Survey Of Graduates Research Articles

DIFFERENTIAL ATTITUDE TOWARDS TRADITIONAL GENDER ROLE AMONG ADOLESCENTS: A SOCIOLOGICAL STUDY

This research was conducted using data from Alberta High School Graduate Survey (AHGS) 1996 in Canada to examine the differential attitude towards traditional gender role among high school graduates in Canada. Sex (men and women), mother as homemaker, father as homemaker, fathers’ education, mothers’ education, and community size were taken into account to predict adolescents’ attitude towards traditional gender role. Using multivariate statistical techniques, it was tested that boys and girls significantly differ regarding attitude towards traditional gender role. Overall, it was found that respondents’ sex had the strongest impact on adolescents’ attitude towards traditional gender role. And females’ attitude towards traditional gender role is less biased compared to males. Regarding parents as homemaker it was found that those whose mothers work as homemaker had high gender bias compared to those whose mothers were not homemakers. Finally, it was found that mothers’ high education was negatively associated with high level of gender bias.

Early career opportunities and practice characteristics of recent graduates of shoulder and elbow fellowship programs

<h3>Background</h3> There exists anecdotal evidence that influential faculty members actively dissuade orthopedic surgery residents from pursuing a fellowship in shoulder and elbow due to a perceived lack of availability of jobs following graduation. The aims of the present study are to evaluate whether this perception is true by characterizing the early career opportunities and practice characteristics of recent graduates of shoulder and elbow fellowship programs through a survey of graduates of the past 5 years. <h3>Methods</h3> An anonymous 39-question survey was designed and approved by the leadership of the American Shoulder and Elbow Surgeons (ASES). The survey was distributed via electronic mail to the fellowship directors and coordinators of the 31 ASES-recognized shoulder and elbow fellowship programs. The fellowship directors and coordinators then sent the survey to the shoulder and elbow fellowship graduates of the last 5 years (2016-2020). Following a total of 4 emails, the survey closed after 8 weeks, and descriptive statistical analysis was performed. <h3>Results</h3> Seventy-six of 171 (44.4%) fellows responded. In total, 89.5% were very or somewhat satisfied with their fellowship experience, and 90.8% would pursue a shoulder and elbow fellowship again. Notably, 100% of shoulder and elbow fellowship graduates surveyed in the past 5 years have secured employment. The average number of total orthopedic and shoulder and elbow cases performed annually was 296.7 (SD 141.3) and 173.9 (SD 120.2), respectively. In addition, 62.7% and 89% of respondents were very or somewhat satisfied with the volume and surgical complexity of shoulder and elbow cases, respectively. For the fellows that believed their case experience to be inadequate, the most common reasons were competition from other practices (66.0%) and inadequate patient volume (59.6%). <h3>Conclusion</h3> Recent graduates of the ASES-recognized shoulder and elbow fellowship programs demonstrate a high level of satisfaction with the fellowship and their subspeciality selection. The majority of fellows believed that completing a shoulder and elbow fellowship enhanced their job opportunities. Altogether, there are ample job opportunities and high satisfaction with the volume and complexity of cases as an early career shoulder and elbow surgeon.

ТРАЕКТОРИЯ РАЗВИТИЯ ФАРМАЦЕВТИЧЕСКОГО ОБРАЗОВАНИЯ НА ПРИМЕРЕ ВОРОНЕЖСКОГО ГОСУДАРСТВЕННОГО МЕДИЦИНСКОГО УНИВЕРСИТЕТА ИМЕНИ Н.Н. БУРДЕНКО

Abstract. Currently, educational organizations are focused on the needs of the labor market and this necessitates the definition of new conceptual approaches to the organization of career guidance. The implementation of career guidance work at the university is one of the factors determining the competitive advantages of graduates. Goal. Organization of a new form of career guidance work at the Faculty of Pharmacy of VSMU named after N.N. Burdenko through the introduction into the educational process of an educational and career guidance project developed jointly with employers. Materials and methods. The effectiveness of career guidance measures was monitored at the Faculty of Pharmacy of VSMU named after N.N. Burdenko. The analysis was carried out on the basis of the results of a survey of graduates on monitoring employment. The survey participants were graduates of the Faculty of Pharmacy in the period from 2017 to 2021 (168 students). Employers also participated in the study. Based on the results, a new model of career guidance was developed, aimed at familiarizing students with the production segment of pharmaceutical companies and their further employment. Results. Despite consistently high employment rates (84% - 86%), less than 5% of graduates go to work in pharmaceutical production. According to a survey of employers, the majority of respondents believe that a graduate of a specialty is able to solve all professional tasks qualitatively, 60% agree with the assessment of the educational program being implemented and support the concept of its modernization. Taking into account the high assessment of the graduate of the specialty of the Faculty of Pharmacy in the workplace and the low level of graduates working in pharmaceutical production, an educational and career guidance project was developed. Conclusion. The introduction of an educational and career guidance project at the Faculty of Pharmacy VSMU named after N.N. Burdenko will provide a qualitative new approach to the implementation of career guidance work at the university and will help other educational organizations in improving such work.

From bad to worse: examining the deteriorating labour market outcomes of international graduates in Australia

International graduates have been shown to experience comparatively poor outcomes in their transition to the host labour market after course completion. In Australia, international graduates typically fare worse than domestic graduates in the labour market, with new evidence pointing to a deterioration in their relative labour market position over the years. The contributing factors for the deterioration, however, remain unclear. In this article, we analysed unique large-scale survey data from the Australian Graduate Survey to identify the factors underlying the deteriorating labour market outcomes of international graduates from 2000. Our findings indicate that the deteriorating labour market outcomes of international graduates can be largely linked to the declining share of these graduates who are a citizen or permanent resident of Australia. The rising percentage of international graduates who are non-native English-speakers also played a role, albeit a modest one. These findings call attention to the persistent labour market disadvantage of international graduates and highlight the inadequacies of existing policies aimed at temporary retention and stronger English language skills in promoting labour market integration.

Job market in head and neck surgery: A survey and analysis of recent fellowship graduates

ObjectiveRecent years have seen increase in individuals pursuing postgraduate fellowships in head and neck (HN) surgery. This has presented concerns about insufficient jobs where graduates can apply their scope of specialized training. MethodsData was collected in two manners- a survey and a manual online search of American Head and Neck Society (AHNS) fellowship graduates. A 25-question survey was sent in 2021 to approximately 400 HN fellows who graduated between 2010 and 2020. The AHNS list of graduates from the same years were searched online to collect information including gender, graduation year, fellowship training, and current job practice. ResultsOf the 78 survey responses, 64.1 % were male and 34.6 % female. 96.2 % reported ablative, 84.6 % microvascular, and 82.1 % TORS training. Mean number of interviews was 4 with most interviewing during the 3rd quarter (January to March). Majority reported being in academic and university-based practices (79.6 %). Online search was done on 393 graduates. Since 2010 the number of graduates almost doubled. There was a statistically significant increase in females by year (p = 0.022). There was a significant decrease (p = 0.022) in graduates with additional fellowship training from that of their AHNS fellowship. There was also a statistically significant increase in graduates being in academic practices (p = 0.022). ConclusionDespite growing numbers, there appears to be more graduates entering an academic practice, although the definition of an academic HN practice may be evolving. These results provide guidance on how to approach the job search in a select market. Level of evidenceII.

Training and Employment of Classic and Semi-Professions: Intensifying versus Accommodating Logics

Over a half century ago, researchers found that so-called classic professions attract socially advantaged recruits with better labour market outcomes; however, as semi professions become increasingly institutionalized, and classic professional programs expand, differences between these two groups may be less pronounced. Using Statistics Canada’s 2018 National Graduate Survey, we compare inputs and outcomes of four classic professions (law, pharmacy, medicine, and dentistry) and three semi-professions (teaching, social work, and nursing). Bivariate statistics show semi-professions have more non-traditionalgraduates who invest less in training. Multiple linear regression models also show that after controlling for demographics, classic professions have stronger education-job matches and higher earnings three years after graduation. We interpretthese findings as being consistent with our theory of intensifying logic, where classic professions have tight training-job connections, and accommodating logic which suggests semi-professions have looser labour market connections. We end bydiscussing directions for future research on the classic and semi-professions.

Diversity, equity and inclusion: a survey of pediatric radiology fellowship graduates from 1996 to 2020.

Understanding the sociodemographic diversity and the experiences of trainees is imperative for developing an inclusive pediatric radiology workforce and improving patient outcomes. To describe the sociodemographics of a pediatric radiology fellowship program over 25 years and examine potential associations with (a) a trainee's sense of inclusion and belonging during training and (b) graduates' ultimate choice/type of practice, progression to positions of leadership and mentorship of others. We designed and administered an online survey of sociodemographic diversity to graduates of one of the largest pediatric radiology fellowship programs in North America who graduated over the last 25 years. Respondents answered questions regarding (a) racial/ethnic identity, gender identity, sexual orientation, disability and other sociodemographics; (b) their sense of inclusion and belonging during fellowship training; and (c) their current type of practice, leadership and mentorship of others. Univariate analysis of variance (ANOVA) tests determined whether sociodemographic background was associated with inclusion/belonging during training, and with current type of radiology practice, leadership and mentorship. We assessed associations with covariates of interest and current leadership and mentorship roles using chi-square or Fisher exact tests. A heat map assessed individual and overall Likert scores across covariates. Seventy-six graduates completed the survey (46% response rate). Three percent of respondents identified as Black/African American, 7% as Latino/a/x, 45% as female, 4% as LGBTQ (lesbian, gay, bisexual, transgender, queer/questioning) and 5% as living with a disability at the time of fellowship. Graduates of international medical schools (P = 0.09) and osteopathic medical (DO) schools (P = 0.09), first-generation college graduates (P = 0.023), those with a first language other than English (P = 0.02) and U.S. military veterans (P = 0.048) reported significantly lower feelings of inclusion and belonging during training. Gender identity and sexual orientation did not correlate with feelings of exclusion or inequity.Graduates between 1996 and 2010 were significantly morelikely to have filled a leadership rolethan those graduating after 2011 (P = 0.004) and were also significantly more likely to have mentored individuals underrepresented in medicine/pediatric radiology than those who graduated after 2011 (P = 0.04). None of theother sociodemographic variables demonstrated an associationwith leadership or mentorship, although 92.3%of those with a first language other than English served as amentor compared to 68.2% of native English speakers (P = 0.097). Efforts to promote a more diverse and inclusive workforce in pediatric radiology should be directed toward increasing numbers of fellows who are underrepresented in medicine (Black/African American, Hispanic/Latino/a/x) and providing a more inclusive training environment for first-generation college graduates, graduates of international and DO medical schools, fellows whose first language is not English, and veterans of the U.S. Armed Forces.

Redesign of the Statistics Course to Improve Graduates’ Skills

In general, college students have concerns about mastering the Statistics course. Several scientific articles suggest that methodologies in which the student is an active part of the educational process lead to their greater involvement in teaching activities and better results in their overall assessment. A modified form of the Mathematics course inspires this study. The Mathematics course precedes the Statistics course. This study presents students’ results from both affected courses for the last 12 years. The authors obtained the data from the Modular Academic Information System (MAIS). The study describes the Statistics course, which is a combination of the traditional form of teaching and learning with elements of active learning. The product is a redesign of this course. The proposed changes are based on the requirements of some stakeholders. The results are from a survey of course graduates, from the experience of online teaching during the COVID-19 pandemic, and the introduction of active-learning elements. The authors of the article point out the risks and opportunities they found in teaching the Statistics course.

What do I need to work on? Perspectives of social work employers and graduates

ABSTRACT One of the main concerns among students and employers in the field of social work is the suitability of academic training for work in social intervention. This article presents the participants’ views regarding the most useful aspects of social work training, as well as the expectations and thoughts of employers and graduates regarding the work done by the latter in this field. To conduct the analysis, we used a mixed methodology based on surveys (n = 100) of graduates and employers and on focus groups with both target groups. Among the most important results is the need to establish mutual recognition between employers and trainers in the field of social work. Although employers mostly demand technical training, an excellent theoretical background is still relevant as one of the ways of building the discipline’s corpus. This study also highlights the fact that university qualifications are not as important to employers as students’ personal experience or internships done during their time at university.

Experiences of transgender and nonbinary physicians during residency training

Background: Little is known about the experiences of transgender and gender non-binary (TNB) physicians in medical residency training programs. Aim: To identify the self-reported experiences and needs of TNB individuals during medical residency in United States training programs. Methods: An online, anonymous survey of TNB current residents and recent graduates was designed. Results: A total of 26 respondents completed the survey. The most common reported gender identity was non-binary or gender queer (n = 11, 42.3%) and male or transgender man (n = 7, 26.9%). About half of participants (n = 14, 53.8%) had undergone gender affirming interventions prior to residency. Most participants (n = 19, 73.1%) did not know all the gender affirming healthcare benefits offered by their program. The majority (n = 21, 80.8%) also reported 2 hours or less of transgender-related didactics in residency. Respondents were most likely to disclose their gender identity to other residents (n = 19, 73.1%) and faculty (n = 19, 73.1%) and were least likely to disclose their identity to patients (n = 6, 23.1%). Most respondents (n = 15, 57.7%) stated that program faculty and staff communicated support for their gender identity. Most participants (n = 16, 61.5%) reported that they perceived transgender residents to be treated similarly to their non-transgender peers in their training program, while the remainder (n = 7, 26.9%) disagreed or strongly disagreed. Nevertheless, approximately three-quarters of trainees (n = 22, 84.6%) self-reported microaggressions during their training program and non-binary and transfeminine trainees were more likely to report these experiences than transmasculine people. Nearly a quarter of transfeminine and non-binary participants reported macroaggressions, with none of the transmasculine respondents reporting these negative experiences. Most macroaggressions were from program faculty. Discussion: This study highlights that while most physicians in residency report support from their program for their TNB identity, TNB physicians still experience significant barriers and prejudices throughout training and more action is needed among program faculty for support of TNB trainees.

The state of doctoral social work education in Canada

ABSTRACT Doctoral education in social work is critical in nurturing the stewards of the discipline. Universities across Canada, and elsewhere, are increasing admissions for bachelor and master of social work programs. Consequently, doctoral social work programs are expanding to educate and train new social work faculty. Extant literature on doctoral social work education is predominantly American. There are fourteen Canadian doctoral social work programs, yet no study has observed the state of these programs. Using two data sources, this article provides a snapshot of PhD social work student experiences in 2019–2020. The analysis of all doctoral social work students (n = 157) from the 2019 Canadian Graduate and Professional Student Survey (CGPSS) found that: a) the overall quality of social work PhD programs in Canada was rated by students as moderate; and b) financial obstacles may be an undue barrier to academic success. Furthermore, the analysis of an online survey of Canadian social work PhD students (n = 69) regarding their experience applying for doctoral fellowships and scholarships found that workshops significantly facilitated scholarship success, and that other institutional preparation activities were identified as valuable. These findings illuminate the current state of doctoral social work education in Canada with implications for research and education.

Статистичне оцінювання якості освітньої програми “Економічна аналітика та статистика”, рівня задоволеності навчанням та факторів, що їх визначають

In today’s changing world, training of specialists in any sphere requires a constant active search on the part of educational service providers for the development of relevant competencies of students of higher education, to ensure the correspondence of educational training to the modern needs of practice. That is why any educational program needs not only an internal but also an external audit aimed at its improvement. Understanding the factors that determine the quality of the program by chance is the basis not only for building a sustainable and competitive system of training specialists, but also for its successful practical implementation. Such a system should be based on providing feedback to students. One of the forms of such communication is a survey of students and graduates regarding the quality of the educational program and the level of satisfaction with education to find the factors that determine them. To achieve this goal, an expert questionnaire was developed, which includes three blocks of questions regarding the completeness of the program itself, its implementation in the educational process and in practice. A list of questionnaire questions is proposed, which potentially outline the range of problems of student training and possible ways to solve them.&#x0D; To evaluate the quality of the educational program in different blocks of disciplines, its main advantages and disadvantages, comparative diagrams of factors that influenced the decision-making regarding admission were constructed. Considerable attention is paid to the comparative analysis of the distribution of grades depending on the educational level of training: bachelors, masters, graduates.&#x0D; The implementation of the program in the educational process is considered in detail, namely: the level of teaching disciplines, their methodical support, and the evaluation system. The observance of the rules of academic integrity by teachers and students studying in the educational program and the organization of the educational process are analyzed separately. Questions were also asked that were supposed to reveal the need to implement certain actions to become a good specialist.&#x0D; Special attention is paid to the retrospective evaluation of the educational program, which is a generalized measure of its quality, because it summarizes the respondents’ answers to the important question: “If you had the information, you now have about studying in this program at the university before entering, would you choose it?”. For this purpose, the authors proposed an approach to the analysis of the level of satisfaction with education using binary output models. The change in the probability of the outcome variables when the predictors change, and the reliability of the models were also evaluated. The capabilities of binary output models in confirming analytical assumptions are shown.&#x0D; Proposals have been put forward regarding the possibilities of improving students’ attitudes towards the educational program and eliminating existing shortcomings.

Regional youth in a nonlinear global-local society: New forms of social tension

The current state of society is characterized by the multidimensionality and non-linearity of social processes, mobility of social structures, dynamism and inconsistency of cultural transformations. Modernity is difficult to describe and understand; as a result, there are many attempts to conceptualize it with the categories of risk, consumption, McDonaldization, etc. An important feature of modernity is global locality which implies the complex interaction of global and local social-cultural systems in every regional and national society. One of the global trends of our time is the change in forms of social tension, which is determined by the processes in the sphere of culture, terminal and instrumental values, and motives for social activity. The article considers the relationship between these processes and changes in the system of life values of the Russian youth. The authors believe that these changes are caused by new forms of social tension, which are the result of the global-local cultural matrix. The classical forms of social tension, determined by the high social value of success and the lack of institutional means to achieve it, were described in the middle of the 20th century by R.K. Merton. Contemporary forms of social tension are supplemented and modified according to the changes in the value-motivation sphere. Tension is ‘psychologized’: under the cultural mosaic of the global-local society, the ‘discourse of self-realization’ prevails and replaces the ‘discourse of success’ of classical modern societies. These changes determine the specific content of the youth’s system of life values, and egocentricity and individualization become its key features. Students as the most globalized and reflective part of the youth are especially influenced by these cultural trends. These processes are considered on the basis of large empirical studies of the youth in the Krasnodar Region. The data of surveys of young people aged 14 to 30 in the Krasnodar Region (N = 7898) are compared with the data of the survey of university graduates (N = 2051) to clarify the life values of the regional youth and the factors affecting them.

Where do translation students go? A study of the employment and mobility of Master graduates

ABSTRACT Faced with technological disruption, the employability of translation graduates demands careful analysis. Interpretations of major previous surveys suggest that only about one third of graduates find employment as translators or interpreters, although about half of them tend to find employment using multilingual communication skills in various capacities. This reality check has major implications for any attempt to adjust training programmes to the demands of translation companies: it becomes very important to assess the wider range of jobs and the transferable skills that they require. A survey of graduates from the Chinese-English Master of Translation at the University of Melbourne offers detailed insight into the wider range of employment but differs from previous surveys in two respects. First, the international mobility of students means that multiple national differences have to be taken into account. And second, the 20% of graduates that undertook further study after the Master justifies part of the training being to meet the criteria of academic institutions. These two aspects may be generalisable to other training programmes and should help revise the way curricula are conceptualised.

Predictors of educational and labor migration of youth on the results of questionnaire survey of graduates of schools and universities

Educational and labor migration of young people in Kazakhstan is an important factor affecting the prospects for the development of the nation, the quality of human capital in society and, accordingly, the socio-economic situation in the country and regions. In recent years, there has been a negative growth trend in the negative balance of external migration of Kazakhstan, which significantly negatively affects the labor market and reduces the opportunities for economic development of our country. The purpose is to consider the factors influencing the educational and labor migration of the youth of the Republic of Kazakhstan by conceptualizing the problem on the basis of new sociological scientific discourses, to determine their identity profile and the conditions that shape them. The basic hypothesis is that the reasons for the migration of Kazakh youth – is a set of factors that are influenced by the social, educa- tional, material and other statuses of young people, formed by their class habitus, as well as the features of socialization and cultural background of new generation, expressed by their inclusion in the discourse «mobility» as the dominant discourse of modernity, forming and legitimizing forms of social interaction between groups of different profile. Originality and value of the study is a complex analysis and system- atization of theoretical data, some methodological and scientific materials on the issues of foreign migra- tion of youth has been conducted. Conclusion: predictors of educational and labor migration of young people are, as suggested in the hypotheses of the study, their high expectations regarding the quality of life and the trajectory of their mobility, which in their opinion can be satisfied in the countries to which their departure is oriented. Key words: migration, youth migration, labor migration, educational migration, emigration.

From concern to commitment

Black students are systematically excluded from healthcare education, denying an increasing Black Canadian population access to diverse healthcare practitioners. This study explored admissions processes related to the inclusion of equity groups within McGill’s Occupational Therapy program and identified recommendations specific to Black applicants. Data was collected from a survey of current students and program graduates. Data analysis, applying a critical intersectional lens, was contextualized in dialogue with five key individuals at McGill and a review of the literature. Findings revealed an application process that foregrounds the experiences of white upper-class applicants while leaving historically excluded students feeling dissatisfied and unable to authentically represent themselves. Barriers to admissions in occupational therapy include a website with no Black representation, a difficult-to-navigate admissions guide, and an admissions committee currently lacking Black or Indigenous representation. The valorization of Black applicants and students through visibly welcoming spaces and meaningful resources for inclusion and success are acknowledged, but not yet developed. The study findings support next steps by providing program-level recommendations such as the inclusion of Black faculty on the admissions committee and the option to submit an essay for Black applicants. The implementation of an evidence-based Black Student Pathway is necessary.

Early career gender wage gaps among university graduates in Russia

PurposeThe aim of the research is to estimate the level of the early career gender wage gap in Russia, its evolution during the early stages of a career, gender segregation and discrimination among university graduates, and to identify factors which explain early career gender differences in pay. Special emphasis is placed on assessing the contribution of horizontal segregation (inequal gender distribution in fields of studies and industries of employment) to early-career gender inequality.Design/methodology/approachThe study is based on a comprehensive and nationally representative survey of university graduates, carried out by Russian Federal State Statistics Service in 2016 (VTR Rosstat). The authors use Mincer OLS regressions for the analysis of the determinants of gender differences in pay. To explain the factors which form the gender gap, the authors use the Oaxaca-Blinder and Neumark gender gap decompositions, including detailed wage gap decompositions and decompositions by fields of study. For the analysis of differences in gender gap across wage distribution, quantile regressions and quantile decompositions based on recentered influence functions (RIFs) are used.FindingsThe study found significant gender differences in the early-career salaries of university graduates. Regression analysis confirms the presence of a 20% early-career gender wage gap. This gender wage gap is to a great extent can be explained by horizontal segregation: women are concentrated in fields of study and industries which are relatively low paid. More than half of the gender gap remains unexplained. The analysis of the evolution of the gender wage gap shows that it appears right after graduation and increases over time. A quantile decomposition reveals that, in low paid jobs, females experience less gender inequality than in better paid jobs.Social implicationsThe analysis has some important policy implications. Previously, gender equality policies were mainly related to the elimination of gender discrimination at work, including positive discrimination programs in a selection of candidates to job openings and programs of promotion; programs which ease women labour force participation through flexible jobs; programs of human capital accumulation, which implied gender equality in access to higher education and encouraged women to get higher education, which was especially relevant for many developing countries. The analysis of Russia, a country with gender equality in access to higher education, shows that the early career gender gap exists right after graduation, and the main explanatory factor is gender segregation by field of study and industry, in other words, the gender wage gap to a high extent is related to self-selection of women in low-paid fields of study. To address this, new policies related to gender inequality in choice of fields of studies are needed.Originality/valueIt has been frequently stated that gender inequality appears either due to inequality in access to higher education or after maternity leave. Using large nationally representative dataset on university graduates, we show that gender equality in education does not necessarily lead to gender equality in the labour market. Unlike many studies, we show that the gender gap in Russia appears not after maternity leave and due to marital decisions of women, but in the earliest stages of their career, right after graduation, due to horizontal segregation (selection of women in relatively low-paid fields of study and consequently industries).

Stage epicrisis: analysis of innovations of the Pavlov University through the eyes of its graduates

The article presents a generalized material of the historical establishment of laboratory medicine at the Pavlov First Saint Petersburg State Medical University (University), based on a survey of graduates and employees of the laboratory service of the University. 40 years ago, the Rector’s office of the First Medical Institute of Leningrad named after akad. I. P. Pavlov decided to introduce the academic discipline «laboratory diagnostics» as a variable part of the general training program for a medical doctor. The students demonstrated the gain knowledge at the final examination with microscopy of a blood preparation, performing a urine test strip, followed by a discussion of the plan for laboratory diagnostics of a specific situational task. Further, training of specialists for work in the laboratory service of the country (internship, residency, postgraduate studies) was also started. Many people keep in touch with Alma mater and the analysis of the «feedback» with graduates of our University allows to formulate a short historical essay and make some suggestions about the further development of this block of educational activities of the University.

Social work student hardship

INTRODUCTION: Student hardship in social work has become the subject of research in recent years. Social work students face particular challenges because of the financial, social and emotional demands of long, unpaid, clinical placements. APPROACH: This article reports on a literature review conducted prior to a mixed-methods study commenced in 2019. This review informed the development of a survey of social work students and recent graduates and a set of qualitative interviews that will be reported elsewhere. A further review was conducted in July 2021 to inform the analysis. FINDINGS: A recurring theme throughout much of the reviewed social work literature examined for this project has been the intensity of struggle that students face in their study. Across the reviewed literature, students, educators, and researchers suggest interventions to reduce hardship. Gaps remain in our understanding of the intersectional factors of ethnicity, gender and disability and, in particular, the impact on Aotearoa New Zealand students.

Education for Sustainable Development in Training of Future Biology Teachers for Research Activity: An Applied Aspect

The article presents the experience of creating an innovative format of extracurricular training of applicants as a means of implementation of education for sustainable development – the experimental group “Cytoecologist”. The functioning of this format is based on the implementation of selected principles of STEM-education and open education of applicants. To implement these principles in the training of specialists, the group leader uses a number of formats of students’ activity that are not inherent in traditional education. Among them are dynamic temporary microgroups for experimental search; format “information activities”, Internet surfing, WIKI format, educational coworking or collaboration in space. The pedagogical experiment consisted of two parts. The first part is to find out the state of implementation of research skills by biology teachers in practice, which included determination of the level of their self-realization and interest in the organization of research activities of students. The second part is to find out the effectiveness of the presented experience of creation of a scientific student group “Cytoecologist”, within which the implementation of education for sustainable development by means of research activities of future biology teachers is carried out. A survey of graduates of the group shows that the basic principles of the group provide the formation of a stereotype of a specialist-researcher, and the vast majority of respondents (95%) use research skills in their professional activities, one of the directions of which is education for sustainable development. The experience of creating a research group of students presented in the article is the result of many years of scientific research of authors (teachers-practitioners of leading universities of Ukraine). This acquisition is original and is being published for the first time, and the obtained positive results give grounds to recommend it for implementation in the practice of training biology teachers in Western Europe.