Strong Workforce Research Articles

Reskilling the manufacturing workforce and developing capabilities for the future

Australia needs a stronger workforce over the next three to five years with more qualified engineers and associated professionals with the high-level skills capable of delivering the needs of the advanced manufacturing and maritime industries. Australia’s graduation rates in science, technology, engineering and mathematics fields are low by international comparison, providing challenges in meeting qualified workforce needs. With a focus on Tasmania, this paper identified the mismatch between current skills and future needs from a literature review, and through semi-structured interviews with companies in these industries, qualitative data on future skills were determined. The results clearly indicate that there is a need for Vocational Education and Training and Higher Education to be flexible in their course offerings, work with industry to ensure that it is delivering consistent and quality learning outcomes, thus creating a culture of communication and collaboration underpinned by mutual understanding of industry and education and training sector needs, possibilities and constraints.

بحث تجريبي عن عوامل جودة المعلم: المخاطر، الصبر أو الإيثار؟

" In seeking to develop a strong national workforce to support its long-term economic development, the United Arab Emirates (UAE) has placed an exceptional amount of emphasis on improving the quality of education. Nevertheless, public school students continue to perform poorly compared to their counterparts in international assessments such as the Program on International Student Achievement (PISA), Progress in International Reading Literacy Study (PIRLS), and Trends in International Mathematics and Science Study (TIMSS) (International Association for the Evaluation of Education Achievement [IEA], 2011; Mullis, Martin, Foy, & Drucker, 2012; Organisation for Economic Co-operation and Development [OECD], 2013; Ridge, 2014). In addition, a segregated learning environment in which male, non-Emirati teachers teach boys and female, Emirati teachers teach girls has allowed for girls to outperform their male peers in every subject on both national and international school assessments (IEA, 2011; Ministry of Higher Education and Scientific Research [MOHESR], 2015). One possible factor that could account for these gendered differences in student achievement is widely believed to be teacher quality. However, existing research has found only weak or inconsistent relationships between traditional, observable measures of teacher quality, such as teacher content knowledge; years of experience; education levels, with student achievement (Darling-Hammond, 2000; Muñoz & Chang, 2007). To date there has been very little existing research that examines the impact of unobservable teacher characteristics such as teacher behavior on student achievement. This working paper therefore presents the results of research that extends the existing literature on the relationship between teacher characteristics and student achievement by exploring the impact of unobservable teacher characteristics (in this case behavioral traits) on student achievement in English. Using lab-in-the-field experiments, 118 teachers in the emirate of Ras Al Khaimah participated in risk, patience, and altruism tasks. Results suggested that female teachers were more risk- averse (less-polarized distributions), patient, and altruistic than male teachers. Moreover, we found that students of risk-averse teachers had higher scores on average than their risk-seeking counterparts. Finally, risk-seeking and impatience had a more detrimental impact on student achievement for the students of male teachers (boys) than for the students of female teachers (girls). With these findings in mind, we see a need for a larger study to further assess the impact of the nationality segregated nature of the UAE’s teaching sector on teacher behavior, and on the relationship between teacher behaviors and students’ performance. We also recommend a review of expatriate teacher employment terms and of national teacher incentives to equalize the working conditions of teachers in boys’ and girls’ schools and to attract and retain Emiratis (both males and females) to enter the teaching profession in order to improve overall student achievement." دوماً ما تعتبر جودة المعلمين أحد العوامل المحتملة ذو التأثير على أداء الطلبة و بالرغم من ذلك، قامت البحوث الموجودة بالتركيز على عوامل سهلة القياس مثل معرفة المعلم في المادة، و سنوات الخبرة، و مستوى التعليم. تقوم ورقة العمل هذه بتقديم نتائج بحثية تعمقت أكثر من سابقاتها في العلاقة بين شخصية المعلمين و أداء الطلبة عن طريق النظر في تأثير العوامل التي لا يمكن قياسها (سلوك المعلم في هذه الحالة). و قد تم إستخدام أسلوب التجارب المختبرية في الميدان حيث شارك ١١٨ معلم في إمارة رأس الخيمة في مهام المجازفة، و الصبر، و الإيثار، و نتائج من تجارببهم التي تم تعيينها لأداء طلابهم

European Public Health NewsEUPHA President’s ColumnEUPHA Office ColumnEUPHA section column: nothing about me without me—a need for a new migrant health agendaMessage from the WHO Regional Director for Europe: European Member States agree to develop a roadmap to implement the 2030 Agenda for Sustainable DevelopmentMessage from the EU Commissioner for Health and Food Safety: EU action to support refugees’ and

In this last European public health news of 2016, we see a change in EUPHA presidency. Muscat introduces herself by highlighting the importance of a united public health workforce in Europe. Zeegers adds to this by announcing the 25th anniversary of EUPHA next year. In our EUPHA section column, Kumar and Krasnik reflect on the successful satellite conference organised in June 2016 in Oslo, Norway, where solutions on the migrant and refugee problems were discussed. Again, a unified and strong public health workforce is necessary. Jakab emphasizes that working towards health (leaving no one behind) also includes an intersectoral approach to health. Andriukaitis specifically looks at the challenges of the migrants and refugees problem and reminds us that ensuring integration and protecting against stigma and health inequalities remain our long-term priorities. Zeegers showcases the strong voice of public health by reflecting on the Vienna Declaration, signed by many of our partners and members. # EUPHA President’s Column {#article-title-2} Sitting to write the first of my contributions as the President of EUPHA has provided an opportunity for me to reflect upon my relationship with EUPHA and public health over a couple of decades. I first came into contact with EUPHA in 1999, when as a young and an inexperienced public health doctor I sought out membership for the newly established Malta Association of Public Health Medicine. I arrived in Prague not knowing anyone other than my former professor Martin McKee who had encouraged me to write up a paper for presentation. It was then I met Dineke Zeegers Paget. Dineke has been a constant, unassuming, but ever present motor behind this organisation. Emboldened by the fact that I could speak Italian, I plucked up courage and introduced myself to Walter Ricciardi. I relate this starting point in my journey with EUPHA since it may resonate … Correspondence : Allan Krasnik, Department of Public Health, University of Copenhagen, Oster Farimagsgade 5, 1014 Copenhagen, Denmark, Tel: p4523321145, e-mail: alk{at}sund.ku.dk

Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers\u2019 resource systems as windows into their work and expertise

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics “expert” teachers. Exploiting the Western and Eastern literature we examine the notion of “mathematics teaching expertise”, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers’ representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers’ views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of ‘resources’. The significance of the study relates to the enhancement of mathematics teachers’ expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning.

The research and development in the engineering field in the higher education system of the Czech Republic and its international comparison

Abstract The Czech Republic is at the forefront of the EU in the contribution of the manufacturing to the total gross value added. The Czech industry contributes significantly to the positive balance of trade of the country. The overall international competitiveness of the Czech Republic will depend upon the innovation performance of the manufacturing sector and its competitiveness on the foreign markets. A necessary condition for extending the share on the foreign markets is the effective harnessing of the national R&D capacity and a strong qualified local workforce. This contribution uses a bibliometric and a patent analysis for the assessment of the R&D carried out by the Czech higher education institutions (HEIs) oriented towards the engineering fields, and selected more general universities, and compares them with similar HEIs in a selected group of developed countries. The analysis indicates that the Czech publication activity in the field of engineering grows. The Czech publications in engineering are cited below the world average which indicates that their impact (and to some extent the quality of the underlying R&D) lags behind the world. The patent activity of the Czech HEIs is on the international scale rather weak. The patenting activity of the Czech HEIs strongly grows since the middle of the last decade. This may by a side effect of the new evaluation methodology which takes into account also the patents. The number of patents registered with the Czech Industrial Property Office increases but on the other hand the international patenting activities tend to stagnate. This gives rise to questions about the real value of the produced patents from the point of their importance for the export competitiveness of the Czech industry.

Surviving and Thriving in the Global Economic Crisis: The Journey and Potential of the Romanian IT&C Sector

We are living in a new, post-industrial age which is best described by all kinds of new information technologies. This new reality is leading all of us into the society of the future, a society of new knowledge. This statement also describes the present reality of Romania, and the upward trend of its information, technology and communication (IT&C) sector. Even with the negative impact of the recent global economic crisis on the overall Romanian economy, the IT&C sector not only found a way to weather the global crisis, but also propelled Romania into one of the top countries worldwide in this field. For the first time in Romania's economic history, the IT&C sector contribution to the economy (∼6%) surpassed all the other sectors, including those of agriculture and construction. The economic future of Romania looks bright; especially considering that globally, the technology sector is poised to grow faster than any other, and for this country the IT&C sector represents a very important competitive advantage. This article presents: (1) how the IT&C sector survived the economic crisis; (2) how it changed during the last couple of years, and (3) what the economy of this country will look like if Romania successfully doubles the growth of its IT&C sector, knowing that it already has become one of the most attractive nations for outsourcing because of its strong workforce talent.

The Second Generation of Jobs-Plus Programs: Implementation Lessons from San Antonio and the Bronx

The Jobs-Plus Public Housing Revitalization Initiative (1998-2003) was designed to raise and sustain the employment and earnings of residents of public housing developments. It had three parts: (1) employment services offered at on-site job centers, (2) changes in rent rules that provided financial incentives to work, and (3) community support for work through neighbor-to-neighbor conversations. The initiative was subject to a rigorous evaluation, which found that where implemented fully, Jobs-Plus boosted residents’ annual earnings by 16 percent, or $1,300 per year, an effect that endured seven years without abating. This report investigates how Jobs-Plus was replicated in more contemporary settings, analyzing the early implementation experiences of a community-based provider in the Bronx and the San Antonio Housing Authority in Texas, both funded by the Social Innovation Fund (SIF) of the Corporation for National and Community Service. Main Findings: Providers in the Bronx and in San Antonio were able to enroll substantial proportions of residents of very large housing developments. This represents a strong early indication of program “saturation,” or offers of services. At the same time, providers found that the three components of Jobs-Plus — and especially their integration and coordination with each other — were difficult to manage in practice. Both providers generally placed residents in low-wage work, and struggled to find ways of helping residents who were already employed. Rent-based financial incentives were very seldom used by Jobs-Plus members, for reasons largely out of the control of program implementers. In the original demonstration, housing authorities could develop a variety of rent incentives, because they had legal authority to do so. However, in the SIF version of Jobs-Plus, the only rent incentive available to the providers in both the Bronx and San Antonio was the Earned Income Disregard (EID). During early implementation, EID receipt was very low (at about 1 percent of residents in the Bronx and 3 percent in San Antonio), despite providers’ extensive efforts to promote its use. Jobs-Plus cost $672 per household per year in the Bronx and $503 in San Antonio. These costs would likely have increased had residents made greater use of the EID. In the SIF version of Jobs-Plus, neither the community-based organization nor the housing authority appeared to have a clear advantage in providing services. Instead, organizations’ ability to implement the program appeared to depend on their administrative flexibility, their front-line staff members’ ability to work as a team, their ability to tailor their strong workforce development experience to a variety of participants, their ability to conduct vigorous outreach and marketing, and the strength of their connection to property managers. The Jobs-Plus “Collaborative,” a support and accountability body made up of local city agencies involved in workforce services, income support, and other social services, emerged as an important entity promoting strong implementation in the Bronx.

Geoinformation postgraduate education at Universiti Teknologi Malaysia – towards a centre of high quality postgraduate education and research

Abstract. Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT’s postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.

Living the NLN Life Through Member Engagement

Being the president of the National League for Nursing has been both an honor and privilege. As I write my last President's Message, I find myself reflecting back to September 2013 when I first became president and the NLN had just moved to Washington, DC. It was an exciting time, filled with anticipation of wonderful things to come. The NLN was embarking on a new chapter in its organizational history after spending 120 years in New York City. Change was in the air. Since that time, our focus has been consistently on our members. With our members we have accomplished many things, and our professional development and recognition programs have flourished. Keeping our mission and core values in the forefront, NLN staff work tirelessly to provide the tools needed to support nurse faculty and nursing education programs in building a strong and diverse workforce and advancing the health of our nation and the global community. It is clear that member engagement in the NLN is key to promoting excellence in nursing education. Regional constituent leagues, NLN ambassadors, educators who hold the Certified Nurse Educator (CNE) credential, faculty in NLN Center of Excellence schools of nursing, and fellows in the NLN Academy of Nursing Education are exemplars of active membership involvement. These committed members help us serve as the voice for nursing education. Like many of you, I was very involved in my state constituent league and held several offices throughout the years, including the presidency of the Alabama League for Nursing. Being part of the Alabama league, I believe, provided me with the knowledge, insight, and confidence to move forward with my involvement at the national level. Having had the good fortune to participate in most NLN programs, I guess you could say that I have lived the NLN life. The move to DC enabled the NLN to redesign its organizational structure while aligning with the 2011 Institute of Medicine Future of Nursing report recommendations. The NLN Home for Transformative Excellence was created, housing seven centers that address academic and clinical transitions, assessment and evaluation, diversity and global initiatives, vulnerable populations, simulation and technology, transformative leadership, and the advancement of the science of nursing education. Partnerships are built through these centers, and leaders are made. Another development has been the formation of strategic action groups, from within and outside the membership, to address critical issues affecting nursing education and nursing research. …

Community College Costs and Challenges: A TICAS Perspective

Community colleges are vital to our country’s future, enrolling 42% of the nation’s undergraduates and awarding the majority of all associate degrees and undergraduate certificates. Yet, despite their key role, they are the only sector that is increasingly asked to do more with fewer resources. This article discusses the important role that community colleges play, key data points that help define the sector, and how a strong future workforce requires deeper investment in community colleges today.

STEM attrition among high-performing college students: Scope and potential causes

Postsecondary education plays a critical role in building a strong workforce in science, technology, engineering, and mathematics (STEM) fields. The U.S. postsecondary education system, however, frequently loses many potential STEM graduates through attrition. An increasing portion of STEM leavers are top performers who might have made valuable additions to the STEM workforce had they stayed in STEM fields. Using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), this study tracks a cohort of beginning bachelor’s degree students over 6 years, providing a close look at STEM attrition among a group of high-performing college students. Capitalizing on the transcript data collected through BPS:04/09, this study also examines STEM coursetaking, detailing how participation and performance in undergraduate STEM coursework are associated with students’ departure from STEM fields. The study finds that about a quarter of high-performing beginning bachelor’s degree students entered STEM fields (i.e., declared a STEM major) during their enrollment between 2003 and 2009, and a third of these entrants had left STEM fields by spring 2009. The results of multinomial probit regression analysis indicate that students’ intensity of STEM coursework in the first year and their performance in STEM courses may have played an important role in their decisions to switch majors out of STEM fields.

Variance in Academia

There is a growing concern regarding our academic community that academia has become a less than optimal option for new graduates. As our discipline is strongest when there is an appropriate balance between academia and industry, maintaining a strong academic workforce remains critical. However, apprehension exists on the mind of students regarding the viability of academic careers. Of specific concern is a very high expectation for tenure. Although such expectations may be accurate for some high performing institutions, a more accurate depiction is needed regarding the variance of academic positions. This panel will allow for an open discussion between those interested in academic careers and a multitude of differing academic experiences. Although tenure will be a major component discussed, interactions will also include best practices and tips for academic success.

Corporate Philanthropic Giving Practices in U.S. School Education

While corporate philanthropic giving to education is a controversial topic, how much money corporate foundations (CFs) provide to U.S. primary and secondary education, what policy and geographic areas CFs fund, who makes grant decisions within CFs, and corporate philanthropists’ reported giving motivations are unknown. A quantitative survey was used to gather data on 49 Fortune 500 CFs giving to primary and secondary U.S. education. Survey findings indicate that (a) the amount of money that these 49 CFs provide to primary and secondary U.S. education is 0.10 % of the 2010 education budget; (b) CFs report funding across different policy areas, avoiding school choice; (c) CFs favor funding cities or districts, individual schools, and individual students over state and national level funding; (d) the foundation president is more likely to make grantmaking decisions than the company CEO; and (e) corporate philanthropists report giving to primary and secondary U.S. education to build a strong workforce and improve community relations. Findings provide insight into the role of corporate philanthropy in primary and secondary U.S. education and have implications for policy.

Fostering Significant Learning in Sciences

The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant learning in science that nurtures 21st Century skills in students is crucial. The purpose of this study was to analyze the effectiveness of a set of teaching and learning approaches that foster significant learning in sciences. Using a new introductory environmental science course in urban water quality management, the effect of a set of learner-centered teaching approaches, including hands-on learning, scientific inquiry, frequent feedback, and critical thinking exercises, was analyzed. The results of the preand post-course survey questions together with formative and summative assessments showed that our students’ cognitive learning skills and interests in learning science were significantly improved.

Primary health care as a philosophical and practical framework for nursing education: Rhetoric or reality?

At least three decades after primary health care (PHC) took nursing by storm it is time to re-examine the philosophical shift to a PHC framework in pre-registration nursing curricula and overview factors which may hinder or promote full integration of PHC as a course philosophy and a contemporary approach to professional practice. Whilst nurse education has traditionally focused on preparing graduates for practice in the acute care setting, there is continuing emphasis on preparing nurses for community based primary health roles, with a focus on illness prevention and health promotion. This is driven by growing evidence that health systems are not responding adequately to the needs and challenges of diverse populations, as well as economic imperatives to reduce the burden of disease associated with the growth of chronic and complex diseases and to reduce the costs associated with the provision of health care. Nursing pre-registration programs in Australia and internationally have philosophically adopted PHC as a curriculum model for preparing graduates with the necessary competencies to function effectively across a range of settings. Anecdotal evidence, however, suggests that when adopted as a program philosophy PHC is not always well integrated across the curriculum. In order to develop a strong and resilient contemporary nursing workforce prepared for practice in both acute and community settings, pre-registration nursing programs need to comprehensively consider and address the factors impacting on the curricula integration of PHC philosophy.

Social-Democratic Government and Health Policy in Europe: A Quantitative Analysis

Although health policy ultimately depends on political decision making, empirical evidence of the impact of politics on implementation of health policies and their population health outcomes is scarce. In this study, we assess the effects of social-democratic government participation on indicators of preventive health policy (tobacco, alcohol, food, mother and child health, infectious diseases, hypertension, cancer screening, road traffic safety, air pollution) in Europe. Cumulative years of social-democratic government differed widely between European countries, as did indicators of current health policy performance, but the latter are not associated with recent social-democratic government. However, there is a positive association with social-democratic government cumulated over five decades. Positive effects of social-democratic government are mainly seen on indicators of tobacco and alcohol control. We conclude that long-term social-democratic government participation may have had a positive impact on some areas of preventive health policy, perhaps through the creation of strong public health institutions or a strong public health workforce.

Building Innovative Curricula for Academic Progression

INNOVATION IS A WORD OFTEN USED TO DESCRIBE WHAT WE ARE STRIVING FOR IN OUR NURSING PROGRAMS. But what do we really mean when we call for innovation in our curricula and teaching practices? A quick look at a thesaurus tells us that being innovative can also be thought of as being ground-breaking, pioneering, inventive, state-of-the-art, or original. The 2011 Institute of Medicine Future of Nursing report calls for innovative educational programs that will facilitate seamless academic progression in all of our nursing programs, from LPN/LVN through doctoral education. As the voice for all nursing education, the National League for Nursing endorses academic progression options for all nursing programs. Through our mission - the promotion of excellence in nursing education to build a strong and diverse nursing workforce to advance the health of the nation - we are uniquely positioned to address this national goal. In fact, the NLN has long been engaged in ground-breaking and pioneering efforts to facilitate academic progression across all nursing programs through the development of seamless curricula. The NLN Education Competencies Model, introduced in 2010, is the first-ever comprehensive, evidence-based national model for nursing education, developed specifically to provide a framework for seamless program articulation. Built upon the NLN's core values of diversity, integrity, caring, and excellence, the model delineates four program outcomes - human flourishing, nursing judgment, professional identity, and spirit of inquiry - as essential elements of nursing practice that transcend all types of nursing programs. These outcomes are realized through the integration of concepts considered integral to quality nursing practice. The model's integrating concepts of context and environment, knowledge and science, personal/professional development, quality and safety, relationship-centered care, and teamwork embody the knowledge, practice, and values of all nurses as professionals. The NLN curriculum model articulates what graduates of each program should be able to do upon program completion, ensuring that graduates are well prepared to meet workforce demands and the needs of an increasingly diverse population. By emphasizing values, outcomes, and integrating concepts instead of content, the model provides a unifying framework for academic progression but avoids a prescriptive approach, allowing programs to retain flexibility in their curriculum designs. …

Optimising productivity, quality and efficiency in community nursing

By 2014 the NHS is expected to make £21 billion in efficiency savings and increase productivity by 6% per annum, while maintaining or improving the quality of care. Given that the cost of the 1.7 million strong workforce represents 60% of the NHS budget, changes are likely. This context of innovation and cost-effectiveness has resulted in an ever greater emphasis to fully engage and support community nursing.

Health Insurance for All Long-Term Care Workers: Estimated Costs and Coverage Impacts in Minnesota and Recommendations for States

A major barrier to building a strong workforce to meet the growing need for long-care is lack of affordable health benefits. This study projects impacts of funding health coverage for all long-term care workers in Minnesota. Under the most cost effective model plan design, enrollment in employer-sponsored coverage would increase 73% to 100% for individual coverage and 26% to 42% for family coverage. Total monthly costs would be $698/worker in the commercial market or $634/worker through a new dedicated risk pool. Based on our findings and past research, the authors present recommendations for structuring and implementing a long-term care worker health insurance initiative.

Leveraging Partnerships to Develop a Strong and Diverse Workforce

ABSTRACT With new challenges facing academic health sciences libraries in the 21st century, the profession needs to develop a workforce capable of integrating more directly into the campus organization, the research enterprise, and the clinical setting. To ensure that the profession has an expanding pool of talent with leadership capacity, the National Library of Medicine (NLM) and its outreach partners focus attention on promoting careers in health sciences librarianship and informatics among college and postmaster's students. This article addresses how NLM joins forces with organizations and partners such as the Medical Library Association, the American Library Association, the Association of Academic Health Sciences Libraries, and the Association of Research Libraries to sponsor recruitment programs, midcareer leadership training, and scholarships for library school students to achieve a diverse workforce.