Graduate Education Research Articles

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

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 However, it faces severe challenges, including inadequate teaching methods, outdated educational technologies, insufficient interdisciplinary collaboration, inconsistent quality of mentorship, and incomplete evaluation systems.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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Examining the Success Rates in Licensure Examination for Teachers: A Quantitative Focus on Bachelor of Elementary Education (BEED) Graduates

This study examines the success rates of Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University (SKSU) – Kalamansig Campus in the Licensure Examination for Teachers (LET). This study utilized the descriptive-comparative research design that compares two variables to describe the differences. The study's respondents were the Bachelor of Elementary Education (BEEd) graduates of Sultan Kudarat State University – Kalamansig Campus who took the Licensure Examination for Teachers (LET) for elementary level from 2018 – 2023. The respondents were selected using the purposive sampling method, with 185 respondents. The data were analyzed using the t-test for paired samples, and the Statistical Package for Social Science (SPSS) was used to analyze the t-test. The study compares the overall passing percentage with national averages and analyzes the General Education and Professional Education scores. The findings indicate fluctuating performance, with BEED graduates performing better in General Education than in Professional Education. Despite a higher mean passing percentage than the national average, the study highlights the need for continuous improvement in curriculum and teaching strategies to enhance LET outcomes. The impact of the COVID-19 pandemic on exam preparation and administration is also discussed. Recommendations are provided for educational stakeholders to adopt innovative teaching methods and improve faculty development to increase licensure examination success rates

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.

The Diary of the Sky as a methodological strategy to teach Astronomy in Elementary School

The aim of this paper is to describe some activities undertaken at different phases of a broader research project named “The Northern and Southern Skies: Teaching astronomy in schools”. This project is a collaborative agreement between São Paulo State University (Bauru Campus, São Paulo, Brazil) and La Sapienza Università (Rome, Italy). The project aimed to bridge the gap between the academic production in the field of astronomy education and the classroom experiences of elementary school teachers and their students. The project finds justification in the fact that elementary school teachers, in general, face significant challenges when teaching astronomy elements to their students. In this article, we describe some steps of this project and the teaching resource named Diary of the Sky and its implementation, starting with the translation of the original Il Diario del Cielo, in its Italian version, to Brazilian Portuguese (O Diário do Céu). The aforementioned Brazilian university offered in-service specialization courses to several elementary school teachers in the last few years (2018–2023), enabling them to interact with the dairy and understand key aspects of its methodology. Before using them, the Brazilian version was adapted to suit geographic local coordinates in the southern hemisphere—an opportunity for teachers in training to incorporate astronomical concepts into their planning. Throughout the academic year, students filled out their diaries on a daily basis. The Science Education Graduation Program at UNESP, along with teachers and researchers, acknowledged the value of this strategy and shared the data collected to be used in teaching courses at the masters and doctoral levels. Current studies on this methodology have now showed that the Diary of the Sky is a powerful and efficient tool for working introductory astronomy concepts with elementary students and training their respective teachers.

Entrepreneurship Education Around the World: A Study on Member Universities of the Association to Advance Collegiate Schools of Business

It has long been debated whether people are born entrepreneurs or if it is a combination of skills and knowledge that can be acquired through education and training. While there are passionate scholars on both sides of the debate, the increasing number of studies and programs focusing on training people on how to become entrepreneurs perhaps shows that the balance is shifting in favour of the latter side. The purpose of this study is to examine how universities are performing the task of teaching entrepreneurship by focusing on member institutions of the Association to Advance Collegiate Schools of Business (AACSB). A total of 461 out of 1794 institutions that are members of the AACSB member directory were examined for the study. First, descriptive statistics were used to determine the number of bachelor's and master's degree programs that focus directly on entrepreneurship education along with lower-level programs such as minors and certificates. This was supplemented by examining additional entrepreneurship-related best practices employed by these institutions, such as entrepreneurship centres or certificate programs. All analyses were bifurcated by examining results based on criteria such as educational level, geographical location, and AACSB accreditation. The results show that although almost all business schools have included some form of entrepreneurship courses in their curricula, the number of programs or degrees directly dedicated to entrepreneurship remains a minority. In addition to classroom teachings, some of these institutions offer innovative practices related to entrepreneurship, such as entrepreneurship scorecards, entrepreneurship competitions, and certificate programs. All data collected and analysed were used to develop an overview of undergraduate and graduate level entrepreneurship education to encourage institutions and individuals to develop entrepreneurship programs that cover all theoretical and applied aspects of entrepreneurship education to support aspiring entrepreneurs along their journey.

Global Genotype by Environment Prediction Competition Reveals That Diverse Modeling Strategies Can Deliver Satisfactory Maize Yield Estimates.

Predicting phenotypes from a combination of genetic and environmental factors is a grand challenge of modern biology. Slight improvements in this area have the potential to save lives, improve food and fuel security, permit better care of the planet, and create other positive outcomes. In 2022 and 2023 the first open-to-the-public Genomes to Fields (G2F) initiative Genotype by Environment (GxE) prediction competition was held using a large dataset including genomic variation, phenotype and weather measurements and field management notes, gathered by the project over nine years. The competition attracted registrants from around the world with representation from academic, government, industry, and non-profit institutions as well as unaffiliated. These participants came from diverse disciplines include plant science, animal science, breeding, statistics, computational biology and others. Some participants had no formal genetics or plant-related training, and some were just beginning their graduate education. The teams applied varied methods and strategies, providing a wealth of modeling knowledge based on a common dataset. The winner's strategy involved two models combining machine learning and traditional breeding tools: one model emphasized environment using features extracted by Random Forest, Ridge Regression and Least-squares, and one focused on genetics. Other high-performing teams' methods included quantitative genetics, classical machine learning/deep learning, mechanistic models, and model ensembles. The dataset factors used, such as genetics; weather; and management data, were also diverse, demonstrating that no single model or strategy is far superior to all others within the context of this competition.

Paradigm Shift: Outcomes from a Physician-Scientist Undergraduate Pipeline Program.

Diverse medical and research teams are essential to culturally-responsive care and robust progress of biomedical research. However, structural inequities stymie the entry of trainees from underrepresented in medicine (URiM) backgrounds into the physician-scientist pipeline. The Preparation for Graduate and Medical Education (PARAdiGM) program was designed to provide students from underrepresented backgrounds early exposure to physician-scientist training in the context of ample mentorship and programmatic support. By emphasizing research experience, career exposure, presentation skills, mentorship, and application assistance, PARAdiGM is an incipient experience priming this student group to pursue careers in academic medicine. Since its establishment in 2014, PARAdiGM is already increasing entry of URiM students into the physician-scientist pipeline. Encouragingly, the majority of PARAdiGM alumni have matriculated into US medical schools, of which 16% are currently enrolled in MD-PhD programs. Early outcomes from PARAdiGM suggest that an immersive framework, longitudinal mentoring, and opportunity for self-growth should be incorporated into URiM pipeline programs on a larger scale. In these ways, helping students to envision themselves as members of the physician-scientist community is a step toward breaking down the barriers currently limiting URiM entry into academic medicine.

Development of A Workplace Learning Model to Improve Skills Competency of Vocational School Students

This research aims to develop a workplace learning model to improve the catering skills of tourism vocational school students by building a conceptual foundation that considers the industrial situation. This development research uses Design-Based Research (DBR) comprising planning, learning interactions, and evaluation stages for students, supervisors, and instructors. This study analyzes data using qualitative and quantitative descriptive methods. This research produces industrial practical learning tools (WPL) in the form of guidebooks for teachers, instructors and students. How to study in industry, the implementation process, ideal criteria, and completion of study contracts are outlined. Increasing student catering skills competency through industrial learning based on a measurable field approach. How students can absorb, adopt tacit and explicit knowledge in industry is a value in itself. Research findings and concepts can be used for further development so that the quality of vocational education graduates can be considered.

How supervisor Machiavellianism affects graduate student creativity: a mediated moderation model

ABSTRACT Innovation and creativity are essential for graduate education, and supervisors have a substantial responsibility to foster the creative abilities of graduate students. However, empirical studies investigating how supervisor personality affects graduate student creativity are rare. To enhance the ability of higher education institutions to cultivate creativity among graduate students, we examined how supervisor Machiavellianism leads graduate students to perceived objectification, reducing graduate student creative performance based on the Job Demands-Resources model and Job-Demand-Control-Support theory. We proposed personal initiative as the moderator to explore boundary conditions of the relationship between supervisor Machiavellianism and perceived objectification. Results from 326 graduate students across three time points indicated that supervisor Machiavellianism negatively affects graduate students’ creative performance, and graduate students’ perceived objectification fully mediates the relationship. Additionally, graduate student personal initiative moderated this relationship. Graduate students with high personal initiative can mitigate the negative effects of Machiavellian supervisors. Our findings emphasize the significance of considering the individual traits of both supervisors and graduate students in graduate education with valuable theoretical and practical implications discussed.

First-Generation Low-Income Individuals in Medicine: A Scoping Review.

This comprehensive scoping review of the medical literature on first-generation low-income (FGLI) individuals in medicine aimed to synthesize the highest levels of evidence to inform medical education stakeholders. Database searches were conducted in Academic Search Premier, Education Research Premier, ERIC, Ovid MEDLINE, Ovid Embase, Professional Development Collection, PubMed, Scopus, Google Scholar, and Web of Science Core Collection from database inception through March 15, 2023. English-language articles on first-generation or low-income individuals in medicine from U.S. medical schools were included. Articles were evaluated for level of evidence and themes chosen. Database searches resulted in 27,075 citations, 247 of which qualified for data extraction. The articles were classified by evidence level: level I (n = 2), level II (n = 17), level III (n = 90), level IV (n = 78), and level V (n = 60). Publications reported on 9 major outcomes: exam performance (n = 108), medical school performance (n = 63), residency and fellowship performance (n = 7), honor society status (n = 12), leave of absence (n = 9), withdrawal, dismissal, and attrition (n = 20), medical education graduation (n = 37), career choice (n = 109), and intent to practice in disadvantaged and rural communities (n = 60). Compared with their peers, FGLI individuals had lower medical school and standardized exam scores, enrollment in national medical honor societies and multiple degree programs, and graduate medical education performance and higher rates of leaves of absence, incompletion of medical education, pursuing primary care and family medicine specialties, and intent to practice in underserved communities. Despite an increase in the number of FGLI individuals in medicine, there remains significant opportunity to improve their inclusion and support. Multi-institutional, prospective, risk-adjusted, observational studies are required to determine how to best support FGLI individuals through all medical career stages.

Workplace Humanization and Job Effectiveness of Business Education Graduates in Tertiary Institutions in Rivers State

This study examined workplace humanization and job effectiveness of business education graduates in tertiary institutions in Rivers State. Two (2) objectives, research questions and null hypotheses were stated, answered, formulated and tested to guide this study. Descriptive survey design was adopted in this study and the population consists of one thousand two hundred and eighty-three business education graduates in public tertiary institutions in Rivers State and the sample size of this study was two hundred and ninety-seven respondents drawn from the population with the use of Taro Yamen formular, hence simple random sampling techniques was adopted in this study. A self-developed questionnaire titled “Workplace Humanization and Job Effectiveness of Business Education Graduates Questionnaire (WoHuJEBEGQu) was used to obtain data for this study. In addition, the said instrument employed face and content validity, which was validated by experts in the study area and a reliability index coefficient of 0.81 was obtained using test-retest method of Pearson Product Moment Correlation Coefficient (PPMC). Mean and standard deviation was used to answer and analyzed the research questions while independent t-test statistical tool was used to test the null hypotheses at 0.05 level of significance. Findings of this study revealed that job security and equity in remuneration are the variables of workplace humanization that enhances job effectiveness of business education graduates in tertiary institutions in Rivers State to a high extent. In addition, there is no significant difference in the mean responses of male and female business education graduates on extent job security and equity in remuneration enhances job effectiveness in the aforementioned institutions in Rivers State. It was therefore recommended among others that management of institutions should display equal fairness in the areas of employees’ remuneration so that there will not be room for any marginalization.

Reflections of Doctoral Students' Creative Thinking Skills on Their Dissertation Preparation Process

The importance attached to graduate education is increasing to meet the demands of preparing qualified manpower. Training researchers aims to build the skill sets of mastering scientific research and critical thinking, being an expert in a field while generating and grasping knowledge. Additionally, creative thinking skills are highly valued in producing original and authentic studies. In this respect, dissertations (for PhD) are reported to include more of these skill sets compared to the theses (for MSc). This research aims to examine how creative thinking skills of doctoral students are reflected in their dissertation preparation process. This case study investigates these processes experienced by five doctoral students who are in the stage of dissertation proposal submission. With a semi-structured interview, their reflection on their use of creative thinking skills in dissertation processes are comprehensively analyzed. It is concluded that these students utilize various strategies to produce original work by integrating creative thinking skills such as fluency, flexibility, elaboration, combinational and exploratory creativity to their dissertation processes. At the same time, personal, environmental, financial, and implementation related challenges that would adversely affect their creative thinking skills are reported along with the approaches of their advisors towards the originality and limitations of dissertations.