Student Welfare Research Articles

간호전문학사 소지자의 의료인력학사학위 과정에 관한 현상학적 연구

Objectives This study is a qualitative study that attempts to understand the meaning of the nature and experience of the phenomenon of medical personnel training courses for bachelor's degrees of nursing professionals. Methods Data collected using in-depth interviews and observation methods for seven people were enrolled in the medical personnel training course. The phenomenological method suggested by Colaizzi was used to analyze the collected data. Results The study subjects expressed discomfort in academic management without consideration for students. However, it was found that they were comforted by emotional support through unity with classmates and family. In addition, the results showed that acquiring a nursing degree is a stepping stone for employment, which research participants want as a primary goal and is based on future designs such as graduate school entrance. Conclusions Based on these results, it is necessary to understand the medical personnel training course for the bachelor's degree of nursing professionals and to improve the curriculum for the operation of high-quality nursing programs. In addition, it aims to provide primary data for developing teaching methods and establishing a student welfare system suitable for nursing professionals.

Overview of Religious Activities of Students in Makassar in the Third Year of Covid-19

Aims: This study aims to describe the religious activities of students at a public institution in MakassarMethods: This descriptive survey was conducted on students who are actively registered and willing to be respondents with a total sampling period of 30 days (26 September - 28 October 2022) (n = 1,207). Informed consent was given by the team both offline and online. The religious activity questionnaire was given in the form of an online form while still adhering to the ethical principles of research.Results: The results showed that the religious activities of Muslim students for 7 religious activities including prayer, fasting, reading the Qur'an, Islamic interpersonal relationships (dominantly practice good morals (59.6% - 93.4%), alms (more than a half sometimes (60.6%)), learn Islam (never = 49.9%), and remembrance and prayer activities (most widely sometimes (35.8%-48.6%). For Christian religious activities with 3 domains, worship activities (spiritual discipline) (91.2% follow Sunday worship and 90.4% private prayer with main prayer, religious attitude (more than 80% always do religious attitude) and relationships with others.Conclusion: Students' religious activities need to be improved for wellness and happiness because many still have not actively implemented their religious teaching. Therefore, it is required to make an effort to increase religious activities as part of spiritual coping to leverage the mental health welfare of students.

When does an additional stage improve welfare in centralized assignment?

We study multistage centralized assignment systems to allocate scarce resources based on priorities in the context of school choice. We characterize schools’ capacity-priority profiles under which an additional stage of assignment may improve student welfare when the deferred acceptance algorithm is used at each stage. If the capacity-priority profile is acyclic, then no student prefers any subgame-perfect Nash equilibrium (SPNE) outcome of the 2-stage system to the truthful dominant-strategy equilibrium outcome of the 1-stage system. If the capacity-priority profile is not acyclic, then an SPNE outcome of the 2-stage system may Pareto dominate the truthful dominant-strategy equilibrium outcome of the 1-stage system. If students are restricted to playing truncation strategies, an additional stage unambiguously improves student welfare: no student prefers the truthful dominant-strategy equilibrium outcome of the 1-stage system to any SPNE outcome of the 2-stage system.

Factors of educational inclusion to improve learning: Teachers' perspectives

In elementary school, inclusive education should be adapted to the needs of students with special abilities in areas such as recreational activities, feedback and methodologies and planning. The objective of the research is to analyze and describe the perspectives of educational inclusion factors among elementary school teachers to improve students’ learning with special abilities. The methodology of the research is descriptive with a quantitative correlational approach in which 823 elementary school teachers participated through a voluntary and anonymous online survey with a measurement instrument that had two dimensions of eight and ten items which were optimal in the different statistical tests as in the analysis of the reliability factors of Cronbach’s alpha (0. 968). The result shows that teachers are willing to improve the curriculum plan, provide specialized attention after training. There is a high perspective to interact with students with special abilities to improve student learning. There are institutional constraints on primary education teachers to improve the learning factors of inclusive education as well as unknown applications or technologies that can help the learning of students with special abilities in primary education. There are non-governmental organizations that seek the welfare of students with special abilities but the results are not very encouraging due to a lack of financial capacity.

Dankesis Fund Management (Student Welfare Fund) to realize Studet Well-being at Prawira Marta Kartasura High School

The purpose of this study was to find out the management of funds, accountability, and the benefits of Dankesis at Prawira Marta Kartasura High School. Dankesis is used for all student activities both for participating in competitions outside of school or for activities made by the students themselves. To support student welfare, it is necessary to have activities that make students happy while at school. The student fund planning is designed by the school principal and deputy of the school. This type of research uses qualitative by taking real data from the school. The data were obtained from interviews and observations at the school.

Teacher Strategy SMPN 2 Pacet Mojokerto To Improve Student Learning Motivation

The purpose of this study was to find out the management of funds, accountability, and the benefits of Dankesis at Prawira Marta Kartasura High School. Dankesis is used for all student activities both for participating in competitions outside of school or for activities made by the students themselves. To support student welfare, it is necessary to have activities that make students happy while at school. The student fund planning is designed by the school principal and deputy of the school. This type of research uses qualitative by taking real data from the school. The data were obtained from interviews and observations at the school.

Curriculum Design and Challenges of Social Studies Program in Finland: A Macro-Perspective Analysis

The Finnish social studies program entails an overarching theme of life-long learning principles, civic involvement, and a sense of national identity in students, as well as developing them to be ideal citizens ready to face social transformations. Concomitantly, the design social studies program is highly integrative and flexible, which gives the teachers autonomy and constant collaboration in preparing instructions that will essentialize students to pass the matriculation exam. This term paper also identifies the challenges faced by the Finnish curricula, such as confronting the conglomerated social studies subject with a heavy focus on a history subject but lacking instructions on historical thinking, Eurocentric dominance in textbooks, too much focus on cognitive levels, lacking contextualization, and civic activity materialization. Despite the dilemma, the Ministry of education has strong support for teacher development. It is robust in recalibrating the social studies curriculum as holistic and adaptive in covering school life vis-a-vis academic achievement and student welfare.

Pendekatan Manajemen Peserta Didik pada SD IT Al-Hijrah 2 Laut Dendang

This article aims to find out and analyze the student management approach that exists at SD IT Al-Hijrah 2 Laut Dendang school. This article contains three student management approaches that are used, namely the first, quantitative approach (the quantitative approach) is this approach that focuses more on administrative and bureaucratic aspects contained in educational institutions. Both qualitative approaches (the qualitative approach) are aimed at making students capable, this approach aims to make students happy and prosperous. The third, integrated approach is this approach is a combination of the two approaches above, in this approach students are asked to fulfill bureaucratic and administrative demands at school and schools also offer other incentives that can meet the needs and welfare of students.

Costly information acquisition in centralized matching markets

When applying to a university, students and their parents devote considerable time acquiring information about university programs in order to form preferences. We explore ways to reduce wasteful information acquisition, that is, to help students avoid acquiring information about out‐of‐reach schools or universities, using a market design approach. Focusing on markets where students are ranked by universities based on exam scores, we find that, both theoretically and experimentally, a sequential serial dictatorship mechanism leads to higher student welfare than a direct serial dictatorship mechanism. This is because the sequential mechanism informs students about which universities are willing to admit them, thereby directing their search. Our experiments also show that the sequential mechanism has behavioral advantages because subjects deviate from the optimal search strategy less frequently than under the direct mechanism. Furthermore, providing historical cutoff scores under the direct mechanism can increase student welfare, especially when the information costs are high, although the observed effect is weaker than that of a sequential mechanism.

Evaluation of Student Services in the New Normal: A tool for Quality Improvement

Student affairs and services in higher education at present in the new normal is faced with many challenges. It has been fundamentally a profession that willingly subjects itself to periodic evaluation and capacity assessment to ensure the quality of service being delivered (UNESCO, 2002). Several studies in the Philippines were made regarding the evaluation of SAS in light of the paradigm suggested in the CMO No. 21, s. 2006. This study aimed to evaluate the student services in the Kalinga State University utilizing a quantitative research design framework as to the extent of priority, level of satisfaction among the three areas, suggestions were asked to support the result of the study. Student welfare and institutional program may be given further strategic planning for students to give equal priority as that of student development. Provision of student centers in every college and office space for the student council may be considered as priority need of students while College of Agriculture may be encouraged to actively participate in activities for development. Clients are moderately satisfied in the student welfare programs but identified. Availment of student emergency loan may be proposed as one of the students’ privileges. Further study for College of Criminal Justice Education for getting the lowest mean. On the institutional program, dormitory services and boarding houses services of the owners has to be reviewed, while College of Criminal Justice Education needs to be more motivated to participate in the institutional program of the school.

A comparison of healthcare service for international students in United States and United Kingdom: A perspective of institutional complexity

As newcomers to the host country, international students face unique challenges when it comes to the healthcare service, such as the language barrier. The challenges lead to a low utilization rate of the healthcare service in the population of international student. This paper aims to find out the main reason behind the phenomenon and explore how to improve the health and welfare of the international students. A nested case study approach is used and the United States and the United Kingdom are the two countries for comparison. We found that benefiting from a simpler system, international students in the UK enjoy superior healthcare access compared to their counterparts in the US. It is recommended that UK and the US should prioritize comprehensive healthcare orientation programs, ensuring students are well-informed about accessing and navigating their respective systems.

RETHINKING HIGHER EDUCATION SERVICES AND THE COMPLAINT HANDLING FRAMEWORK IN MALAYSIA

In the last few decades, Malaysia has become a global hub for higher education services. Policies and programs have been put in place to improve the higher education system in the country and attract more international students. This development needs to be aligned with an effective dispute resolution framework to ensure the continuous development of the Malaysian higher education sector. The methodology employed in this paper is a doctrinal method based on the nature of the discourse. To examine the relevant higher education concepts and dispute resolution framework, research papers pertinent to the subject were analysed. In addition, relevant legislations were consulted to determine the adequacy of the existing legal framework for dispute resolution in the higher education context in Malaysia. The main objective of this paper is to examine the nature of education services and the existing dispute resolution mechanisms in the Malaysian higher education sector. The paper will explore education services as either a "public good" or a "private good" and whether students are consumers in the real sense and have consumer rights. This research establishes that although scholars have often argued as to whether or not students are consumers, in Malaysia and other Asian countries, students are perceived as customers, and therefore, the interest, welfare and satisfaction of students must always be of utmost priority. A thorough study of the existing laws reveals that there is an inadequate provision in the education laws in Malaysia, especially regarding the mechanisms of dispute resolution in its higher education institutions.

Effect of 'Bring Your Own Device‘ (BYOD) on Student Behavior, Well-Being, and Learning Economic Disciplines

Digital technologies are becoming an integral part of education. This study aims to quantify the effect of Bring Your Own Device (BYOD) on student behaviour, welfare and learning using a sample of Jordanian learners engaged in the study of economic disciplines. Data from the questionnaires were analyzed using Student’s t-test. According to the results of the study, participants in the educational process generally recognize the positive effect of BYOD initiatives on learning and support their implementation. Female students reported negative effects of BYOD on their behaviour more often than male students. Combining BYOD with a traditional learning approach was more effective than implementing the BYOD mode alone. Teachers with prior BYOD experience generally rated higher on the learning scale than those using BYOD for the first time. The present findings might be helpful for university teachers and administrators who want to implement a BYOD program; the learning discipline does not matter.

Наукове обґрунтування педагогічних умов формування соціальної компетентності студентів

At the article, it was primed that it was appointed pedagogical conditions for the formation of social competence. The importance of improving the quality of professional training of students (scientific-pedagogical, practical, psycho-physiological, psychological) is evidently up to new skills in society, directed at the formation of social competence, as well as changing roles from the functions of a curator, curator and clerk from the traditional role of an expert mentor to the innovative role of a facilitator – the leader and participant in the educational process. It is described the creation in the student government of a special body that accepts the formation of the social welfare of students on the basis of the coordination of the students, the administration of the university, various social institutions, the development and implementation nominative social programs and projects included in various types of social practices. Propionated by the organization of the bodies of student government to the club «Startup» with the method of goal-directed formation of students’ social compe tence in the totality of social values, motives, knowledge, understanding, psychophysiological and psychological qualities.

Establishing the Moderating Effect of Social Norms on the Relationship between Entrepreneurship Education and Entrepreneurial Intent of Graduating University Students in Western Uganda

This study established the moderating effect of social norms on the relationship between entrepreneurship education and entrepreneurial intent of graduating university students in Western Uganda. The study adopted cross-sectional and causal-comparative research designs on a sample of 435 graduating students in Western Uganda. Descriptive results revealed that students entrepreneurial intent (x̅ = 3.03) was good and entrepreneurial education (mean = 2.96) was also good 0n the other hand, social norms (mean = 2.34) were poor. Inferential results revealed that social norms had a direct positive significant relationship with entrepreneurial intent (β = 0.219, p = 0.000 < 0.05) and a positive and significant moderating effect (β = 0.630, p = 0.000 < 0.05) on entrepreneurial education and entrepreneurial intent. Therefore, it was concluded that appropriate social norms enhance development of entrepreneurial intent in students especially when students are also accessing entrepreneurship education in institutions of learning. It was thus recommended that management of universities such as directorates of student welfare should put in place environments that promote students that build appropriate social norms.

Integrating and Normalising Coaching as a Routine Practice in Doctoral Supervision

Aim/Purpose: Recent research highlights the growing decline in doctoral students’ mental health and wellbeing, caused not only by the pressures, stress, and isolation of doctoral studies but also by existential issues around personal development and future prospects. Consequently, we argue that there is an urgent need to reassess the supervisory process to support doctoral students in addressing these concerns. This paper offers a potential solution to this challenge by exploring and examining how integrating coaching methods into doctoral supervision can support doctoral students’ growth and development, thereby increasing their wellbeing and human flourishing. Coaching aims to help individuals produce optimal performance and improvements in personal and professional settings by deploying a series of tools and models. Coaching is essentially a non-directive form of development, enabling people to identify goals and skills and then extracting the capacity people have within themselves to achieve their ambitions. This paper explores how coaching methods could be made a regular feature of doctoral supervision. Background: The need to reconfigure doctoral supervision as a practice to address humanistic issues regarding whole-person development, self-actualisation, and personal worth is nothing new. Over the years, researchers have produced models of doctoral supervision, highlighting the growing need for supervision to incorporate more pastoral and emancipatory elements, which facilitate personal growth instead of focusing purely on academic function and criticality. Although coaching is identified in previous studies as being a valuable addition, nothing examines how to modify existing supervision practices to accommodate more pastoral elements. Methodology: This paper offers a conceptual analysis whereby the argument primarily synthesizes existing research on doctoral supervision to understand why coaching methods may provide a solution to the evolving requirements of student welfare and emancipation. Since the commentary in this paper is not based on the findings of an empirical study, the following two conceptual research questions frame the discussion. First, are coaching methods beneficial when supervising doctoral students? Second, what are the challenges when implementing and integrating coaching methods into existing doctoral supervisory practice? The paper utilises the Normalisation Process Theory as a ‘thinking tool’ to help answer these questions. The theory evaluates phenomena in applied social research settings to help understand how complex practices are made workable and integrated into context-dependent ways. Therefore, the theory acts as an analytical tool, enabling researchers to think through implementation issues when designing complex interventions and their evaluation. Contribution: This paper contributes to knowledge by highlighting ways in which management responsible for a doctoral provision in higher education settings can modify their organisational structures and systems to encourage coaching methods to become a normalised part of doctoral supervision, thereby legitimising its practice. Findings: The Normalisation Process Theory has value because it produces a roadmap for integrating and implementing new or modified practices into existing systems of operation. It, therefore, assists by producing an output that enables a current/new practice to be dissected and categorised under specific headings. In this research context, this output assisted in understanding the operational challenges when considering the normalisation of a practice. The theory helped generate something managers tasked with managing doctoral provision could consider (i.e., institutional paradigms, policies, regulations, etc.) when thinking about what may need to be reconfigured to enable coaching methods to become an integrated and normalised part of doctoral supervision over time. Recommendations for Practitioners: It is recommended that practitioners consider the integration of coaching methods into supervision. First, once implemented, it requires monitoring to ensure the practice’s quality and consistency amongst the supervisory community. Secondly, to assess the impact of the practice on other services within the organisation, such as student services or faith services, and thirdly, to ensure training in coaching methods is made timely and relevant to assist all academics involved in doctoral supervision. Recommendation for Researchers: The authors recommend collecting empirical evidence using the Normalisation Process Theory to evaluate the integration and normalisation of a range of practices in higher education settings. Moreover, once implemented, more research is required on the long-term value of coaching methods within doctoral settings. Impact on Society: Doctoral education is increasingly significant in a world where knowledge is fundamental to generating economic growth. Identified as having the technical and professional skills needed to fuel the knowledge-based economy, student wellbeing, and mental health must be optimal to ensure they can contribute to the knowledge-based economy as effectively as possible. Future Research: More research must be conducted on how doctoral supervision can become more humanistic; for example, by focusing on student self-awareness, reflection, and reframing instead of just the traditional academic function. Consequently, improving these facets is vital in developing sustained wellbeing and life-long success.

A study on the “Need of Friendly School Environment for Enhancing Students Welfare”

Well-being is important at school because schools have an essential role to play in supporting students to make healthy lifestyle choices and understand the effects of their choices on their health and well-being. Childhood and adolescence is a critical period in the development of long-term attitudes towards personal well-being and lifestyle choices. The social and emotional skills, knowledge and behaviours that young people learn in the classroom help them build resilience and set the pattern for how they will manage their physical and mental health throughout their lives. Schools are able to provide students with reliable information and deepen their understanding of the choices they face. They are also able to provide students with the intellectual skills required to reflect critically on these choices and on the influences that society brings to bear on them, including through peer pressure, advertising, social media and family and cultural values. There is a direct link between well-being and academic achievement and vice versa, i.e. well-being is a crucial prerequisite for achievement and achievement is essential for well-being. Physical activity is associated with improved learning and the ability to concentrate. Strong, supportive relationships provide students with the emotional resources to step out of their intellectual ‘comfort zone’ and explore new ideas and ways of thinking, which is fundamental to educational achievement.

Peran Unit Kegiatan Mahasiswa dalam Mengembangkan Minat dan Bakat Mahasiswa di Universitas Muhamadiyah Buton

The purpose of this study was to determine the Role of the Student Activity Unit in Developing the Interests and Talents of Muhammadiyah Buton University Students. The type of research used in this research is descriptive research with a qualitative approach. Data collection techniques namely Observation, Interview, Documentation and Literature Study. Data analysis techniques in research are data reduction, data presentation, and drawing conclusions. The results obtained in this study are the role of UKM as a forum for students to develop their interests and talents, because students can make UKM as a place to study and develop their abilities, Student Activity Units can develop students' creativity and critical thinking, because students are used to solving work programs giving rise to creativity. and students' critical thinking. In fulfilling the interests and welfare of UKM UM Buton students, they must maximize the fulfillment of the basic needs of members. Maximizing the development and actualization of members. Optimizing family-based activities in order to strengthen relationships between members

Implementasi Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) melalui Analisa Problematika

Universities as an important role in the formation and improvement of the quality of human resources as a pillar of development in the country. This needs to be considered in the face of globalization, in its implementation, the government seeks the welfare of students in the Merdeka Campus program which is supervised by the Ministry of Education and Culture which aims to provide real experience for students in preparation for the world of work. Related to this, this research aims to determine the implementation of the Merdeka Learning program at the independent campus in universities and the problems faced at Bhayangkara University. This study uses the type of approach used in this study is a qualitative approach, using the observation method. the research subject is a data source that provides information related to research problems, then the research subject you choose and enter the criteria we are looking for is the head of the department / study program at Bhayangkara University. Techniques of collecting data and determining the subject of this research we use interview techniques and literature studies. The results of this study indicate that the University of Bhayangkara has undergone curriculum adjustments and implementations carried out by the campus, so that there are many problems and obstacles faced by the study of the Law program at one of these private universities in implementing the Merdeka learning curriculum on an independent campus related to programs the program in it.

Student affairs and services leadership in trying times: Student social behaviour project and psycho-social support interventions at a comprehensive university in south africa

The outbreak of COVID-19 and the lockdown measures that were widely implemented in response to the pandemic forced many of the forms of engagement and activities promoted by student affairs and services staff among students at universities to be curtailed or transformed – at first, so that they entailed no interpersonal contact and later so that they took place in line with health and safety protocols restricting contact. The moment of crisis required decisive, innovative leadership from this staff as they sought to help meet the needs of students who were now deprived of the benefits of the psycho-social, intellectual and physical engagements that had been provided by in-person contact on highly interactive campuses. Accordingly, the student affairs and services staff at North-West University in South Africa collaborated with students, leveraging their creative potential to reach out, create and implement new student support systems and programmes through structured activities that could take place online and in the form of strictly controlled contact sessions. In this context, two new initiatives were established at the university: a student behaviour project which sought to deploy student peers to promote adherence to COVID-19 occupational health and safety protocols among the student population; and a raft of psycho-social support interventions, including webinars, cultural and sporting activities, and residence activities which promoted student welfare including by helping students to manage the realities of the pandemic more effectively. This reflective article, authored by two of the North-West University student affairs and services staff responsible for launching and leading these initiatives, considers the kinds of collaboration among university staff and with students that informed the establishment and implementation of these projects. Focusing particularly on how these projects may have contributed towards increased levels of social capital among the students at the university at a moment of crisis, with a view to extract lessons that may be learned for the proactive development of student-support measures under similar conditions in future.