University Graduate Students Research Articles

Career counseling for college students: Assessment of an online and group intervention

There has been a growing demand for evidence-based interventions to help students prepare for the transition between university and the world of work. The aim of this study was to investigate the effects of a career counseling intervention, in groups and online, on the career adaptability resources and perceptions of professional development and employability of college students in the final stage of their undergraduate courses. The study was based on career construction theory and the theoretical model for professional development of college students. As a preliminary activity, the intervention was performed with a pilot group (n = 20), followed by the actual experiment with an IG (n = 14) and an N-TG (n = 14). Based on a detailed protocol, the intervention was applied for three months, with six weekly sessions and a follow-up session one month after the end of the intervention. Between the sessions, the participants were expected to accomplish directed tasks. Two observers were part of the experiment and elaborated reports of each session. The Linear Mixed Regression Model (LMM) and the Jacobson and Truax (JT) Method were used to evaluate the effectiveness of the intervention, comparing each participant with themself before and after the intervention. The results show that career counseling with graduating college students expands their career adaptability resources, and their perceptions of professional development and employability. The no-treatment group did not present an increase in the score's dimensions over time. Therefore, based on the study, career counseling interventions can be recommended for college students to promote proactive action to anticipate barriers and increase awareness of possibilities and work interests among participants.

Building Mentorship Relationships in Graduate School

CSA NewsVolume 67, Issue 12 p. 27-32 STUDENTS Building Mentorship Relationships in Graduate School Rachelle Davenport, Rachelle Davenport Ph.D. Candidate at Cornell University and Chair of the ASA, CSSA, and SSSA Graduate Student CommitteeSearch for more papers by this authorElizabeth Bradley, Elizabeth Bradley Ph.D. Candidate at Auburn University and SSSA Graduate Student Board RepresentativeSearch for more papers by this author Rachelle Davenport, Rachelle Davenport Ph.D. Candidate at Cornell University and Chair of the ASA, CSSA, and SSSA Graduate Student CommitteeSearch for more papers by this authorElizabeth Bradley, Elizabeth Bradley Ph.D. Candidate at Auburn University and SSSA Graduate Student Board RepresentativeSearch for more papers by this author First published: 24 November 2022 https://doi.org/10.1002/csan.20911Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume67, Issue12December 2022Pages 27-32 RelatedInformation

Investigation and Research on the Participation of Graduate Students in Academic Activities in Local Engineering Colleges

This study takes some postgraduate students of Guangxi University of Science and Technology as the object. We adopt the field investigation method and questionnaire survey method to investigate and analyze the participation of graduate students in local engineering universities. There are several major problems: the number and quality of research achievements of postgraduate students in our university are not qualified; the academic research ability needs to be further improved; the motivation to participate in academic activities needs to be improved; academic activities in forms are relatively simple and not rich in level; the frequency of participating in academic activities is not high. Based on the above problems, the following strategies are put forward: tutors could strengthen the guidance to their graduate students and encourage them to participate in academic activities; to carry out and diversify academic activities; to expand the horizons of graduate students and focus on national and international academic conferences.

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

The explores the impact of using both ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as an instructional design and UDL in planning for English Literature Online courses during COVID-19 in higher education from the perspective of the students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect of the use of ADDIE model and UDL in online English Literature courses for graduate students in universities or other forms of higher education from the perspective of the students. A quantitative approach was used for collecting the data, where a four-part questionnaire was distributed to 90 students, who were randomly chosen from the students of a group of English Literature professors from different public and private universities in Jordan, who were asked to plan for their online English Literature courses through integrating both the ADDIE model, with its principles of Analysis, Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL) with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study shows the positive impact of using both ADDIE Instructional Design Model and UDL in English Literature Online courses on the students’ performance from the perspective of the students.

Faith, Family, and Friends as Integral Factors in Student Resilience in the Ateneo de Manila School of Science and Engineering

What makes Filipino students resilient in times of crises, such as the COVID-19 pandemic? Even as some students succumb to anxiety and despair and lose motivation to learn, others actively take charge of their learning and remain hopeful and strong amid severe trials. What keeps them going, and what can we learn from them? 25 professors of the Ateneo de Manila School of Science and Engineering selected 92 college undergraduate and graduate students whom they observed to display resilience in learning and prodded them to reflect on how they overcame challenges in and out of the classroom. Whatever their circumstances, our study reveals that these resilient students rely on three main sources of support: deep faith, solid family bonds, and close friends and mentors who hold them accountable. As contrasted to the more individualistic context that gives rise to resilience as posited by Western literature, Filipino resilience is instead truly a community affair.

The Vine Street Irregulars: A Chronicle of Graduate Student Life and Politics at the University of Nebraska-Lincoln 1975–1976

The memories recalled in the twenty-seven essays in the volume are anchored in sometimes intense and sometimes admittedly naive graduate student experiences at the University of Nebraska-Lincoln during the 1970’s. Master’s degree in hand, I returned to graduate study at Nebraska in 1972 after four years in the military, benefitting not only from the G.I. Bill, but also from a National Defense Education Act Fellowship. I was increasingly wise to the ways of administrative bureaucrats who were sometimes enlightened, sometimes punitive, draconian, and exploitive, or — far more often — simply moribund. As adult students, we wanted fair play and respect. I pursued those goals at Nebraska as: (a) the Geography Department representative to the University Graduate Student Association, (b) as an early vicepresident of the Graduate Student Association, (c) as UNL’s graduate student voting member on the three-campus System Graduate Council, (d) as a voting member on two Vice-Chancellor Search Committees, and finally (e) as the UNL Graduate Student Representative investigating and voting on a fellow graduate student’s formal (and contentious) grade appeal. In these various roles, many students told me stories that made my toes curl. The cumulative result was a hands-on tutorial in bureaucratic/administrative machinations as they ground onward day after day on the Nebraska campuses. Subsequently, writing the essays that became The Vine Street Irregulars gave me a way to explore, in public, the issues, problems, and experiences that bedeviled the lives of far too many graduate students on the University of Nebraska campus during the mid 1970s. Now, nearly fifty years later, this volume preserves some of those struggles and hopefully captures parts of the socio-spatial milieu in which they unfolded. Minor errors and a few awkward phrases have been silently repaired. Where potentially useful, explanatory footnotes are appended.

Graduating college students apply here: Communicating family firm ownership and firm size

Attracting business college graduates is a major challenge for the growth and transgenerational success of family firms. Moreover, the institutional context of countries is critical in explaining family firms’ potential advantages and/or disadvantages in attracting nonfamily talent. This study aims to elucidate how communicating firm ownership (family vs. nonfamily), firm size (large vs. small), and type of job offered (professional vs. nonprofessional) influences the perceptions and attitudes of Latin American business graduates toward working in such firms. In an experimental study that uses job advertisement stimuli, we found that communicating family ownership positively influences career development’s perceptions of firm prestige. Large (vs. small) firm size also has a positive influence on job seekers’ perceptions of firms. Importantly, both firm prestige and career development positively influence the attraction of working in family firms. In this paper, we discuss the differences in the results among countries and professional vs. nonprofessional job positions advertised. The results have several implications for family firm owners and managers.

Canine-Assisted Intervention Effects on the Well-Being of Health Science Graduate Students: A Randomized Controlled Trial

The mental health crisis among college graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms. To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety, occupational performance, and adjustment to the graduate college student role. Random assignment to a treatment or control group. College campus. A total of 104 college student participants were randomly assigned to either the treatment (n = 53) or control (n = 51) condition. Treatment consisted of 35-min weekly sessions over 6 wk. QOL, stress, anxiety, and occupational role. An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p < .001) and decreased anxiety scores (p < .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p < .000). No significant differences in self-reports of occupational performance or in adjustment to the graduate college student role were found. These findings add to the body of literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health challenges, such as stress, anxiety, and decreased QOL.

Book Review: McPherson E., Real outreach: A practical guide to retaining and graduating college students

Book Review: McPherson E., <i>Real outreach: A practical guide to retaining and graduating college students</i>

Coping in the time of COVID-19: Insights from university students with intellectual disabilities.

For almost two decades, students with intellectual, developmentaland multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic tutors and social role models because they too are immersed in university life. We chose collaborative autoethnography as a research method because we believe in researching and writing with individuals with disabilities, rather than about them. Three student tutor dyads elected to participate in this study. In the context of the pandemic and the switch from on-campus in-person learning to off-campus online learning, we were interested in learning about the changes, challengesor unanticipated benefits they experienced. Each dyad engaged in tutor-led conversations, guided by open-ended questions, and wrote their story. The stories from the three dyads were received and analysed. We found three emergent themes. The first was centred on worries about the health risks of COVID-19, the difficulties they experienced in adapting to online learningand their development of better skills in listening and communicating. The second theme was about the dramatic reduction in their opportunities for social engagement. With respect to the third emergent theme, they recounted some advantages of online learning, noting that it was more accessible, more convenientand safer during a pandemic. For the study participants the shift to online classes and tutoring sessions was surprisingly successful. They became more independent and improved their online communication, time-managementand organisational skills. Social engagement was sorely missed, especially studying and socializing with classmates at university and participating in extracurricular activities. The students also noted some advantages to online learning such as accessibility, convenience, feeling comfortable at home, avoiding transportation to the universityand learning to use new tech tools. The tutors began sharing and learning from each other. This was facilitated by online tutoring roundtables. Our first insight from this study is the realisation that we now have a new medium for tutoring Campus Life students. A second is the need to better understand student social engagement in the online world.

Differences in the degree of awareness of graduate students in Jordanian universities of the importance of using internet of things (IoT) technology in the educational process

This study aimed to identify the differences in the degree of awareness of graduate students in Jordanian universities of the importance of using IoT technology in the educational process based on the variable (university classification, academic level, and faculty classification). This study was conducted during the second semester of the academic year 2022-2021 AD. The descriptive survey method was used, and the study tool (the questionnaire) consisted of (54) items. It was divided into four categories (the concept of IoT technology, uses of IoT technology, benefits of IoT technology, and challenges of IoT technology). The study sample consisted of (439) male and female graduate students in Jordanian universities, who were chosen randomly. The results of the study showed that there were no statistically significant differences in the degree of students’ awareness due to the university classification variable, and that there were statistically significant differences due to the academic level variable in favor of the Master’s stage, as well as the presence of statistically significant differences due to the faculty classification and in favor of the humanities faculties.

An assessment and correlation of emotional Intelligence and mental health of medical students

Introduction: Emotions like joy, anger, grief, jealousy, love, fear make our life worthwhile. Whatever we do, incites some emotion in us. If we are able to enjoy our emotions, without them having excessive control over us, then we can make ours as well as others’ lives better. Aim of the study was to assess and correlate emotional Intelligence with mental health. Methods: Type of study: Descriptive type of cross sectional study. Sampling: Simple random sampling. Study population: Under graduate students in a private medical college in western Uttar Pradesh. Study duration: 1/07/2019 to 1/09/2019. Sample size: 246. Results: The average emotional intelligence score was 26.82 with standard deviation of ±5.80. Average emotional intelligence among males was 27.04(±6.72) and was 26.63(±5.07) among females. Spearman Rank correlation coefficient “r” =0.789, showed highly positive correlation between ranks from both the score. (p=0.0000). Conclusions: The medical students showing higher scores of emotional intelligence are less likely to be mentally stressed.

서울대학교 대학원생의 대인관계 향상 집단 상담 프로그램 참여 경험에 관한 질적연구

The purpose of this study is to deeply explore the meaning and essence of graduate students’ experiences by participating in the interpersonal relationship improvement group counseling program through phenomenological research. To this end, we conducted in-depth interviews with 8 participants who participated in the interpersonal relationship improvement group counseling program among graduate students of Seoul National University about their experiences of participating in the group counseling program and analyzed the data. Giorgi’s phenomenological research method was applied and analyzed, and 5 core components and 14 sub-components were derived from 215 semantic units. As a result of the study, the five key components were 〈Before participating in group counseling: the need for interpersonal skills grows〉, 〈Experience after participation in group counseling: I was able to tell my story〉, and〈Changes after participating in group counseling: I gained interpersonal skills and skills〉. Through this study, Seoul National University graduate students’ experiences of participating in the interpersonal relationship improvement group counseling program and their meaning were in-depth investigated, and the counseling implications for change and growth were derived and described

Dismantling Racism in Schools through Anti-Oppressive Frameworks: The Pivotal Role of Leadership in Achieving Racial Equity

This paper explores how human rights, decolonization, and anti-racist education converge in combatting systemic racism, bias, and discrimination in K-8 schooling. The goal is not to embed human rights as a standalone framework, but to align human rights principles with ongoing decolonizing and anti-racist work. Educational institutions and school leaders have a moral, ethical, and legal responsibility to those they serve and lead. The onus must be placed on educational leaders to first, examine their own racial location and identity; second, be aware of their power and privilege, and; third, understand how this power, privilege, and bias shapes and impacts attitudes, beliefs, and decision-making. Without a fundamental understanding of one’s biases and knowledge gaps, leaders cannot adequately identify and eliminate racism, racial discrimination and inequities in schools. To move from theory to practice, this paper concludes with tangible strategies and tools for leaders to begin dialogues and processes for change. This paper is based on a theoretical research plan developed for the York University Graduate Students in Education Conference. In the future, this conceptual paper will inform the development of a research project, at which stage, the methodology will be solified, the theoretical frameworks more firmly grounded, and implications for leadership policy and practice discussed.

Formulaic language in oral academic discourse socialization of graduate students in a Northern Cyprus university

AbstractSocialization studies have emphasized the concept of indexicality, in that certain linguistic forms, having “salient social meanings and resonances” (Duff 2019: 12), are used to socialize novices to various social dimensions such as social roles, social statuses, power and social identities (Burdelski and Cook 2012). The present study explored, within the framework of second language socialization, how a group of graduate students in a non-western educational context were socialized to oral academic discourse in whole-class discussions through a specific type of formulaic language, lexical bundles. The study employed corpus techniques and conducted frequency and functional analyses of the attested data collected from whole-class discussions by a cohort of graduate candidates over one academic semester in a graduate English Language Teaching (ELT) course. The results of the study revealed that the graduate students used various lexical bundles with varying frequencies and functions that exhibited their socialization into the oral academic discourse of their graduate course community. The findings of the study offer some implications for the socialization role of lexical bundles to respective graduate community discourse in non-western tertiary contexts.

Foreign language and practical training of students and graduate students of a non-language university

The problem of the status of a foreign language in the context of actualization of practical training of students and graduate students and increasing demand by employers' professional foreign language competence of graduates of Russian non-language universities were raised. Foreign language for a modern graduate, for example, a technical university, no longer the passing discipline, which not yet so long ago could not remember after receiving a diploma, but an effective tool for solving professional tasks of various types, and often the key to building a professional career. The results of a critical assessment of the current system of foreign language training of students and graduate students in several dozens of non-language universities conducted by the authors of the open documentation laid out on the Internet showed its imperfection in terms of professionalization and led to the conclusion about the need to change primarily with the emphasis on communication. Initious training of students with their future professional activities, and the presence of prerequisites for this. The regulatory and legal framework necessary to conduct changes has already been formed, so the initiative of local changes in the system should manifest themselves on the ground by the universities themselves. The authors of the article describes corrective activities regarding the foreign language training of students of a non-language university related to clarifications or changes in the basic characteristics of education and / or organizational and pedagogical conditions for the implementation of specific educational programs for training students and graduate students of directions 22.03.02 Metallurgy, 22.04.02 Metallurgy and 22.06.01 Material Technologies Department Metallurgical Technologies and Equipment of the Nizhny Novgorod State Technical University named after R.E. Alekseev, and already proven its effectiveness. Among them: extension in practical classes in the language as a study within each of the levels and transition from a level on the level of training in the share of foreign language practical training associated with the implementation of students in individual types of work related to future professional activities and aimed at forming, consolidation, development of practical skills and competencies on the profile of the relevant educational program; conducting practical training on optional disciplines of foreign language preparation included in the curriculum is fully in the format of practical training, as well as the organization of practical foreign language preparation within the framework of the production practices of students on the sites of Russian and foreign organizations engaged in the profile of a specific educational program.

Narrative review on first aid knowledge and practice among undergraduate students

Aim: To determine whether the published literature demonstrates the knowledge &amp; skills about first aid and CPR in cases of emergency life saving skills developed by under graduate students who have learnt first aid from first aid providers. Methods: An extensive search and numerous evaluation of the peer-reviewed literature was conducted for narrative review. Journal articles were retrieved from three databases (MEDLINE, CINAHL, ERIC) using the search terms ‘first aid’; ‘resuscitation’; ‘training’; ‘under graduate students’; and ‘college’. Inclusion and exclusion criteria were applied and review findings organized thematically. Results: The search yielded four primary studies of India &amp; other countries under graduate students aged 18–23 years trained by professional first aid providers. Subsequent review identified emergent themes of resuscitative first aid and non-resuscitative first aid. Heterogeneity was apparent in training and evaluation methods, and study quality varied. Reported first aid knowledge retention was mixed. Conclusion: There is a lack of quality evidence to guide optimal training methods and maximize first aid knowledge retention in under graduate college students. To date, research in this area has been limited. Further research is therefore recommended.

Behavioural Skills Construct and Effecting on Employability Competence for Undergraduate Students: A Conceptual Framework

This paper attempts to examine the effects of behavioural skills on the employability competence of Libyan university students. This study aims to develop a practical model for the employability competency of finance and banking graduate students in Libyan universities. The focus of the study will be based on three large selected public universities located in three different regions in Libya: each university will represent each of the three regions (South, East, and West) in Libya. This study conducts a conceptual framework using a list of 48 items, starting with behavioural skills with students' perceptions concerning the set of personal skills and interpersonal skills required from finance and banking graduates to pursue a career in the finance and banking profession and lastly employability competency required in the workplace. This study collected data from 450 finance and banking students in three universities in Libya. The behavioural skills will be assessed reflectively by way of a multi-dimensional scale which is inclusive of personal skills and interpersonal skills dimensions. This study makes a significant theoretical and methodological contribution to both the students, universities and behavioural literature, as it examines an interesting subject that has not yet been investigated in the Libyan context by assessing behavioural skills as an integrated reflective high-order construct and by examining the overall behavioural skills on their employability competence.

Cognitive Skills Construct and Effecting on Employability Competence for Undergraduate Students: A Conceptual Framework

This paper attempts to examine the effects of cognitive skills on the employability competence of Libyan university students. This study aims to develop a practical model for the employability competency of finance and banking graduate students in Libyan universities. The focus of the study will be based on three large selected public universities located in three different regions in Libya: each university will represent each of the three regions (South, East, and West) in Libya. This study conducted a conceptual framework using a list of 60 items, starting with cognitive skills with student's perceptions concerning the set of routine technical, analytic/design and appreciative skills required from finance and banking graduates to pursue a career in the finance and banking profession and the last employability competency required in the workplace. This study collected data from 450 finance and banking students in three universities in Libya. The cognitive skills will be assessed reflectively using a multi-dimensional scale inclusive of routine/technical skills, analytic/design skills and appreciative skills dimensions. This study makes a significant theoretical and methodological contribution to both the students, universities and cognitive literature, as it examines an interesting subject that has not yet been investigated in the Libyan context by assessing cognitive skills as an integrated reflective high-order construct and by examining the overall cognitive skills on their employability competence.

Examining determinants of digital entrepreneurial intention: A case of graduate students

This study aims to identify the determining factors of digital entrepreneurial intention among university graduate students in Bangladesh. The study considered university students as a study sample (n = 358) who were either in their final year of bachelor’s program or in the master’s program from three private universities located in Dhaka city, Bangladesh. This study was quantitative in nature, and a survey questionnaire was used based on the previous studies. There were three parts: a questionnaire, demographic information analysis, and a Likert-based measurement of study variables. A Cronbach (α) coefficient value of 0.70 or above was regarded to examine the reliability of the constructs. A factor loading value of 0.50 or above was considered to measure the research validity of all constructs’ items. Regression analysis was run to test the hypotheses. A Google form-based online survey questionnaire was used to collect the data, followed by a non-probability sampling method. After scrutiny, incomplete responses were discarded, and finally, 358 responses were deemed usable. The paper used SPSS version 26.0 to perform relevant statistical analyses. The results show that digital entrepreneurial self-efficacy, digital literacy, entrepreneurship education, innovativeness, and creativity positively and significantly impact university students becoming digital entrepreneurs. Regression result shows that students’ innovativeness and entrepreneurship education have more impact on their digital entrepreneurial intentions, implying that policymakers and universities should design their academic policy to promote innovative and entrepreneurship activities in the academic pedagogy.