Mentoring Support Research Articles

Generation Z Need for Mentor Support

The article strives to determine whether Generation Z representatives exhibit a need for mentoring support. The theoretical part of the article discusses the benefits of mentoring as well as the characteristics of Generation Z. Based on an analysis of the literature on the subject, it was found that certain characteristics of this generation (including expectations of career, work content, working conditions, and gratification) indicate that its representatives could be interested in the support of a mentor. The empirical part presents the results of a survey conducted in 2019 among 345 people born between 1993 and 1998. These results were analyzed taking into account the sex of the respondents. The survey questionnaire defined a mentor as a senior and more experienced employee who, in a process of intensive interpersonal exchange, provides the mentee with support, direction, and feedback on professional and personal development plans. The conclusions of the study address two main research questions: 1) Do the representatives of Generation Z believe that pursuing their careers requires the support of a mentor? 2) Do they know who can help them achieve their career vision?

PEMBERDAYAAN PETERNAK LEBAH TRIGONA PADA KELOMPOK USAHA A BEE HONEY DI GAMPONG ALUE AWE KECAMATAN MUARA DUA

As part of a pilot program, Trigona honey bees have been cultivated in Gampong Alue Awe, Muara Dua subdistrict, by the A Bee Honey group. Under certain conditions, the supply of honey does not satisfy the demand, despite the fact that the cultivation experience and revenue can be used as a source of income. The prices are relatively higher, and consumers have faith in the product's legitimacy and effectiveness. Moreover, unlike livestock farming, beekeeping does not require feed or labor. Gampong Alue Awe, still including woodland areas and community gardens, has the potential to be developed. In addition to a poorly understood sales process, the lack of understanding regarding the cultivation and economics of kelulut honey makes consumers less interested in it. Therefore, community service activities in the form of training are required to determine the function of kelulut honey cultivation in raising family income. According to the circumstance study, the community does not comprehend the advantages and potential of trigona bee cultivation. The purpose of the training is to educate the community about the potential of trigona bee culture as an alternative source of income. In Gampong Alue Awe, the requirement for additional breeders to meet honey stocks can become part of the government's food security policy. From August to November 2022, the group received assistance in the form of agriculture training, harvesting process care, mentoring, and colony support. To join the Bee Honey Breeders Club, you must be a member of the community. The group provides assistance and serves as a coach and incubator for the results of its members. Participants sell honey through the organization due to the fact that business and distribution licenses are already in place. As a result of the service, five family heads expressed interest in joining the program with the group and began raising trigona bees after receiving instruction. Gampong Alue Awe has cooperated with partners to incorporate this initiative into the Gampong budget as a food security program. The benefits of these activities offer a new source of revenue for the community, and the Tridharma of Higher Education seeks the formation of entrepreneurship in the community

Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP)

The purpose of this program review was to provide an in-depth analysis of the National Association for Music Education Music Mentorship Program Facilitator and Mentor Support Project, led by members of Society for Music Teacher Education’s Supporting Beginning Music Teachers Area of Strategic Planning and Action. We used an illuminative evaluation process (Patton, 2015) to present (a) a rich description of the project, (b) perceptions of key stakeholders (organizers, session leaders, participating mentors/mentorship program facilitators), and (c) findings pertinent to developing new music teacher mentor programs. Along with a description of the program, the findings are organized into successes, opportunities, weaknesses, and challenges as outlined by a Strengths, Weaknesses, Opportunities, and Challenges analysis (Even Zahav & Hazzan, 2017). Within these areas, the unique design, workshop calendar and pace, as well as transferable content to state music education association (MEA) programs are presented. The review presents the program design as well as recommendations for making clearer connections to the needs of state-level MEA-sponsored mentoring programs.

Diversifying gender equity in leadership in public relations: the role of mentoring and instrumental support at the organizational level

PurposeThe rise of a professional career presents women in today's public relations profession an intense challenge in balancing professional and family responsibilities. Therefore, this study is motivated to investigate female public relations professionals' perceptions of work–family conflict in their daily life. Specifically, the authors focused the research on women working in the professions of communication and public relations in the United States.Design/methodology/approachAn online survey was designed and conducted in the United States. The final sample includes 512 women working full-time in public relations and communication. In addition, the authors pre-specified several demographic quotas in sampling design in order to recruit a diverse group of female professionals nationwide.FindingsThe findings of this research study confirmed that female professionals have to constantly make changes to their plans for family activities when there is a conflict due to work-related duties. Such impact is particularly intense for professionals in the age bracket of 31–40. They have to use a wide variety of coping strategies to manage the work–family conflict. Findings in the present research study confirmed the critical role of mentoring in providing extra support and to help junior female professionals find coping solutions. Effective mentor–mentee networks can be established and used as valuable resources to support women in managing work–family conflict.Originality/valueBy investigating current female professionals' perceptions on work–life conflict and their adoption of relevant coping strategies in the workplace, this research provides solid evidence that organizations should dedicate efforts in providing strong support in programs and policies and makes the options available to female professionals at all levels. The present research highlights the importance of building mentor–mentee relationships as an effective supportive approach when managing work–family conflict.

Radiation Oncology Resident Perspectives on Diversity, Equity, and Inclusion: An Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee Inaugural Resident Survey

In this study, radiation oncology residents were surveyed on perceptions of diversity, equity, inclusion, and belonging in their residency training programs. A 23-item survey was developed by the Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee resident members and faculty advisors. The survey was divided into 4 sections: institutional culture, support and resources, interview and recruitment, and experiences of bias. The survey was sent individually to residents from all Accreditation Council for Graduate Medical Education-accredited radiation oncology programs. The survey was issued to 757 residents. A total of 319 residents completed the survey, for a response rate of 42%. All postgraduate years and geographic regions were represented. Significant racial, ethnic, and gender differences were present in survey response patterns. White residents (94%, 164 of 174) and male residents (96%, 186 of 194) were more likely to strongly agree/agree that they were treated with respect by their colleagues and their coworkers than other racial groups (P < .005) or gender groups (P < .008). Only 3% (5 of 174) of White residents strongly agreed/agreed that they were treated unfairly because of their race/ethnicity, while 31% (5 of 16) of Black residents and 10% (9 of 94) of Asian residents strongly agreed/agreed (P < .0001). Similarly, Hispanic residents were more likely to strongly agree/agree (24%, 5 of 21) than non-Hispanic residents (7%, 20 of 298) (P = .003). Regarding mentorship, there were no differences by gender or ethnicity. There were differences by race in residents reporting that they had a supportive mentor (P = .022), with 89% (154 of 174) of White residents who strongly agreed/agreed, 88% (14 of 16) of Black residents, and 91% of Asian residents (86 of 94). This survey reveals that experiences of support, mentorship, inclusion, and bias vary significantly among radiation oncology residents based on race, ethnicity, and gender. Radiation oncology has opportunity for growth to ensure an equitable experience for all residents.

The Role of Employee Engagement in the Effect of Leader-member Ex-change on Organizational Commitment: a Study From Indonesia

Purpose – This paper aims to explore the effect of leader-member ex-change (LMX) on organizational commitment with employee engagement as a mediator in companies in Indonesia. Design/methodology/approach – This study used a sample of 170 employ-ees in Indonesia and analyzed the data using partial least square-structural equation modelling (PLS-SEM). Findings – The findings showed that LMX has a positive and significant direct effect on organizational commitment and employee engagement. Employee engagement also has a positive and significant direct effect on organizational commitment. Furthermore, employee engagement partially mediates the effect of LMX on organizational commitment. Limitations - First, the sample size is small, and the sample characteristics are skewed to one of the subcategories. Second, this study only employs quantitative methods to describe how LMX influences organizational com-mitment via employee engagement. Third, this study considers one of the elements that can influence the effect of LMX on organizational commit-ment, namely employee engagement. Practical implications – Leaders play a crucial role in shaping employee engagement and commitment to the organization. Therefore, leaders should value employees’ contributions to the organization and provide their employees with a supportive environment and mentoring. Moreover, this study will help organizations in designing their employee experience pro-gram. Originality/value – This study contributes to the body of knowledge by exploring how LMX, organizational commitment, and employee engage-ment are related in the Indonesian context and examining the mediating role of employee engagement on the effect of LMX on organizational com-mitment.

In memory of Judith Masters and Fabien Génin.

In memory of Judith Masters and Fabien Génin.

From exceptional to common presence: Italian women in twentieth-century life sciences

This essay surveys the situation of Italian women life scientists from the late nineteenth to the mid-twentieth century. It follows the path that took women from being an exceptional presence to becoming a common, yet not equal, presence in the Italian science departments. Very different proportions of women occupied the three ranks in the academic hierarchy—students, research staff and professors. From the late nineteenth century onwards, women started to enrol in Italian universities. Initially, the second most popular department among female students—outdone only by the humanities—was that of mathematics, physics and natural sciences. Concerning women among research staff, a brief statistical analysis reveals the growing proportion of the female workforce in academic institutions and brings into view poorly known female assistants and technicians. The most difficult career step for women was to gain a tenured university position. A comparison between bacteriologist Giuseppina Cattani’s ‘failure’ to gain such a position and the ultimately successful strategy of zoologist and limnologist Rina Monti, who became one of the very first female university professors in Europe, illustrates the opportunities as well as the obstacles women naturalists encountered on the way into the academia. These experiences and those of others show that well into the twentieth century the support of powerful male mentors continued to be indispensable for women scientists. Positions in peripheral institutes or specializations in emerging research fields, in particular hydrobiology, entomology and cytogenetics, provided opportunities for Italian women to work their way up to professorships.

Reflections on mentorship as an early career researcher.

It is my great honor to receive the 2022 Günter Blobel Early Career Award from the American Society for Cell Biology. Reflecting upon my research and career trajectory, I recognize the incredible support of my mentors and the hard work of everyone within my lab. I have always relied on a network of advisors and colleagues who supported me throughout my scientific journey. To better support my own trainees, I endeavor to pass on lessons learned while continuously developing and strengthening my own leadership potential. I am a relentless advocate for the success of my trainees, a legacy I pass on from my own mentors.

The role of social factors in access to and equity in higher education for students with low socioeconomic status: A case study from Indonesia

This study investigates the role of social factors in the access to and equity in higher education (HE) for students with a low socioeconomic status (SES) in Indonesia, from multiple stakeholder perspectives. Semi-structured interviews were conducted with the students, lecturers, and support staff at a large Indonesian university. Focus group discussions were organised to validate the interview results. Family and mentoring programmes appear to play a major role in accessing HE, while lecturers and peers play a significant role in equity. This study highlights the importance of mentoring programmes that guide students to continue their study at the university level. The result provides insights into programmes at the university itself that should focus on developing social skills. This study illustrates the necessity of social support factors, including family, peers, mentor programs, teachers, and lecturers, in supporting access to and equity in HE.

Increasing research capacity in community organizations: Findings from the Community Research Scholars Initiative

Increasing research capacity in community-based organizations (CBOs) can equip the organizations to be more equal partners in academic/community partnerships and can help them be more accountable to their clients and funders. In this study, we report on findings from four years of data collected from the Community Research Scholars Initiative (CRSI) in Cleveland, Ohio. CRSI provided intensive research training over two years to two cohorts (N = 9) of frontline workers (“Scholars”) from CBOs focused on health disparities. Scholars completed one year of didactic training and one year of mentoring to complete a research project based at their organization. Findings from surveys, focus groups with Scholars, and supervisor interviews indicated changes in Scholars’ knowledge, confidence, and comfort with research concepts and skills. Scholars also demonstrated greater confidence in interacting with academic researchers, enhanced networks and career opportunities, and increased capacity for conducting community-based research. Scholar and organization engagement with community-based research was maintained after the program’s end through a community-based research network (CBRN). Findings suggest that the intensive training program for community members with a broad curriculum, mentoring, and strong support helped changed how CBOs think about data and research and demonstrate the impact of their work.

Therapists’ perspectives on using brain-computer interface-triggered functional electrical stimulation therapy for individuals living with upper extremity paralysis: a qualitative case series study

BackgroundBrain computer interface-triggered functional electrical stimulation therapy (BCI-FEST) has shown promise as a therapy to improve upper extremity function for individuals who have had a stroke or spinal cord injury. The next step is to determine whether BCI-FEST could be used clinically as part of broader therapy practice. To do this, we need to understand therapists’ opinions on using the BCI-FEST and what limitations potentially exist. Therefore, we conducted a qualitative exploratory study to understand the perspectives of therapists on their experiences delivering BCI-FEST and the feasibility of large-scale clinical implementation.MethodsSemi-structured interviews were conducted with physical therapists (PTs) and occupational therapists (OTs) who have delivered BCI-FEST. Interview questions were developed using the COM-B (Capability, Opportunity, Motivation—Behaviour) model of behaviour change. COM-B components were used to inform deductive content analysis while other subthemes were detected using an inductive approach.ResultsWe interviewed PTs (n = 3) and OTs (n = 3), with 360 combined hours of experience delivering BCI-FEST. Components and subcomponents of the COM-B determined deductively included: (1) Capability (physical, psychological), (2) Opportunity (physical, social), and (3) Motivation (automatic, reflective). Under each deductive subcomponent, one to two inductive subthemes were identified (n = 8). Capability and Motivation were perceived as strengths, and therefore supported therapists’ decisions to use BCI-FEST. Under Opportunity, for both subcomponents (physical, social), therapists recognized the need for more support to clinically implement BCI-FEST.ConclusionsWe identified facilitating and limiting factors to BCI-FEST delivery in a clinical setting according to clinicians. These factors implied that education, training, a support network or mentors, and restructuring the physical environment (e.g., scheduling) should be targeted as interventions. The results of this study may help to inform future development of new technologies and interventions.

An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success

The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts.

Disparities in mentoring and mental health problems of U.S. college students in science and engineering during the COVID-19 pandemic

This study examines the relationships between mentoring support and mental health problems (i.e. depression and anxiety) among college students in science and engineering in the United States during the COVID-19 pandemic. Descriptive results from a nationwide survey of 2352 undergraduates (from 43 institutions in 25 states), indicate that students who identified as women, underrepresented racial/ethnic minorities, of lower socioeconomic status (SES), and persons with disabilities reported higher levels of mental health problems at the beginning of the COVID-19 pandemic (early summer 2020). Structural equation modelling results indicate that student perceptions of instrumental and psychosocial mentoring support were positively associated with mentoring satisfaction (MS), which in turn was negatively associated with their mental health problems. Moderation analysis findings show that the relationship between MS and mental health problems is stronger for low-SES and non-disabled students. Implications for research and efforts to address the mental health problems of college students are discussed.

Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use.

Research links adolescent dating violence (ADV) victimization to negative developmental outcomes, including involvement in substance use. Informal mentoring is associated with several positive outcomes, including reduced risk of substance use. Addressed in this study is whether support from an informal mentor can function to protect victims of ADV from involvement in substance use.Participants were 152 adolescents (grades 9-12).Findings revealed a significant association between ADV victimization and adolescents' involvement in substance use, as well as some evidence that support from an informal mentor moderates that link. When informal mentor support was low or at the mean, ADV victimization was significantly linked to adolescents' involvement in substance use; when informal mentor support was high, ADV victimization was unrelated to substance use involvement.Discussed are research and practice implications of the potential protective role of informal mentors for victims of ADV.

Developing and Evaluating the Effectiveness of a Nursing Leadership Mentoring Pilot Program.

The nurse leader role is a vital role in ensuring quality, safety, and staff retention in the health care setting. A new nurse manager often receives little mentoring support when assuming a new role. Fifteen mentor/mentee pairs were provided with 6 training sessions specifically designed using the Hale Mentoring Up theoretical framework. Surveys and focus groups were conducted at mid- and endpoints. Data were digitally recorded, transcribed verbatim, and loaded into NVivo 12. Two attributes that facilitated a positive mentoring relationship emerged from the qualitative analysis: interpersonal and organizational skills. Interpersonal skills included a mentor-mentee relationship that was built upon trust, flexibility, and learning and development; and organizational skills included building relationships both internally and externally. Furthermore, time was identified as a barrier to mentoring. A mentoring program is a vehicle to help support new nurse leaders through an educational intervention and mentoring support program. The development of a mentoring pilot program helps to strengthen future nursing leadership to support new leaders in their roles.

Scientific and Methodological Support as a Condition for Securing Teachers of Educational Organizations in the Profession

The meaning of scientific-methodological and methodical accompanying of teachers are opened. The factors and conditions of teachers’ support are considered, the forms of methodological support implemented by the methodological service of the educational organization are declared. The aim of the article is to study the meaning of scientific-methodological and methodical accompanying, to define functions and conditions of its’ realization. Methodology. To study precondition for the “launch” of processes of selfregulation and creative initiatives of teacher in professional activity and necessity of using differential approach at teachers’ scientific-methodological and methodical accompanying the method of questioning used. The subjects were offered methods to identify difficulties in professional activity, to identify the need for teachers to be accompanied by mentors in the process of activity and their participation in the mentoring program. The results of the study were manifested in specific quantitative and qualitative indicators: 16 out of 18 young teachers confirmed that they are aware of the need to be accompanied by more experienced mentors: they need help in organizing the educational process, in solving educational tasks with students. In terms of scientific-methodological and scientific-methodological support, novice teachers (all 18 students) noted that they need support in the development and implementation of textbooks, programs and other regulatory documents, the preparation of scientific articles and research. Before the implementation of the program, potential participants were offered questionnaires, the answers to the questions in which determined their desire to become a real professional. So, to the question “Would you like to improve your professional level?” 18 people (100%) confirmed their desire; to the question “Do you need the support and support of experienced mentors?” 16 people (83%) answered positively; to the question “Are you ready for self-improvement and self-development?” 18 people (100%) gave affirmative answers. In the process of implementing the mentoring program, young teachers participated in the development of group projects, collectively solved tasks with students within the framework of case, quest, triz technologies. Upon completion of pedagogical influences, young teachers began to feel more confident in solving educational and educational tasks with pupils, did not have difficulties in the ability to build trajectories of interaction, showed the ability to form a comfortable psychological climate in the classroom. Students under the guidance of young teachers, united by a single motive, began to show interest in learning, took part with interest in creative design. They productively implemented the ideas of the teacher, which indicates an adequate attitude of the majority of respondents to the need to improve their professional growth.

ATBC 2022 Student and Early Career Awards

The Association for Tropical Biology and Conservation (ATBC) recognizes the exceptional research of students and early career scientists through awards presented at Annual Meetings of the ATBC. The ATBC is pleased to announce the 2022 winners of these awards, which were presented at the 58th Annual Meeting of the ATBC in Cartagena, Colombia, “Conserving Tropical Biodiversity and Achieving Socio-Ecological Resilience in the Anthropocene: Opportunities and Challenges.” The Luis F. Bacardi Award for Advances in Tropical Conservation is awarded to the best conservation talk presented during the ATBC Annual Conference by an early-career scientist (i.e., a researcher who received their Ph.D. no more than 5 years before the meeting date). This award was established in 2005 with an endowment from the Lubee Bat Conservancy, an international non-profit organization based in Gainesville, Florida, USA. The Lubee Bat Conservancy was founded in 1989 by the late Luis F. Bacardi and is dedicated to protecting biological diversity through the conservation of fruit- and nectar-feeding bats. At the 2022 ATBC Annual Meeting, Katharine Thompson, a Presidential Postdoctoral Fellow at Pennsylvania State University (USA) was awarded the Luis F. Bacardi Award for her presentation entitled “From lemurs to lobsters: Land to sea links in a coastal socio-ecological system in western Madagascar.” The Alwyn Gentry Presentation Awards were established to recognize outstanding oral and poster presentations given by students at the ATBC Annual Conference. Alwyn Gentry (1945–1993) was a prominent botanist who made exceptional contributions to the study of the diversity and conservation of tropical plants and to the training of students from the Americas. These awards are in remembrance and recognition of the contributions of this singular scientist, colleague, supportive mentor, and friend. At the 2022 ATBC Annual Meeting, Rodrigo Muñoz, Ph.D. candidate from Wageningen University and Research (The Netherlands), was awarded the Alwyn Gentry Award for the Best Oral Presentation for his presentation entitled “Climatic drivers of productivity in tropical secondary forests.” Lim Qi Luan, a Ph.D. candidate from the Wildlife Research Center, Kyoto University (Japan) was awarded the Alwyn Gentry Award for the Best Poster for her presentation entitled “Historical effective population size of the endangered Malayan tapir: implications for conservation.” The New Phytologist Trust graciously funds an annual award to recognize achievement in Plant Biology by a student author presenting a poster at the ATBC Annual Meeting. At the 2022 Annual Meeting, the New Phytologist Poster Prize in Plant Biology was awarded to Siddarth Machado, a Ph.D. candidate from the School of Forest, Fisheries and Geomatics Sciences at University of Florida (USA), for his poster entitled “Resilience to drought in a humid tropical Dipterocarp forest, India.” The ATBC is honored by all who chose to present their work at the 2022 ATBC Annual Meeting and congratulates these recipients for their outstanding contributions to tropical biology and conservation. The ATBC is also honored to be able to award the Navjot Sodhi Conservation Research Award each year to a student or recent graduate from a developing country conducting research in tropical conservation biology. This award is in remembrance and recognition of the contributions of our dear colleague and friend Navjot Sodhi, who inspired many students and colleagues with his passion for research and the conservation of tropical biodiversity. Armando Das, Director of Proyecto Tapir Nicaragua and a Ph.D. candidate from Michigan State University (USA), was awarded the 2022 Navjot Sodhi Conservation Research Award for their project entitled “Establishing the baseline to protect and manage critically endangered mammals in one of the last strongholds for tropical biodiversity in southeast Nicaragua.” The ATBC promotes the professional development of students working in the areas of tropical biology and conservation by awarding seed grants to support graduate student research. The ATBC is pleased to announce the 2022 winners of the Seed Grants, who are the following: We thank the Grants and Awards Committee of the ATBC for volunteering their time to review Seed Grant and Navjot Sodhi Conservation Research Award applications. We also thank all who volunteered to evaluate oral and poster presentations during the ATBC 2022 Annual Meeting. The New Phytologist award was judged by the representatives from the journal.

Professional development of kazakhstani rural teachers of russian language and literature in the context of digitalization of education

Introduction. The professional development of a teacher improves the quality of education, contributes to the improvement of the teacher's skills and motivates him for further continuous professional growth. The purpose of the article is to diagnose the professional needs of Kazakhstani rural teachers of Russian language and literature and to determine the factors contributing to their professional development. Research methods. To determine the assessment of the activities, working conditions and professional development of Kazakhstani teachers, the results of the international study of the teaching staff on teaching and learning TALIS-2018 were analyzed. The method of secondary data analysis based on a large-scale study was used, as a result of which it has high validity. The SPSS statistical program was used to process an international database. In order to determine the needs of rural teachers and factors that negatively or favorably affect their professional development, a questionnaire was conducted. More than 70 rural teachers of Russian language and literature of Almaty region took part in the online survey. In addition, focus groups with teachers of the Almaty region were conducted to obtain high-quality data. The interview was processed using the decryption method, that is, transcribing audio recordings and encoding texts. Results. The article analyzes how the data of the international TALIS-2018 study were used to reform Kazakhstan's educational policy. In addition, the results of the online survey allowed the authors to conclude that rural teachers of Russian language and literature prefer to master the topics of digital technologies in education (54.5%), functional literacy and critical thinking (54.3%), assessment methods (47.1%). The professional needs of rural teachers are associated with the need to improve teaching methods (41.2%), consult with the most experienced colleagues (32.5%) and develop skills to work with children with special educational needs. Conclusion. The directions contributing to the professional growth of rural teachers of Russian language and literature and the quality of improving the academic performance of students in rural schools where there is no language environment and poor quality of Internet connection are identified: the formation of digital competencies of rural teachers, extracurricular work, mentoring and professional support, diagnostics of professional needs of rural teachers and the organization of advanced training courses, methodological support of small schools.

Awareness and knowledge of manuscript writing and research integrity: A cross sectional survey among graduate students

Graduate students face a variety of barriers when writing manuscripts. The major barrier is inadequate writing experience and training. We aimed to evaluate the awareness and the knowledge of the basic principles in manuscript writing and research integrity among graduate students, and to assess the usefulness of workshops to improve their knowledge about manuscript writing process. A cross sectional survey was developed to evaluate the awareness and the knowledge about the manuscript writing steps and the research integrity among graduate students in Jordan. A one-day workshop about manuscript writing and research integrity was conducted. Students (n = 285) completed the questionnaire. Most participants were female masters'; students. Although 83.8% of the students were aware of the general manuscript structure, most of them were not aware of the basic concepts to write most manuscript sections. Only 22.5% of the students were aware of the authorship criteria. Data showed a lack of knowledge of different practices of scientific misconduct. Barriers in manuscript writing included the lack of focused research methodology courses and the lack of professional workshops and the absence constructive mentorship support. The workshop was useful in introducing the key concepts in manuscript writing. The present study revealed a lack of knowledge among graduate students about manuscript writing and scientific misconduct. Professional workshops are useful in improving students’ knowledge.