. The findings of this study underscore current gaps within the FM residency curriculum and highlight the need to address current curricular deficits.

Challenges, Perceptions, and Experiences of Recently Graduated Physiotherapists as Novice Clinicians in Mumbai and Navi Mumbai: An Exploratory Study

Context: There is a need for exploration of the varied experiences which the newly graduated physiotherapists have after starting to work as clinicians, to get an insight if any alternations during the academic process. Aims: The study aims to explore the challenges, perceptions, and experiences of recently graduated Indian physiotherapy students as novice clinicians when they step out in the real world. Settings and Design: It was an exploratory study where 42 recently graduated physiotherapists from colleges affiliated to state health sciences university of Mumbai and Navi-Mumbai practicing for minimum 4 h a day, at least 2 months were included. Subjects and Methods: An indigenous questionnaire consisting of five domains, namely cognitive and psychomotor, preparedness, work and time management, communication, and placement experiences were developed. Following validation and pilot testing, the final questionnaire was sent to participants through Google form links. Statistical Analysis Used: Data were analyzed descriptively. Results: Majority of participants felt the need to do post-graduation to treat the patients more effectively (90.47%, n = 38), felt the need to practice manual therapy (73.81%, n = 31), referred to literature for patient management (66.67%, n = 28), had poor placement experiences (68.1%, n = 22), and perceived difficulty in communication with the multidisciplinary team members (50%, n = 21). However, they felt confident in interpreting the investigations of the patients (76.1%, n = 32), correlating it with the patient’s condition (78.5%, n = 33) and also to manage the workload and documentation in time (66.3%, n = 27). Conclusions: This study gave an insight into the varied experiences of the new graduates as novice practitioners, thereby setting benchmark for academicians to plan a robust graduation and internship training program.

Sea Grant Network Contributions to the National Ocean and Coastal Acidification Response

The Sea Grant network has made significant contributions to ocean and coastal acidification (OCA) research through partnerships and investments, education and participatory science opportunities, workforce development, translation into aquaculture applications, and policy blueprints. This study reviewed these contributions using programmatic assessments, bibliographic sources, and case studies. From 2008 until 2021, investments surpassed $22M and funded 106 projects across 22 of the 34 Sea Grant programs. This funding and key partnerships have supported the theses of 80 graduate students and 11 research fellows. In addition, 14 Sea Grant Knauss Marine Policy Fellows have been funded by the NOAA Ocean Acidification Program in OCA graduate experiences. The Sea Grant network plays an integrative role across research institutions, decision-making bodies, and coastal industries, and is well positioned to continue offering opportunities and novel insights to advance applied research and action to mitigate and adapt for OCA impacts on marine resources and ecosystems.

전문대학 간호학과 학사편입생의 경험

Purpose : The purpose of this study was to understand and describe the experiences of graduates of the bachelor’s transfer system with a college nursing program. Methods : Focus group interviews were conducted with 13 participants who had graduated from the bachelor’s degree transfer program with the college nursing department. Interview were conducted in two groups, and were recorded and transcribed after obtaining consent from the participants, and the collected data were analyzed with a qualitative content analysis. Results : Fourteen categories emerged from the four main themes of (1) choice motivation: a big chance in my life, an attractive job recognized by self and others; (2) thoughts on nursing: patient care in clinical settings, various roles, jobs that require knowledge in the humanities and in-depth knowledge; (3-1) major courses (curriculum): inconvenient to complete general education courses, burdensome to complete major courses, difficulty getting into relationships and adapting to school life; (3-2) major courses (school and departmental support): unstable academic management, inadequate transfer student scholarship system, difficulty in sharing pre-information about academics; and (4) opinions on system improvement: operation of an independent undergraduate transfer system and recognizing the need for systematic student guidance. Conclusion : Findings of this study, based on the experiences of bachelor’s degree transfer students with a college nursing program, indicate a need to explore various educational strategies and directions for the efficient operation of such transfer programs.

PLANNING FOR OLD AGE BY GRADUATES OF A MASTER’S GERONTOLOGY PROGRAM IN ISRAEL

Abstract The master’s programs in gerontology in Israel were founded in 1999 in response to the challenges brought by extended life courses and the accompanying accelerated growth of welfare and health services for the aged. Since its beginning, thousands of students graduated from the programs and occupy central positions in the gerontological field. However, no empirical data exists on the extent of the involvement by graduates in employment in the field of aging. The current study aims to provide a first-time assessment of the experiences of graduates in Israel following their studies, as well as examine the level of preparedness to old age among graduates, since their work and study of older adults might make their own future old age more salient. We collected data using online surveys from 197 graduates of the gerontology programs. Participants were asked about their work experience in the gerontology field and about the extent to which they prepare for old age. The findings showed that most graduates (80%) currently work in the field of aging, and are overall pleased with the jobs. However, most of the graduated (68%) also reported difficulties in finding employment. Logistic regressions showed that those who currently work in aging and who graduated before less years were also less likely to make preparations for needing nursing care in old age and talking with relatives about their death. Thus, working and studying about aging could be related to being less likely to make preparations for old age.

"Everything new is happening all at once": a qualitative study of early career obstetrician and gynaecologists' preparedness for independent practice.

The transition from residency training into practice is associated with increasing risks of litigation, burnout, and stress. Yet, we know very little about how best to prepare graduates for the full scope of independent practice, beyond ensuring clinical competence. Thus, we explored the transition to independent practice (TTP) experiences of recent Obstetrics and Gynaecology graduates to understand potential gaps in their perceived readiness for practice. Using constructivist grounded theory, we conducted semi-structured interviews with 20 Obstetricians/Gynaecologists who graduated from nine Canadian residency programs within the last five years. Iterative data collection and analysis led to the development of key themes. Five key themes encompassed different practice gaps experienced by participants throughout their transition. These practice gaps fit into five competency domains: providing clinical care, such as managing unfamiliar low-risk ambulatory presentations; navigating logistics, such as triaging referrals; managing administration, such as hiring or firing support staff; reclaiming personhood, such as boundary-setting between work and home; and bearing ultimate responsibility, such as navigating patient complaints. Mitigating factors were found to widen or narrow the extent to which new graduates experienced a practice gap. There was a shared sense among participants that some practice gaps were impossible to resolve during training. Existing practice gaps are multi-dimensional and perhaps not realistically addressed during residency. Instead, TTP mentorship and training opportunities must extend beyond residency to ensure that new graduates are equipped for the full breadth of independent practice.

Conceptualising the enhancement of professional skills and competencies in information technology students in higher education

In a constantly evolving industry like IT, one cannot expect things to remain the same in a few years, and the biggest concern in the context of Industry 5.0 is whether technology will replace employment (ISCAN, 2021). Even as IT professionals, every graduate will ask the same question when they enter the industry. The competency development of IT graduates has been discussed and understood as a necessity in many studies (Alavi et al., 2021; Anicic & Buselic, 2021) and a review of job advertisements online shows the changing nature of required competencies. The emphasis is not only on technical knowledge but also on various skills and competencies of the individual (Mariani et al., 2021). However, industry professionals often state they feel that IT graduates lack professional preparation in terms of skills and competencies (Guneri Sahin & Celikkan, 2020; World Economic Forum, 2023). IT teaches students how to utilize, protect, manage, and trade technology to meet needs and enhance people's lives (ACM, 2018); as a result, IT practitioners' skills and competencies are more important than ever today. What is required now may differ significantly from what is required in the future (Gartner, 2022; World Economic Forum, 2019). Therefore, future graduates must be adaptable, and the skills and competencies they acquire must be dynamic and responsive to change. There is a relationship between skill development and pedagogical methods (Virtanen & Tynjälä, 2018). It is increasingly important to link students with industry and allow them to interact in real-life circumstances. Signature Pedagogies (Shulman, 1998), WIL (Lesley et al., 2010), and authentic learning (Herrington & Herrington, 2006) are just a few of the ways that link students to their profession. Group projects, presentations, internships, portfolios, discussions, flipped classrooms, peer review, research, case studies, authentic assessments, and gamification are some of the methods used in classrooms to teach skills such as interpersonal skills, teamwork, ethics, professional responsibility, equity, personal growth, and critical thinking. It is important to investigate whether these methods are the most suitable for developing these dynamic competencies. This research aims to explore the experiences of IT graduates and lecturers with the pedagogical methods utilized, and to investigate how effective they are in developing dynamic professional skills and competencies. The poster presents the proposal for this study. A case study method has been selected as it allows for an investigation of contemporary phenomena in depth within their real-world context (Yin, 2014). A single case (holistic) design was chosen to investigate how teaching, learning, and assessment methods can be used in IT higher education to develop IT professional skills and competencies which are required by industry. Even though the study will take place in a single setting, diverse participants with diverse experiences will be involved in data collection. This will inform the higher education sector about industry expectations and methods for developing these dynamic skills and competencies. Furthermore, it will help students understand the value of professional skills for employability, and the function of teaching, learning, and assessment methods in their educational pathways.

Life course challenges in crises: transition from higher education to work during COVID-19 in Finland and Sweden

ABSTRACT The COVID-19 pandemic challenged the daily continuity of young people by causing financial insecurity, remote work/studies, loss of work, loneliness, stress, and unpredictability of the future. This study explores the experiences of pandemic-time graduates from Finland and Sweden in the transition from higher education to work. Finland and Sweden are culturally and socially rather similar Nordic welfare states, and while both utilised different pandemic strategies, education and work were both widely remote in both countries and social mobility limited due to travel restrictions. The data of this study include ten focus group discussions of university students who graduated during the first year of the pandemic. The data is analysed using thematic content analysis, particularly in the context of employability perceptions, professional agency, and financial solutions. The results revealed that the pandemic amplified inequalities and increased concerns regarding job security, with graduates in some disciplines impacted more than others. The findings raise questions regarding post-pandemic labour market trends and career decision making between secure and insecure fields.

The experiences of international students in a Canadian faculty of nursing: A narrative inquiry study

BackgroundIn response to the global need for nursing faculty, and nurses in leadership and advanced clinical practice roles, students from different countries come to Canada for their graduate nursing education. The positive reputation and the perceived advantages of the education system are particularly compelling to applicants from the countries located in the Global South. However, these students come from different social, historical, political, cultural, and educational backgrounds that deeply influence their learning experiences in Canada. Objective and methodologyThe aim of this narrative inquiry study was to understand the experiences of international graduate nursing students. The focus was to unravel two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped students' identities and ways of knowing? How did the experience in Canada impact their identities? Setting and participantsParticipants were invited from a Master of Nursing program at a research-intensive University in Western Canada. MethodsParticipants engaged in series of conversations over a period of one year. ResultsMultiplicity of borders and identity making, border making, and border crossing, were the threads that resonated across the narrative accounts. ConclusionThese narrative threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of racism, inequity, and exclusion for international students within Canadian graduate nursing education.

ATTRIBUTABLE TRAIT OF THE BEHAVIORAL COMPETENCE OF A PROJECT MANAGEMENT SPECIALIST

The subject of the article is the defined concept of self-confidence as one of the attributes of a project manager, which affects the ability to successfully complete the tasks provided by the project. The purpose of the article is to reveal the role and meaning of self-confidence as an attribute of the personality of a project management specialist, primarily a project manager, as well as to substantiate the possibilities and conditions for the purposeful development of this trait. The task of the research is to determine the conditions and tools for the development of self-confidence as an important behavioral competence of a project management specialist. To reveal the nature of the dynamic character of a person's self-confidence as a specific mental formation and to show that this opens up the possibilities of consistent and purposeful development of self-confidence. Research methods include, firstly, the analysis of the role of self-confidence as an attributive quality in the system of behavioral competencies in the process of forming an effective project team. Secondly, determination of confidence indicators of the project manager and the project team as a whole using the methods of cognitive theory and expert evaluations. Thirdly, the identification of traits and qualities that determine self-confidence using methods and mechanisms of project management, pedagogy and psychology. The results. The experience of self-confidence development of future project management specialists is analyzed. The need to include professionally significant personal traits and qualities in the general system of professional training of project management specialists is substantiated. The meaning and meaning of the phenomenon of self-confidence as one of the attributes of a project manager is revealed. It is substantiated that the development of confidence in team members and the leader's confidence in his project team affects the ability to successfully complete the tasks provided for by the project. Conclusions. First, self-confidence is a specific type of the more general concept of confidence as a psychological state of a person in which he considers certain propositions to be true and does not assume doubts about the possibility of rejecting them or refuting them. Secondly, self-confidence is a person's awareness and experience of his abilities and opportunities, adequate to the goals and tasks that appear before him or that he himself sets for himself, his life and activities. Thirdly, the formation and development of self-confidence of future project management specialists can be carried out quite effectively both through the purposeful use of trainings, business and role-playing games, analysis of problematic situations, etc., and through providing them with convincing advice and recommendations regarding the need to make appropriate changes in their character, behavior and relationships with other people. Fourthly, it is expedient for teachers to identify the level of self-esteem and demands of students, compare it with the real level of competence of each of them, and produce effective, sufficiently substantiated consultations and recommendations for personal development based on an individual approach. We consider enrichment of the material by analyzing the practical experience of graduates' professional activities in the field of project management as further research in the considered direction.

Creating and Retaining an Inclusive Graduate Program in Kinesiology

Over the past decade, enrollment in the exercise science graduate program at Texas State University has shown consistent growth. However, the program’s level of diversity has been low, as indicated by the college’s equity audit report. In response to the imperative of social justice and equity in the field of kinesiology, this article presents one recruitment strategy and two retention strategies aimed at fostering inclusivity in the graduate program. The recruitment strategy describes the steps to establish a partnership with Huston-Tillotson University (a historically Black university). This partnership serves as a means to create a pathway for underrepresented students to pursue graduate studies in exercise science. The two retention strategies explain how a peer-mentoring program and alumni connect can be used to foster an inclusive experience for current students and recent graduates and to promote student success and retention. The benefits of each strategy and suggestions to implement the strategies are also described.

Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders

PurposeDoctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability.Design/methodology/approachThis empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases.FindingsThe study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies.Practical implicationsThe study's results can guide improvements in postgraduate program curricula and design to enhance students' employability.Originality/valueThis research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.

Towards an Age-friendly University: An Intergenerational Study among FICS-UPOU Graduates

In this study, the educational experience of graduates under the Faculty of Information and Communication Studies (FICS) for A.Y. 2017-2018 was assessed through an intergenerational lens. Respondents’ age range was categorized into three generations: Baby Boomers (1945-1965), Generation X (1966-1985), and the Millennials (1986-2005). A survey questionnaire was used to gather data on the respondents’ socio-demographic profile (age, gender, and employment status) and educational experience. Educational experience was assessed through five variables: relevance of curriculum, usefulness of the program, quality of instruction, effectiveness of online delivery, and current employability. Generational disaggregation of data was done before data analysis. Afterward, the collected data were analyzed using both descriptive and inferential statistics. Aside from measures of central tendency, the means test, Kruskal-Wallis test, and Spearman correlation were also used to determine the relationship between the respondents’ socio-demographic characteristics and educational experience. On average, the respondents found their UPOU learning experience to be quite positive – indicating an age-friendly curriculum flexible to the needs of different generation cohorts. Results showed that there was no association between gender and learning experience; and age group and learning experience. On the other hand, employment status was found to have a weak inverse correlation with two indicators: effectiveness of online delivery; and current employability. The results of the study presented implications for instructional design and improvement of online delivery to achieve an age-friendly university consistent with its lifelong learning philosophy.

Out of time: (Re)working disabled graduate employability

As interest in disability employment increases across the world following the COVID-19 pandemic, understanding the employability of disabled graduates becomes an imperative for governments, universities and employers alike. This article investigates employability through the lens of the lived experience of disabled graduates, with one author (Alexandra) serving as a case study. Alexandra’s experience in higher education has been defined by living in crip time, a unique disabled experience of time as non-linear. Alexandra’s story describes how surviving within institutions which operate on normative understandings of time as linear, chronological, and inextricably tied to productivity has caused harm to disabled students. Disabled students are made to feel as though they are ‘falling behind time,’ ‘wasting time,’ and ‘losing time,’ resulting in a struggle to ‘catch up time,’ which impacts upon their wellbeing, confidence, and their sense of self. This struggle disadvantages disabled students from spending time building their ‘employability skills’ throughout their degree. As disabled students complete their studies and seek graduate employment, they come into further contact with industry who further compound harm through placement experiences and the graduate hiring process by not accommodating for crip time. This case study poses conventional mentoring programmes as a site in which disabled students such as Alexandra face barriers to engagement. We argue for a co-designed model of accessible, non-hierarchical peer mentoring, where crip time is accommodated and supported. Such accessible mentoring may serve as an effective intervention and an opportunity for disabled students to develop essential employability skills.

Education for Women Empowerment: Perceptions and Experiences of Female University Graduates in Rwanda

Despite the quantitative representativity of women in decision making in the political bodies and education, less is still known about their post-university experiences at the self- and social levels. The study at hand examines the perceptions and experiences of female university graduates in Rwanda. Personnel curricular planning or quality services frameworks are dependent on representations of a genderless society and rest on a mind-set of presumed objectivity and merit-informed decisions. This paper is centred on education for women empowerment with the focus on their perceptions and experiences as graduates from the universities in Rwanda. The paper’s objective was to understand their empowerment and acceptance by society and assess the level of challenges that they are encountering after higher education. Due to its exploratory nature, a qualitative research approach was adopted to collect data from 7 participants purposely selected from diverse professions. The data were analysed using content analysis with iterative deductive–inductive identifications of themes and from the findings of the study it is expected that the participants would indicate their perception of the change in their status after leaving higher education, the treatment they are confronted with at the level of their families, and the society, the manner in which they perceive themselves with other women who are less educated, and how despite their attainment of tertiary education, they are still confronted with a myriad of challenges. In perspective, this paper would identify policy and research recommendations that can go a long way to stem the tides.

Universities and Social Entrepreneurs: A Mutually Beneficial Alliance?

Across the globe, the collaboration between universities and social enterprises isn’t a novelty. Universities and social entrepreneurs have gained the ability to forge partnerships through diverse initiatives like internships, specialized courses, mentorships, and collaborative research. But what makes this relationship tick, and what should both parties expect? Delving into the third mission of universities, we can glean insights from the experiences of graduates and associates of the Impact Hub Moscow community.