Metropolitan Universities Research Articles

Strength of cross-sector collaborations in co-designing an extended rural and remote nursing placement innovation: Focusing on student learning in preference to student churning.

To describe the strength of a cross-sector and multi-university collaboration in co-designing an extended nursing placement innovation in rural and remote Australia. Registered nurses are Australia's largest health workforce. Short-duration placements can limit nursing student exposure to rural and remote practice, impacting student capacity to tailor and contextualise their practice, navigate complex inequities, establish a sense of belonging and consider rural practice post-registration. Extended nursing placements have been recommended to address these challenges, but there are no guidelines governing their development and limited resources to support implementation. Methods adopted in program development included the following: (1) collaboration establishment; (2) co-defining challenges confronting nurse education in these contexts; (3) co-developing guiding principles; (4) co-designing a new approach to nurse education, the Extended Nursing Placement Program (ENPP); and (5) the co-contribution of stakeholders to program design, implementation and evaluation. Regional stakeholders include a NSW and Victorian Local Health District/Service, three Aboriginal health services and the Royal Flying Doctor Service of Australia. University participants include two metropolitan universities, a University Department of Rural Health and final-year Bachelor of Nursing students. Program implementation in Semester 1 of 2022 with seven final-year nursing students. The authors propose that the adoption of collaborative approaches can contribute to re-framing student nurse education and the development of a rural-ready nursing workforce. These approaches can provide regions and universities with the opportunity to avoid student churn whilst promoting the attainment of skills required to work, live and thrive in these locations.

Reckoning with Our Racist Past: An Academic Health Center’s Engagement with History and Health

Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC’s care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, History, and Health; Racial Equity, designed to (a) increase awareness of our institution’s history, impact, identity, and culture, and (b) support meaningful conversations around history, health equity, structural racism, and health sciences education. Urban and metropolitan universities may learn from and replicate this program and encourage such conversations in their communities.

비대면 수업 운영에 따른 한국어 교사의 직무스트레스 및 직무도전성에 관한 연구

The purpose of this study is to empirically identify the job stress and job challenge perceived by Korean teachers in the non-face-to-face classroom environment caused by COVID-19. Today’s evolving technological advances and the variable COVID-19 have had a direct impact on the change in the educational field. The introduction of the non-face-to-face class method changed the educational paradigm and had an effect on the job of the professor. In particular, in the case of Korean classes for foreigners, there was a lot of trouble from designing the class method. In order to achieve the purpose of this study, qualitative data were collected and analyzed from 5 Korean language teachers at metropolitan universities. The research method was a semistructured interview based on a questionnaire, and took three forms: face-to-face, telephone, and video. The results of interview data analysis were able to draw contradictory results in job stress and job challenge. Job stress increased due to non-face-to-face classes, but on the other hand, job challenge also increased. The factors contributing to job stress were the application of the online job environment, the difficulty of interaction between teachers and learners, and the phenomenon of work overload. Nevertheless, the professor had the characteristic of being able to demonstrate job challenge by producing high-quality educational contents. Factors affecting job challenge include competency development and expansion, creative idea creation, and job prospect search. Based on the analysis results, conclusions and implications for improving job stress and job challenge of Korean teachers were presented.

체험형 창업교육 활성화를 위한 온라인 플랫폼 구축에 관한 탐색적 연구

Recently, through rapid quantitative expansion of entrepreneurship education within universities, infrastructure and environmental factors such as entrepreneurship education lectures and start-up-friendly academic system have become sufficient. New changes and supplements are required. Therefore, this study intends to present a diagnosis and analysis of the current status of domestic and foreign start-up education and improvement plans based on policy efforts and performance analysis such as the five-year plan for university start-up education and the start-up-friendly academic system. Through this, from a mid- to long-term perspective, we intend to suggest a foundation for upgrading in qualitative areas such as the contents and methods of domestic university start-up education, and operation plans. In particular, this study intends to suggest the necessity of establishing an online startup education platform that can be easily accessed and utilized by professors, faculty, and students in the university, its composition system and main functions, and its application and expected effects. Through this, it is intended to help to resolve the discrepancy in entrepreneurship education that is occurring between entrepreneurship education professors and students, the metropolitan area and local universities, and to provide high-quality start-up education operation and content support.

Психологические стратегии и типы финансового поведения студентов разных российских университетов

The article presents the results of empirical research aimed at a comparative analysis of financial behavior strategies and economic aspirations of Russian students (N = 80, age 19–20 years) studying at metropolitan and regional universities (Saratov and Moscow). As methods of research were used survey and testing (questionnaire of subjective economic well-being V. A. Khashchenko; test of dispositional optimism in modification of T. O. Gordeeva, O. A. Sychev, E. N. Osin; questionnaire of self-organization of activity in E. Yu. Mandrikova adaptation; Schwarz portrait questionnaire). In two groups of students both similarities (determinants of financial behavior, economically cautious strategy of budget management, avoidance of financial risk, small savings practices, financial infantilism, lack of financial awareness, attractiveness of some forms of investment, optimism expression, similarity of profiles of value orientations) and differences (personal budget structuring, economic aspirations and dream, readiness to take financial risk) were found. It is asserted that the identified similarities are determined by the respondents’ affiliation with a certain social group, while the differences are caused by the subcultural features of the territory of study and residence. Based on the assessment of subjective economic well-being and life prospects, configuration of value orientations, specifics of strategic goal-setting, the typology of financial behavior of students studying at different universities is proposed. The applied aspect of the problem under study consists in the possibility of using the results in the development of programs of socio-psychological adaptation of students to the conditions of learning and living; educational programs aimed at eliminating economic illiteracy of students; programs of psychological support and student counseling.

코로나19로 인한 대학생의 수업 방법 선호도와 비대면 온라인 수업 만족도에 관한 연구: 호텔·관광 전공 실습 수업을 중심으로

In this study, college students" preference for class methods due to COVID-19 and non-face-to-face online number of major subjects. The purpose of this study was to analyze job satisfaction. first. As a result of analyzing the class preference according to the characteristics of the study subjects, recorded video classes were overwhelmingly preferred, followed by hybrid classes. In the form of university, students at local universities had a relatively high preference for face-to-face classes and hybrid classes. Second, as a result of analyzing the preference of online classes for major practicum subjects according to the characteristics of the study subjects, the preference for face-to-face classes was overwhelmingly high in all characteristics, but the only significant difference was the average grades. Third, there was a partially significant difference in satisfaction by type of distance learning according to grade and type of university. In all items with significant differences, the satisfaction level of metropolitan universities was lower than that of regional universities. Based on the analysis results, it is necessary to develop lecture content suitable for the various characteristics of students and university types and to reinforce the system.

VOLGSTU GRADUATE ASSOCIATION: DEBUT IN A PANDEMIC BACKGROUND

Alumni associations are a relatively new phenomenon for Russia, typical, as a rule, for large metropolitan universities with a long history, rich traditions and extensive international relations. In recent years, alumni associations have begun to appear in regional universities. The authors analyze the situation with the development of alumni associations in the flagship universities of the country and in the universities of Volgograd (the chronology and forms of activity are considered). The article summarizes the results of Volgograd State Technical University Alumni Association's first year. Plans, goals and tasks for the further development of the VolgSTU Alumni Association have been developed. The authors show that the dynamic formation of alumni associations can be promising for regional universities as well, serving as platforms for the interaction of regional elites, centres of strategic decisions for regional development and providing communication between generations of alumni.

The student youth’s universal values and the Russian society development

In recent decades, the concept of sustainable development has become the key theoretical focus for most countries. Traditions and values play an important role in ensuring sustainable development, including the attitudes of the younger generation, especially of the student youth who plan their professional future in Russia or abroad. The student youth preferences largely determine the country's development strategy and the assessment of its human capital. In 2018, the authors conducted the second wave of the empirical study Spiritual-moral culture of the Russian university (first wave - in 2012) which focused on the values of students of such leading universities as the Lomonosov Moscow State University and Saint Petersburg State University, and of such regional universities as the Tyumen State University, Samara State Technical University and Sevastopol State University. The research was conducted by a mass survey of 2505 students, including an online questionnaire. The concept of traditionalist modernization was used as an explanatory model. The article presents the results of the factor analysis of students value orientations according to the Schwartz scale and of students leisure practices, and also such indicators as authority, responsibility and tolerance of students. The authors come to the conclusion about the youths universal values that are quite flexible in relation to both modernization and preservation of the Russian specifics, which is somewhat different from the 2012 study with a more evident commitment to traditionalism. The authors interpret this fact as a generational feature of people born in the prosperous 2000s, which proves the gradual transition of the Russian society to the universal values, a combination of different value foundations and a departure from paternalistic attitudes. The article presents the results of the comparative analysis of some priorities of metropolitan and regional universities students, identifies the specifics of both types of universities, which allows to stress the different degrees of values universalism.

Развитие академического технологического предпринимательства в России

Technology entrepreneurs play a critical role in modern models of economic growth. At the same time, the features and development trajectories of technological entrepreneurship and gazelle firms in Russia differ from countries with mature market economies. The purpose of the article is to assess the state of academic technology entrepreneurship in Russian universities and to develop recommendations for its development. The methods of two-dimensional classification of universities according to two indicators of technological entrepreneurship development, correlation analysis, assessment of intergroup differences according to the Mann-Whitney U-criterion, qualitative analysis of entrepreneurial ecosystems in universities, methods of constructing algorithms were used. As a result, it was found that the number of start-ups and the likelihood of receiving commercial funding are practically not correlated. There is a group of universities that are not among the largest metropolitan universities, but have a high proportion of entrepreneurial projects that have successfully passed the seed stage and received commercial funding (business angel, venture fund). These top performing universities are distinguished not only by their innovative infrastructure, but also by a wide variety of community centers. Taking into account the results obtained an algorithm for the development of academic technological entrepreneurship on the basis of the university as an innovation hub has been developed. Its important elements are: pre-active marketing of scientific research groundwork, development of the social capital of the ecosystem, and collaboration practices. The results may be of interest to technology entrepreneurs themselves, as well as to universities interested in the development of academic entrepreneurship.

How Do Educational Experiences Predict Computing Identity?

Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing.

How I cope at university: Self-directed stress management strategies of Australian students.

Universities across the world remain under-resourced and frequently unequipped to provide the required support to the increasing demand of students experiencing mental health problems. While there is a considerable amount of research focusing on university student stress levels, interventions to address them, and coping strategies adopted by students, little research has reported on the strategies students choose to manage their stress and how that relates to their self-identified sources of stress as well as to what universities are offering to support their mental health and wellbeing. The present study provides a contribution in this direction, reporting on a study that surveyed over 3200 students from three large Australian metropolitan universities and interviewed three groups of university staff who provide student wellbeing services. Results highlight differences between what students and staff perceive as main sources of stress and best strategies to address them. In addition, students recommend task-oriented, pro-active coping strategies more often to their peers than engage in them themselves. The findings of the study further reinforce the need to develop an understanding of student coping strategies with a lens considerate of students' perspectives and preferences to authentically support their wellbeing, better informing planning and service delivery.

Attitudinal beliefs towards individuals with disabilities at a metropolitan university: Insights and implications for kinesiology professionals

The primary aim of this study was to examine the attitudinal beliefs of college students, faculty, and staff at a public metropolitan university toward individuals with disabilities. This cross-sectional study utilized the Interactions with Disabled Persons Scale to assess current perceptions of individuals with disabilities of students, faculty, and staff (n=138). Independent t-tests and an ANOVA were utilized to examine differences between students and faculty/staff. Results revealed males, individuals with some experience in coursework related to individuals with disabilities, and those with higher volumes of contact with individuals with disabilities displayed lower scores on the IDP. Additional research utilizing a larger sample size is needed to confirm these findings. Importantly, this paper provides evidence of the need for efforts by kinesiology educators to provide curriculum and experiential activities that increase exposure to individuals with disabilities in order to heighten knowledge, lessen discomfort, and ultimately improve the experiences and outcomes of individuals with a disability at metropolitan universities.

Faith and Community Engagement at Anchor Institutions

In a year that has featured a global health pandemic, a racial justice political-social movement, and a divisive political election that stretches democratic principles, the topic of faith and community engagement may seem more prescient than ever. The exploration of the intersection of faith and community engagement at anchor institutions, though, began prior to all of these events. Yet, the topics that emerge in this special issue of Metropolitan Universities journal are even more relevant in our current context, as scholars, practitioners, and community partner co-authors explore the relationship between faith traditions and engagement in the community.
 As we framed this special issue as an editorial team, faith initiatives were initially broadly interpreted and all faith traditions were encouraged and considered (including, but not limited to, Christian, Jewish, Muslim, Buddhist, and Hindu). Faith was loosely defined as a religious historical tradition and set of beliefs centered on a higher power. Faith-based organizations were generally communicated as religiously-affiliated colleges and universities, while faith-based initiatives included programs that were religiously affiliated. This special issue focuses on the intersection of faith and community engagement, specifically how they inform each other and the relationship between them at anchor institutions.

Dreaming Together, Fighting for Freedom Together: African Progressive Nationalism and the Ideology of Unity in Portugal’s African Colonies in the 1950s and 1960s

This article outlines and studies the ideology of unity binding together progressive liberation movements in the Portuguese colonies in the 1950s and the 1960s. This ideological unity was the result of a process that started in metropolitan universities, where students from different colonies were socialised into emancipatory politics. The article underlines the historical roots of that specific practice of an ideology of unity, and shows how it was both a cultural and an ideologically activist choice, rooted in the elite trajectories of those who would later constitute the leadership of these movements. These multiple encounters and joint socialisation created a strong political bond that would be instrumental in the building of a common nationalist ideological ground for the coming decades.

Education

The rapid development of the Internet blurs the geographical concept of province. In the “space of the worldwide web”, centers emerge, become influential and then lose their status so quickly that they simply have no time to become a metropolis. Architectural education experiences these trends to the full extent.The global crisis of the educational system has created a strong demand for distant forms of the professional training; while the coronavirus pandemic has boosted the development of online education.The themes of students’ projects are also changing: provincial cities have become a popular topic for students of metropolitan universities. Even campus architecture is under the pervasive influence of the Internet.The collection of articles devoted to the problems and prospects of the development of architectural education in the new context brings up the topic that will be continued in our next issues.

All In: The Urban Mission

The Coalition of Urban and Metropolitan Universities (CUMU) celebrated its 25th annual conference in October 2019. Convening in Philadelphia PA, this conference was the largest for CUMU to date, selling out weeks in advance and drawing representatives from across the United States, Canada, and South Africa. With the theme of “All In: The Urban Mission”, attendees gathered purposefully to examine how universities are striving to intentionally align their goals with the priorities of their host cities to affect desired change, drive economic development and inclusion, and address issues of shared importance.

Early College High School/Dual Enrollment 2.0

Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher Anthony Jack has described in his landmark study, The Privileged Poor, students coming from large, urban districts are doubly disadvantaged by their experiences in schools; the skills that have allowed these students to get through their high schools are counterproductive at the college level (Jack, 2019).
 Using an evidence-based approach, programs being launched now by colleges and universities focus on the core missions of early college and dual enrollment programs, connecting youth less likely to attend college directly out of high school with powerful programming that propels them towards successful completion of degrees and to the start of their career. This article presents perspectives from a range of institutions (high school, two-year institutions, four-year institutions, and philanthropic investors) that are rethinking these models to maximize community impact and affordability to students and families.

Categorial Image Structure of Their Ethnic Community Member in Modern Russian Students

Junior students have to adapt not only to the new educational environment, but also to the intercultural community of metropolitan universities. Russian students have problems both with categorization of members of other ethnic communities and their own self-categorization, i.e. the way they see a member of their own culture. The research objective was to determine the categorical structure of the image of a representative of their own culture in Russian students that studied in the city of Barnaul. The image depended on the predominating type of the respondents' own ethnic identity. The research methodology was based on the systematic approach to the personality analysis, J. Bruner's theory of perception, V. F. Petrenko's psychosemantic approach, and G. U. Soldatova's typology of ethnic identity. The authors employed the methods of an expert assessment, subjective scaling, and the questionnaire " Types of Ethnic Identity" by G. U. Soldatova and S. V. Ryzhova. They presented the categorical structure of the image of a member of the Russian ethnic group as factor models, or category structures, that described the representative of Russian nationality. Factor models were identified on the basis of the predominant type of ethnic identity of the respondents. Four factor models revealed that young people with a pronounced hyper-identity had a more positive view of the members of their ethnic group, focusing on their strength and strong-will. Students with average ethnic identity noted both advantages and disadvantages. Students with pronounced ethnic indifference tended to put more stress on the negative categories. Students with hypo-identity saw only negative traits in the members of their ethnic group. Therefore, behavioral patterns of interethnic interaction partially depended on the content of the categorical image structure of the representative of one's ethnic group. The authors propose several ways of developing a positive ethnic identity, which make it possible to shape an adequate attitude to representatives of one's own ethnicity and other ethnic groups.

Discapacidad y distribución de bienes simbólicos

Este artículo constituye un análisis de la experiencia institucionales de estudiantes con discapacidad en dos universidades del conurbano bonaerense, la Universidad Nacional de Quilmes (UNQ) y la Universidad Nacional Arturo Jauretche (UNAJ). El objetivo de este texto es comprender las dinámicas internas de las instituciones y su relación con la distribución de bienes simbólicos. Las dimensiones de análisis emergentes de la experiencia de investigación situaron la reflexión en los procesos de identificación, la construcción de la ciudadanía universitaria, el fenómeno de vecinalización de las universidades del Conurbano y las experiencias en la política estudiantil.
 El foco de este trabajo está puesto en algunas dimensiones culturales y simbólicas que son condicionantes de la experiencia de la discapacidad en el ámbito universitario. Estas reflexiones permiten entender que la construcción de una universidad accesible implica una transformación cultural más amplia que modifique el sentido común que se construye alrededor de la discapacidad en nuestra sociedad.

Competitiveness of Russian Universities in the Global System of Higher Education: Quantitative Analysis

Purpose– quantitative analysis and identification of determinants of Russian universities’ global competitiveness.Methods. Parametric and non-parametric methods for data analysis and machine learning.Results. The authors figured out the hidden determinants of international competitiveness of Russian universities and the national educational system of the Russian Federation. We proposed four working hypotheses. (1) The positions of Russian universities in the international QS ranking are different for metropolitan and regional universities. (2) The positions of Russian universities in the international QS ranking depend on the status of universities. (3) The positions of Russian universities in the international QS ranking differ depending on the participation of universities in the Russian Academic Excellence Project “5-100”. (4) The positions of Russian universities in the international QS ranking are different depending on the level of annual university income. We obtained dataset for the study from the analytical materials of the British consulting company QS, as well as information and analytical materials from the results of monitoring the effectiveness of educational institutions of higher education in the Russian Federation.Conclusions. In the empirical part, we have established the significance of the university geographical location influence on its international competitiveness. We have found a high competitiveness level of Moscow and St. Petersburg universities. The international market for educational services does not give preference to universities with the status of a «national research» or «federal». Increased state funding, burdened with approved roadmaps of the Project Office of the Program 5-100, contributes to competitiveness only in the regional educational markets, which is still not enough to strengthen the global international competitiveness of Russian universities and the national educational system of the Russian Federation. Although the level of universities annual income was a significant factor in international competitiveness, university management efficiency played an important role, not only increased funding. Universities with greater institutional management freedom will have greater international competitiveness.