Future Students Research Articles

The problems of university messages in communication with applicants

The types of university communications and the interest of applicants in them are investigated. It is based on the analysis of the Internet survey conducted by the author in the summer of 2023 for applicants to Nizhny Novgorod universities. The interdependence between the style of message texts and their attractiveness to applicants is considered; a hierarchy, according to the target audience, of the university's message signs is proposed. The author has designed the process of receiving a message from an applicant from a university and explain the specifics of these communication processes due to the influence of increased competitiveness of universities for the attention of applicants and the intergenerational gap between university staff and future students, which provides a basis for studying the values of representatives of generation Z. Characteristics of representatives of the younger generation are given, the understanding of «clip thinking» and its influence will be revealed for the receipt and processing of information from the university in the Internet space. Depending on the types of messages that are of interest to future students, the author proposes a typologization of applicants. The multidimensional scaling method used by the author will allow us to identify 4 types of applicants who pay attention to different types of messages from the university, which leads them to different degrees of readiness for admission and the choice of their future profession.

Transtorno de Déficit de Atenção/Hiperatividade

Although the terms “learning difficulty” and “learning disorder” are not the subject of recent investigations, there are still some misunderstandings regarding these terms, including among professionals in the field of Education. In this sense, this study aimed to analyze the conceptions of Attention Deficit Hyperactivity Disorder (ADHD) of pedagogy students. To this end, a questionnaire was developed with questions that covered not only the scientific theme, but also the relationship with learning difficulties, notions of identification, the data collection instrument also allows the participant to mention how prepared they feel to work with a student with the disorder. 33 students participated in the study, being first- and fourth-year students, regularly enrolled in the Pedagogy course at a Public Higher Education Institution. The results demonstrate that students have difficulty in conceptualizing both what Attention Disorder (ADD) and what Hyperactivity is. The participants' responses were redundant, always bringing the aspect of difficulty in concentration and/or focus, nor a relational deficit in ADHD. as a Learning Disorder. Furthermore, 86% of these students did not yet feel prepared to work with this audience and had difficulty presenting possible strategies. Such data reinforce the importance not only of more studies in this area, but especially that the theme be included in Teacher Training, in order to alleviate such difficulties in conceptualization, as well as in planning actions with future students.

A Contextual Analysis on Social Media Updates

This qualitative, corpus-based, and contextual analysis approach aimed to give and provide the linguistic features and functions in male and female social media updates. The purpose of this study was to help the students assess the posts of social media users and to find out if there are linguistic features or linguistic functions found in their social media updates. In this study, there were a total of sixty-two (62) corpora taken from both male and female social media updates that are categorized into five linguistic features, including the intensifiers, tag questions, questions on declarations, lexical hedges, empty adjectives and six linguistic functions including the referential function, poetic function, emotive function, conative function, phatic function and metalingual function. Results revealed that in social media updates of males and females, linguistic features and functions are found by contextualizing their posts in the adopted linguistic frame of analysis. Also, it helps future English students know the linguistic features and linguistic functions as their basis, using other platforms for them to be responsible for posting online. It serves as their point of reference for the students and English instructors to unearth the linguistic aspect in social media, particularly in males and females.

Emotional Intelligence and the Propensity to Cheat: A Survey of Future Accounting Students in Indonesia

Emotional Intelligence and the Propensity to Cheat: A Survey of Future Accounting Students in Indonesia

Identities and Methodologies of Doctoral Candidates Undertaking Audiovisual Research-by-Practice

“Identities and Methodologies of Doctoral Candidates Undertaking Audiovisual Research-by-Practice” comprises a triptych of video essays, crafted by the co-organisers of the inaugural B-Film Creative Practice Colloquium at the University of Birmingham. In each video, the creators reflect upon data collected during this event (including a videographic exercise, digital questionnaires, and filmed interviews). Through analysing how attendees described and executed their practice and methods, the three videos jointly and separately interrogate: • relationships of process and product in audiovisual research-by-practice; • the place of experimental filmmaking in academia; • opportunities for, and impediments to, the adoption and development of filmmaking in the academy. These works have a specific focus on postgraduate researchers and thus may provide guidance for both supervisors and future students working in creative practice research.

ИСПОЛЬЗОВАНИЕ МАРКЕТИНГОВЫХ ИНСТРУМЕНТОВ ДЛЯ ПРИВЛЕЧЕНИЯ ВНИМАНИЯ АБИТУРИЕНТОВ К ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЕ

The article focuses on the need for marketing activities by institutions of higher education in the context of increasing competition in the educational services market. The main tasks and functions of marketing in the activities of higher education institutions are highlighted. The approaches to determining the essential characteristics of an educational product of a higher education institution are analyzed. The forms and methods used to promote educational programs of the university are considered. Special attention is paid to marketing tools to attract the attention of applicants to the educational program. The article describes the content marketing methodology for creating useful and meaningful information to attract the attention of potential applicants to the educational program. The role and place of the graduating department in the marketing activities of the university to attract future students and ensure the effectiveness of communication interaction is determined. A program has been developed to study the peculiarities of communication between the graduating department and potential applicants. Based on the analysis of the results obtained, significant directions for attracting motivated applicants and gaining their trust in the educational program being implemented have been established. It is proposed to use a research focus that will help determine the competitive position of the educational program being implemented from the point of view of potential applicants and obtain data to improve the educational product promotion program, create and maintain an attractive image of the graduating department and reduce the risks of losing motivated and well-trained applicants.

Teachers’ Motivation in Enhancing Sustainable Management of School Projects: Case of Secondary Schools in Sumbawanga Municipality, Tanzania

The study on Teachers’ Motivation in Enhancing Sustainable Management of School Projects: Case of Secondary Schools in Sumbawanga Mincipality, Tanzania. The study aimed at examining the ways of teacher’s motivation on the sustainable management of the school projects in secondary schools. Specifically the study was conducted around by two specific objectives which were; firstly was to identify kinds of school projects implemented from 2017 up 2023 in Sumbawanga public secondary schools, and second was to propose ways of motivating teachers to enhance sustainability of school project management. The study based on ground of both research approaches which were qualitative and quantitative approaches. Hierarchy of Needs Theory by Abraham Maslow in 1954 was used to guide the study. The study took place in Rukwa region in Sumbawanga Municipal council. Twelve (12) public secondary schools were involved in the study. The sample size of the study was 234 whereby 12 of the respondents were heads of the school and 222 were ordinary teachers. Data from the respondents were collected using questionnaire, interview and observation. The obtained data were analyzed basing on both quantitative and qualitative information. Quantitative data were analyzed by percentage distribution and presented using table while qualitative data were analyzed by developing categories and subcategories. The findings of the study identified two major aspects that answer the purpose of the study firstly the finding revealed several implemented school projects for the period from 2017-2023 in Sumbawanga municipality; secondly, the findings indicate ways of teachers motivation that are needed to motivate teachers in order teachers to dedicate their effort in managing sustainably the school projects. Basing on the study findings, the study recommended that schools and government should motivate teachers not financially only but, recognition, team working and appreciation can also be used to motivate teachers, so that teachers can manage well the school projects for benefit of the current and future students.

Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella

Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella

Personalising climate change—how activists from Fridays for Future visualise climate action on Instagram

The visual communication of climate change by social movements has become an emerging subject of research in recent years. Much of the existing literature on visual climate change communication focuses on how environmental movements and protests are depicted by mainstream media outlets. This exploratory study examines the visual climate change communication by social movements themselves. Its focus is on one ‘new narrator’ in the mediated politics of climate change: Fridays for Future (FFF), arguably one of the most significant communicators of climate change. The research question seeks to understand how FFF activists narrate climate action through images posted on Instagram. I discuss examples from major branches of FFF and contribute to existing research by emphasising personalisation as a powerful tool in climate storytelling. The paper’s visual thematic analysis presents three themes that illustrate the personalisation of climate storytelling by FFF activists: localising the effects of global climate change, using performances to convey climate messages, and visualising contentious politics. The implications of this research further underpin the need to recognise climate activists as important actors in the visual communication of climate change.

Perceived effects of residential design on mental well-being: A quasi-experimental study of the University of Michigan's Munger graduate residences

IntroductionResearch documents effects of residential settings on mental well-being (MWB), yet studies on graduate student housing and MWB are scarce. The University of Michigan's (UM) Munger Graduate Residences (“Munger”) building, located in Ann Arbor, Michigan, USA, offers students a central campus housing location, generous common areas, and residential units containing shared living spaces for six or seven residents who each receive their own private bedroom and bathroom. Of the building's 631 bedrooms, 87% do not have windows. MethodsThis quasi-experimental, multi-method study compared Munger (n = 124) and non-Munger (n = 132) graduate student residents’ self-reported MWB, identified design elements residents perceived to affect MWB, and explored how these design elements influenced MWB according to residents. A questionnaire was distributed virtually to 2295 UM graduate students (618 Munger residents, 1677 living elsewhere, locally) that consisted of an existing MWB scale (three subscales: Attentional Function Index, Positive and Negative Affect Scale, and Social Connectedness Scale) and open-ended questions about design elements and MWB. MWB scale and subscale scores were compared for the 256 completed (of 447) responses using multiple linear regression, accounting for demographic, academic, and residential characteristics. Quantitative content analysis of 236 complete open-ended responses was used to identify and compare frequencies of design elements associated with MWB. Design elements most frequently associated with MWB were further analyzed using qualitative content analysis to understand how residents perceived design to affect MWB. ResultsWhen compared to non-Munger residents, Munger residents reported significantly lower MWB (p < .001), attentional function (p = .004), positive and negative affect (p = .001), and social connectedness (p = .002). Content analyses revealed 13 design element categories residents perceived to influence MWB. Positive MWB effects were reported for Munger's amenities and non-Munger units' amount of space for privacy and interaction. Munger residents reported more negative and fewer positive MWB effects of design than non-Munger residents. Although design elements reported to negatively affect MWB across groups primarily related to poor indoor environmental quality and control (e.g., lighting, temperature, ventilation) and social control over privacy and interaction, 75.9% of Munger (vs. 0%, non-Munger) residents reported that windowless bedrooms negatively affected MWB. ConclusionsAccording to residents, Munger's generous shared amenities and naturally lit common areas did not compensate for perceived negative MWB effects of windowless private bedrooms, inadequate indoor environmental quality, inability to control lighting, temperature, and ventilation, and high-density living with randomly-assigned roommates. Study findings have implications for designers, planners, developers, and policy makers working with future graduate student and multi-unit housing, as well as recommendations for existing housing management to support MWB.

Podcasts as Teacher Talk in Historical Thinking

One of the challenges associated with preparing teacher-candidates to teach historical thinking involves moving away from narrative practices that inhibit explicit use of historical thinking concepts. One belief is that if teachers are able to demonstrate out loud how historians work with primary sources—and thus model historical reasoning through the use of historical thinking strategies—they can better assist their students to arrive at more complex understandings about the constructed nature of history. Indeed, as van Boxtel and van Drie (2018) have argued, how teacher-candidates make sense of the past is key to how their future students will learn to make sense of the past. In this practice-oriented journal article, I explore the benefits and challenges of using podcasts as a pedagogy for preparing pre-service teachers to model historical thinking—and thus engage in dynamic conversations as teacher talk. Through a semester-long project that culminated in the development of “Unwritten Histories” podcasts, teacher-candidates were encouraged to work in groups to adopt a National History Day framework for historical inquiry. This involved the use of annotated bibliographies, inquiry questions, and storylines. Participants were also required to adopt a vocabulary for historical thinking, thus practising the strategy of modelling historical thinking out loud—as teacher talk. This pedagogy was found to be beneficial in supporting a criterialist stance in historical reasoning. What makes this inquiry unique is that while a great deal of research has been undertaken with regards to explicitly teaching historical reasoning through document-based writing (De La Paz et al., 2010; Monte-Sano, 2011; Nokes et al., 2007; Sendur et al., 2021), very little research has been undertaken with regards to creating dialogic podcasts for this purpose.

Exploring the experiences of sonography students with simulation-based learning: A perspective from South Africa.

Simulation-based learning (SBL) is widely used in healthcare education to provide a safe environment for students to practice clinical scenarios without causing patient harm. While established in developed countries, SBL's implementation is new in South Africa; there is a lack of research addressing sonography students' experiences. This study aimed to explore and describe the experiences of Bachelor of Science (BSc) second-year sonography students using SBL for clinical training at a local University of Technology (UoT). An exploratory, qualitative and descriptive research study was conducted in 2020, with virtual one-on-one interviews due to COVID-19 restrictions. Eight BSc second-year sonography students, who had undergone SBL in their first year, participated. Data saturation was achieved, and interviews were audio recorded and transcribed verbatim. Thematic analysis revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue-equivalent phantom and (3) Suggestions for improving simulation. While students expressed positive feedback and enjoyment of the simulation tool, they also highlighted limitations, such as unrealistic representations of real patient scanning conditions. This study provides valuable insights into sonography students' experiences with SBL. Positive influence of SBL on clinical training was observed. To enhance SBL for future sonography students, consideration for high-fidelity simulators with advanced software is recommended. Funding options to invest in such simulators should be explored by radiography educators to promote more realistic training experiences.

Developing Disobedience: A Decolonial Childist Perspective on School Strikes for Climate Justice

What do the school strikes for climate teach (adults)? Beyond being apt responses to democratic exclusions, children’s and young people’s strikes also have educative potential (including for adults) through counterweighing formal education, as the authors previously argued. This paper continues to explore the educational import of children and young people’s climate contentions as part of a more explicit decolonial agenda. In a first step, the paper sketches the altered conditions under which children stage school strikes/occupations and highlights increasing global connections drawn also by strikes in the North. Next, departing from a reading of Socrates’s canonical defense of obedience to the law, it offers a reading of the political economy and developmentalism of neoliberal, Anthropocene schooling as part of a modern oikos that depends on children’s work in their roles as “pupils.” Finally, children’s and young people’s activism is approached as resistance to colonially shaped epistemic injustice.

Pedagogical innovation in the context of higher education 4.0: A systematic literature review

Higher education is experiencing a revolution in teaching practices. At the same time, the problem of improving learning has become a debate for many researchers, especially in the context of the industrial revolution. This period of revolution requires a new form of education—education 4.0—based on innovative new approaches. Research on innovation in the academic world has also undergone some evolution since the 2000s. Previously, pedagogical innovations in higher education were not well received. This article proposes a systematic analysis of the literature published between 2013 and 2023 using PRISMA guidelines to ensure the reliability of our results. Content analysis of the 30 selected articles. The results of our study indicate that the adoption of innovations in the academic field remains a crucial issue. Education 4.0 has facilitated innovation, and this observation presents promising prospects for enhancing the quality of education by focusing on the implementation of these innovations, adaptation and resilience to change, the development of skills necessary for Industry 4.0, creative thinking, and digital literacy for future students.

Communicating corporate social advocacy (CSA) in polarized times: A stoic turn from dancing to wrestling

In an age of increasing stakeholder activism, seen in movements like Fridays for Future, MeToo, and Black Lives Matter, and demands from socially conscious consumers, companies are expanding their roles beyond corporate social responsibility (CSR) and publicly addressing contentious social and political issues through corporate social advocacy (CSA). However, as stakeholders become more divided along ideological and socio-political lines, CSA can often lead to backlash from polarized audiences, damaging the company’s reputation, relationships, and legitimacy. This raises the question of whether it is prudent for companies to engage in CSA in polarized times? Can companies endure potential repercussions such as consumer boycotts, disaffected employees, and irate politicians and investors? This paper critiques the limitations of current approaches to communicating corporate societal responsibilities and explores Stoicism, an ancient Hellenistic philosophy, as an alternative lens to answer these difficult questions. As an applied philosophy and practical ethics, Stoicism not only offers a philosophical rationale for CSA, but also offers actionable principles to deal with agitated, divergent voices in polarized times. This paper discusses four selected Stoic thoughts and offers practical advice for managers on whether and how to effectively engage in CSA in polarized times. Recommendations include aligning CSA efforts with corporate identity, prioritizing factors within the organization’s control, remaining flexible and adaptable when encountering obstacles, and adopting reflective practice.

Informed Inclusion Model: Medical Student Wheelchair User in an Obstetrics and Gynecology Clerkship.

Students with physical disabilities are underrepresented in medicine, driven in part by ableist beliefs about the ability of individuals with disabilities to complete procedure-based or surgically oriented clerkships, including obstetrics and gynecology (Ob/Gyn). There is a growing commitment to disability inclusion by medical and specialty training associations. Yet published case studies and accommodation protocols for medical student wheelchair users navigating an Ob/Gyn clerkship are absent in the literature. This article describes successful disability inclusion for an Ob/Gyn clerkship, including accommodations for medical student wheelchair users. The authors share mechanisms to address and combat ableist assumptions and facilitate access for future medical students by working collaboratively with student and key stakeholders to develop an inclusive and accessible training experience.These recommendations are shared through the story of a third-year medical student who rotated through the longitudinal clerkships at the Cleveland Clinic Lerner College of Medicine. The student, an individual with osteogenesis imperfecta who uses a power wheelchair with a seat elevator, completed third-year rotations and thrived in her clinical experiences. The authors describe her journey through a robust 4-week Ob/Gyn clerkship, in which she fulfilled the required clinical core conditions and observation skills with reasonable accommodation. Given the high acuity, surgery, and outpatient demands in Ob/Gyn-and the transferrable skills to other clerkships-the student's experience is an excellent exemplar for demonstrating disability inclusion and reasonable accommodation.Ob/Gyn clerkship directors and clinical faculty can broadly use the recommended timelines and communication protocols to create accessible training environments. With student input, minor scheduling adjustments, ongoing communication, reasonable accommodations, and an open mind, medical students on the clinical wards who are wheelchair users can successfully navigate the required expectations of medical training.

Some Consequences of How We Measure

Computer programs for Q Technique are a mixed blessing. As they reduce the work, on the one hand, we run a risk of becoming complacent if they are used in an unthinking manner. Hand computation forced intimate knowledge of how the technique worked, but this knowledge is no longer essential. The two best sources for students of Q are out-of-print, and contemporary books on factor analysis are written by people who do not understand Q. The community of scholars and researchers utilizing Q Method should collaborate to ensure that future students of the methodology rest upon a sound foundation.

An exploration of nursing students' lived experience of clinical placement in adult male prisons: A phenomenological study.

To explore nursing students' lived experience of a clinical placement within healthcare in a prison, to gain an insight into the support provided prior to and during this unique clinical placement. An inductive phenomenological study. Participants included 14 nursing students from three undergraduate nursing programmes in England, Adult (n = 4), Learning Disability (n = 3) and Mental Health (n = 7). Following a clinical placement in a prison, each participant completed a semistructured audio-recorded interview on MS Teams between October and December 2021. Audio recordings were transcribed verbatim and thematic analysis was completed. Two overarching themes were identified, 'shock' due to the (a) reality of prison; (b) overwhelming emotional impact and (c) frequency and severity of self-harm and 'surprise' due to (a) the need to work with prison officers; (b) recognizing and addressing preconceptions of people in prison and (c) the development of clinical knowledge, skills and becoming a nurse. The need remains for a comprehensive strategy of preparation and orientation for nursing students before commencing a clinical placement in prison, which includes the development of knowledge and clinical skills to support the complex health and social care needs of people in prison. Our research identified the support provided to nursing students prior to clinical placement in prison varies considerably. The development of a preparation and orientation programme has the potential to reduce pre-placement anxiety, emotional burden and support nursing students in addressing their preconceptions of people in prison. This approach is essential to support future nursing students to embrace the unique opportunity of a clinical placement within a prison, enhance their clinical knowledge and skills, and develop as a nurse. Our paper adheres to the consolidated criteria for reporting qualitative research (COREQ). None.

Innovations report: A grading committee for a required fourth-year emergency medicine clerkship.

Assessment of medical students in the clinical learning environment is fraught with challenges. Seemingly small variations in clinical clerkship evaluation can significantly impact a student's future. As such, the integrity of the grade selection process must be heavily scrutinized. Group decision making in the form of a clerkship grading committee may be part of a solution to address this complex problem. We conducted a retrospective observational study to describe grading committee decisions for a required fourth-year EM clerkship from August 2021 to April 2022. Literature on best practices for group decision making and assessment were reviewed. This informed the development and implementation of the committee process. Each committee meeting was video recorded and coded for discussion time per student, times the committee grade differed from historical-grade cutoffs with reasoning, and the frequency a committee member voiced a first-hand account of student performance. Data from nine meetings was reviewed (86 students). The mean discussion time per student was 2 min 13 s (range 11 s to 9 min 22 s). The final committee decision differed from historical-grade cutoffs for nine students (10%), six were adjusted above and three below. In 64% (55/86) of student reviews a committee member voiced a first-hand experience of working with the student. Positive grade adjustments were made due to outlier evaluations and negative adjustments were made for professionalism concerns. Grading committees are a means to conduct a comprehensive review of student performance and offer shared ownership of the grade decision among committee members. More study is needed to directly determine their potential benefit and role in clerkship grading.

Education that lacks access to deaf experience: odd situations in Sweden

ABSTRACT This paper discusses disadvantaging situations that deaf students encounter in higher education in Sweden. We report two recent cases of deaf students’ academic welfare being put at risk. We foreground in these cases the ‘odd situations’ that arise when provisions that fail to access the particular nature of deaf experience also fail to secure deaf students’ participation rights, to be and become the deaf person they wish to be, lead the life they wish to live, and so on. Often, the ‘oddness’ of the situations that arise is in part indicated by no-one involved lacking in good intentions or not doing their very best: there is no lack of good will, but a lack of shared understanding. What deaf students know differently is rarely present in deliberation and not part of forward planning. We infer that situations of this sort reflect epistemic injustice. We propose that this form of formative epistemic injustice – educators not taking on board what deaf students know – can perhaps be overcome by higher education institutions proactively involving deaf students in matters that concern both them and future deaf students.