University Programs Research Articles

Talent Management Program in a State University and College (SUC)

The study intends to find out the existing Talent management program and practices of SUC and determine the extent of implementation of Talent management. The researcher used simple random sampling results of about 142 employee-respondents and it was held in Samar State University. A descriptive-evaluative survey design was used to assess the talent management practices and strategies presently implemented within the locale of the study. Talent management practices of the SUC resulted from the majority of various ‘yeses’ in the form of frequency. Employee engagement practices, suggestion boxes, and training Needs Survey resulted in 138 (95.50) and 114 (80%) yeses from the employee-respondents. It was emphasized that work ethic 121 (85%) and job expertise 121 (85%) are the major characteristics that define talent. It was also suggested that strategies of SUC must provide training and development (87.50%), rewards, and bonuses (77.50%). The study also found out that informal succession planning is exercised with a rating of 80% or 114, thus formal succession management of talents must be implemented. SUC Support in pursuing a doctorate of employees has a compelling score of 110 (77.50%). The majority of employee respondents choose incentives (128 (90%) as monetary and training and development opportunities, and 103 (72.50%) as non-monetary rewards as part of their reward and recognition. The extent of implementation of talent management strategies, and process improvement results to ‘significantly implemented’ except for one ‘company process help work improvement was only ‘moderately implemented’. In management improvement, all resulted in ‘significantly implemented’ same as to work environment improvement. The Researcher suggests that these talent management strategies must be fully implemented as an anchorage for the success of talent retention and the satisfaction of employees within SUC.

Moroccan university students’ interest in reflective thinking: the role of age, gender, and academic level

ABSTRACT Given the contemporary global issues and recent advances in technology, 21st-century skills are deemed necessary to successfully adapt to the challenges inherent in today’s world. Reflective thinking is one of the crucial skills for fostering critical thinking, lifelong learning, and employability skills among students. In light of the scarcity of research on reflection in Moroccan higher education, the current study investigates the extent to which Moroccan university students are interested in engaging in reflective thinking and the role of age, gender, and academic level in their interest in reflective thinking. The data are collected from 107 Moroccan English department students. The results indicate the absence of gender-based differences in interest in reflective thinking among the students. Nevertheless, age and academic level significantly differentiate Moroccan university students in terms of their interest in reflective thinking. Building on this, the current study suggests some pedagogical implications for integrating reflective practice in university courses and programs, and highlights several issues that can serve as avenues for future research.

Challenges and Barriers to Commercialization of Health Sciences Research Results: A Qualitative Study

Background: In today's world, due to intense competition and the rapid pace of production, exploiting knowledge and converting it into economic returns has become a critical management issue for academics and capital owners. Commercialization activities can impact the educational and research programs of universities, potentially leading to resistance against them. Objectives: The current study was conducted to identify the challenges of the commercialization process in health science research. Methods: This qualitative study was conducted between June and December 2022 in Tehran province, Iran. Data were collected using semi-structured interviews with 22 key individuals, including university management and technology experts, as well as CEOs and experts from knowledge-based companies, selected through purposive sampling. The interview guide was designed based on four in-depth interviews, theoretical foundations, and comparative study findings. The obtained data were analyzed using the conventional content analysis method in MAXQDA 10 software. Results: The challenges of the commercialization process for health sciences research results were categorized into six main themes and 16 sub-themes. The main themes identified in this study were rules and regulations, societal culture, university management and infrastructure, human resources, financial systems, and organizational cooperation with industry. Conclusions: Policymakers, especially senior health managers, can create a suitable platform for the optimal use of resources and the expansion of targeted relationships between universities and industries by incorporating economic insight into academic services. By compiling relevant laws and guidelines, optimizing resource management, achieving financial independence for universities, and increasing the productivity of health research, the high costs associated with the commercialization of academic research projects can be reduced.

Quantity and Quality: Equity Considerations for the Funding of Categorical Programs in Community Colleges

ABSTRACT Categorical funding is often intended to support our most historically underserved students, while also addressing financial inequities. Extant research suggests, however, that these funding streams may be equitable in intention but not in practice. Situated in a multidimensional equity framework, this study leverages descriptive budget data, funding and regulation documentation, and interviews with categorical-affiliated staff across multiple institutions within the US’s largest community college system to examine funding (in)equities of categorical funding and their potential to address persistent inequities in student access and success within higher education. Our findings suggest that in addition to trade-offs in the funding formulas themselves, contextual factors via program regulations and institutional characteristics also ultimately influence the “equitable” resourcing of these potentially high-impact programs. This study contributes to literature on higher education finance and policy, including the often-overlooked mechanism of categorical funding, and offers implications for future policy and practice, as well as opportunities for future research.

Intestinal epithelium dysfunctions cause IgA deposition in the kidney glomeruli of intestine-specific Ap1m2-deficient mice

Intestinal epithelial cells (IECs) serve as robust barriers against potentially hostile luminal antigens and commensal microbiota. Epithelial barrier dysfunction enhances intestinal permeability, leading to leaky gut syndrome (LGS) associated with autoimmune and chronic inflammatory disorders. However, a causal relationship between LGS and systemic disorders remains unclear. Ap1m2 encodes clathrin adaptor protein complex 1 subunit mu 2, which facilitates polarized protein trafficking toward the basolateral membrane and contributes to the establishment of epithelial barrier functions. We generated IEC-specific Ap1m2-deficient (Ap1m2ΔIEC) mice with low intestinal barrier integrity as an LSG model and examined the systemic impact. Ap1m2ΔIEC mice spontaneously developed IgA nephropathy (IgAN)-like features characterized by the deposition of IgA-IgG immune complexes and complement factors in the kidney glomeruli. Ap1m2 deficiency markedly enhanced aberrantly glycosylated IgA in the serum owing to downregulation and mis-sorting of polymeric immunoglobulin receptors in IECs. Furthermore, Ap1m2 deficiency caused intestinal dysbiosis by attenuating IL-22-STAT3 signaling. Intestinal dysbiosis contributed to the pathogenesis of IgAN because antibiotic treatment reduced aberrantly glycosylated IgA production and renal IgA deposition in Ap1m2ΔIEC mice. IEC barrier dysfunction and subsequent dysbiosis by AP-1B deficiency provoke IgA deposition in the mouse kidney. Our findings provide experimental evidence of a pathological link between LGS and IgAN. AMED, AMED-CREST, JSPS Grants-in-Aid for Scientific Research, JST CREST, Fuji Foundation for Protein Research, and Keio University Program for the Advancement of Next Generation Research Projects.

Literacy Practices of Indonesian College Students Participating in One Semester Off-Campus Program

Although there is a growing consensus in research that literacy practices can inform growth in literacy competence, there remains a dearth of studies explaining what and how Indonesian college students interact with texts in off-campus contexts. The objectives of this study are two folds: (1) to identify types of literacy practices carried out by Indonesian undergraduate students; and (2) to study the differences in use of the literacy practices between high rating and low rating students. As many as 200 Indonesian undergraduate students participated in this study. They were asked to complete an online questionnaire of literacy practices and a self-assessment. Principal Component Analysis were employed to analyze data for the first research question. T-test analysis was performed to answer the second research question. We found that there are 8 factors treated as posteriori categories of students’ literacy practices off campus, including professional-related literacy practices, academic-related literacy practices, knowledge-generating literacy practices, self-regulated literacy practices, leisure literacy practices, transactional literacy practices, and course-related literacy practices.. The t-test analysis showed that there are significant differences in use of literacy practices in the four first factors between high rating and low rating students. This is because high rating students typically engaged in reading and writing activities that support success of their college program. These findings indicate that determining effective interventions is pivotal to improve literacy skills of Indonesian college students that tap into their structure of literacy practices out of campus.

The Evolving Role of Diversity, Equity, and Inclusion Programs in Academic Health Institutions

This Viewpoint examines the role of diversity, equity, and inclusion programs in academic health institutions and universities and encourages such institutions to reexamine and reengage with the goals of these programs.

EXPLORING THE CONTRIBUTION OF MASTER’S ENGLISH LANGUAGE EDUCATION PROGRAM ON TEACHER PROFESSIONAL LEARNING

Teacher professional learning (TPL) has been considered a significant need to strengthen teachers’ professional growth, which in turn fosters high-quality teaching and enhances students’ learning experiences. It has become a prominent interest in education around the globe, including in Indonesia. However, little is known about the contribution of a university program, especially a Master's program, towards TPL in the Indonesian context. This study aims to investigate the contribution of the Master's English Language Education (MELE) Program towards TPL on graduate students who have become teachers at once. The data were collected from graduate students of the program. A focus group was conducted with nine representatives of two classes that were categorized into two different groups. Constant comparison analysis was used as the data analysis method. The findings revealed three important themes namely applying knowledge into practice; transforming teaching through teachers’ self-inquiry; and improving knowledge, skills, and attitudes toward academic publication. The paper also presents the empirical evidence that takes place during the program and how it contributes to their professionalism.

Strategi Pemasaran Digital Makanan Berat: Pembelajaran dari Praktek Kewirausahaan Mahasiswa STIKES Santa Elisabeth Medan 2024

The digital era has transformed marketing strategies in various industries, including culinary. This research examines the implementation of digital marketing strategies in selling heavy food by STIKES Santa Elisabeth Medan students as part of entrepreneurial practice. Involving 7 students who run an online culinary business for one day. Data is obtained through sales performance analysis. The results show that the use of social media and e-commerce websites increases market reach by 50% and sales by 35% compared to conventional methods. Personalized and interactive content strategies have proven to be the most effective, with engagement rates averaging 20% ​​higher. Key challenges include consistent management of digital platforms and adaptation to social media algorithms. Students also face difficulties in time management between studies and business. And also students who are carrying out activities also experience significant improvements in digital marketing and online business management skills. In conclusion, digital marketing provides great opportunities for students to develop entrepreneurial skills and improve culinary business performance. This research provides insight into effective digital marketing strategies for small-scale food businesses and can be a reference for entrepreneurship programs in universities

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

Use of Nearby Nature in College Outdoor Programming

Background A universal adjustment to pandemic restrictions for the colleges and university outdoor programs we interviewed was limiting travel. This forced outdoor programs to modify their offerings. Some chose to use closer outdoor venues. Purpose This investigation sought to understand if college outdoor leaders believed they achieved or could achieve their program's goals using nearby nature from March 2020 until travel restrictions were lifted—usually beginning in fall 2021—as well as if the use of closer outdoor venues stayed the same or increased after that. Methodology This study gathered data through semi-structured interviews ( n = 14) with college outdoor program leaders. Findings College outdoor leaders reported they were able to achieve some to most of their program's goals, like teaching trip planning skills and providing opportunities for social contact with others by using nearby nature. Once pandemic travel restrictions were lifted, programs largely returned to distant programming. Implications Given the reduction of barriers to participation (e.g., cost and travel logistics) and the benefits (positive health outcomes and socialization) identified in this study of programming in nearby nature, college outdoor leaders are encouraged to increase programming in nearby nature to achieve some of their program goals.

Extracting typing game keystroke patterns as potential indicators of programming aptitude

This study attempted to determine whether individuals possess programming aptitude solely based on keystroke information from typing games where participants type computer programs. The participants were students enrolled in university programming courses. The results indicated that using typing speed alone as an indicator achieved an accuracy of 0.71, while employing a custom machine learning model achieved an accuracy of 0.83. Additionally, it was found that individuals with programming aptitude tended to type the enter key relatively slower compared to other keys.

Community Sports Program in a Vocational College in Jiangxi Province, China

This study aimed to assess Jiangxi Science and Technology Vocational College students' perceptions of community sports programs with a view to developing improved community sports programs. The study found that students generally rated the program as excellent in terms of accessibility, sustainability, effectiveness and satisfaction, demonstrating its success in addressing barriers to participation, using environmentally friendly, inclusive and flexible strategies, and responding to student feedback responded positively. Although there were differences in terms of gender, age, course, and grade level, these factors had no significant impact on students' evaluations of community sports programs. Through the evaluation of existing programs and suggestions for improvement, this study hopes to provide a valuable reference for the development of sports programs in vocational colleges.

Evaluation of sustainability in university tutoring programs for educational leadership: a case study

Evaluation of sustainability in university tutoring programs for educational leadership: a case study

Evaluating Food Procurement against the EAT-Lancet Planetary Health Diet in a Sample of U.S. Universities.

Aligning institutional food procurement with planetary health targets offers opportunities to improve nutrition and reduce food-related greenhouse gas (GHG) emissions. This study compared foods procured by 19 university dining programs in the U.S. in 2022 with the EAT-Lancet planetary health diet. Each university's procurement was then modeled to align with the EAT-Lancet planetary health diet, and changes to Healthy Eating Index (HEI) scores and GHG emissions were evaluated. For a subset of universities that provided cost data, changes in annual total food costs were also estimated. Universities in this study exceeded EAT-Lancet planetary health targets for beef (x- = 657% of target), pork (x- = 587%), poultry (x- = 379%), and eggs (x- = 293%). All universities failed to achieve planetary health targets for legumes and nuts (x- = 39% of the target) and vegetables (x- = 68%). Aligning food procurement with the planetary health diet would result in an estimated average 46.1% reduction in GHG emissions and a 19.7 point increase in HEI scores. Universities that provided cost data saw an average 9.7% reduction in food costs in the EAT-Lancet-aligned scenario. The procurement metrics assessed in this study can help university dining programs and other institutional food service organizations set goals and monitor progress toward planetary health targets.

Applying the Task Assignment Method to Teaching Chinese Reading Comprehension Skills at the Basic Stage at Hung Vuong University

In the trend of global integration, Chinese is increasingly proving its important role as an international language, foreign language and culture subject in university programs. Chinese provides students with a new communication tool to absorb advanced scientific and technical knowledge, learn about rich cultural diversity, and easily integrate with the international community. The teaching staff of the Department of Chinese Language and Culture has been using a number of active teaching methods for Chinese Reading comprehension based on two pedagogical perspectives: "learner-centered" and “process-centric”. Among them, task-based teaching method (任务型教学法) is one of the important teaching methods. This is a task-based language teaching method in which instructors guide language learners in completing tasks in class.

Improving the training on creating a distance learning platform in higher education: evaluating their results

The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan’s universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of “Informatics” in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the “Education-Online Platform” discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists.

A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC

IntroductionIn recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.MethodsThis paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.Results and discussionThe results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.

학습공동체 프로그램 참여가 대학생들의 학업적 자기효능감, 회복탄력성, 대학몰입, 학업 성취도에 미치는 영향

Objectives This study investigated the effects of university students’ participation in learning communities as extracurricular programs on their academic self-efficacy, resilience, institutional commitment, and academic achievement. Methods A total of 72 undergraduate students attending a 4-year university in Korea participated in the study. They all have participated in learning community programs for one semester and were tested for their academic self-efficacy, resilience, institutional commitment, and academic achievement before and after their learning community experiences. Pre- and post-test data for these dependent variables were analyzed using SPSS 28.0 through paired sample t-tests. Results The analysis found that the participating students’ overall academic self-efficacy and all of its three sub-factors showed a statistically significant increase. Similarly, the resilience area also showed a significant increase in pre-post comparison, and significant increases were confirmed in the control and sociability sub-factors. The participating students’ level of university engagement in total and in two of the three sub-factors showed a significant increase. No significant difference was found in academic achievement between pre-test and post-test results. Conclusions The results of this study confirm that learning community programs in universities can have a positive impact on important areas for university students such as academic self-efficacy, resilience, and university engagement. This suggests that various learning community programs be facilitated in many universities to promote improvement in these areas.

Assessment symposium assessment practice in a changing world

The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations, Professor Antony John Kunnan, Carnegie Mellon University; Professor Guoxing Yu, University of Bristol; and Dr Paul Moore, the University of Queensland, shared an overview of their scholarly work on integrated assessment. The Symposium also included practitioner and student voices from Australia’s English language intensive courses for overseas students (ELICOS) sector in a panel discussion that considered the impacts of integrated and online assessment on assessment practices in their contexts over the previous three years. This paper provides excerpts from these speakers, contextualised with a brief discussion of DEPs globally, and focussing on the Australian university DEP context.