Graduate Students Research Articles

Enhancing educational efficiency: Generative AI chatbots and DevOps in Education 4.0

AbstractThe emergence of new technologies has developed a new industrial need for engineering graduate students. This modern industry needs a modern educational framework to support further development. This research revolves around developing the learning methodological approach for university courses that aligns with Education 4.0 and can fulfill the essential knowledge requirements for future engineers in Industry 4.0. We used a constructive approach as a baseline methodology already proven in the field of engineering education. On the other hand, we modified this approach by implementing Industry 4.0 standards, such as Agile methodology, DevOps tools, and Artificial intelligence chatbots. In this way, we managed to establish one more step in the digital transformation of education as one of the paramount cornerstones of Industry 4.0. As a result, during the course, Agile methodology and DevOps tools created a learning environment very similar to the real software development environment in companies. The efficiency of the delivery of the learning material also increased by implementation and integration of AI chatbots. This was tracked by the number of projects developed during course implementation. The study showed that in the field of education, the implementation of novel approaches developed in the industry to increase efficiency can be implemented in the educational environment. It also showed that the implementation of those methodologies does not hinder but improves the efficiency of the educational cycle.

Time to act: Mental health and desired university supports among graduate students

ABSTRACT Research on university student well-being often fails to differentiate between graduate and undergraduate students or overlooks graduate students entirely. The different characteristics of graduate (vs. undergraduate) students may contribute to unique mental health needs in this population; hence research is needed to specifically address their psychological functioning. Thus, the goals of the present study were to report on: (1) the mental health profile of a large sample of Canadian graduate students; and (2) graduate students’ recommendations for what their university could do to improve their well-being. We used an online survey administered from September 2021 to October 2022. Participants included 648 graduate students from a university in Southwestern Ontario, Canada (response rate = 20.6%; M age = 27.9; 73.1% women; 65.1% White). We examined mental health variables and perceived university supportiveness; and conducted an inductive content analysis of recommendations to improve university-provided support. Graduate students reported alarming rates of ill-being across various domains. Advisor support was associated with better graduate student mental health across multiple indicators. Most frequently, graduate students requested increased financial support to improve well-being. Taken together, these results punctuate the need for action to support graduate students and provide suggestions for meaningful change.

School psychology graduate students' perspectives on multicultural training and program environment

AbstractSchool psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the Multicultural Environmental Inventory‐Revised and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills‐based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.

Faculty Response to Journal Cancellations

This paper reports on a qualitative study that aimed to discover faculty and graduate students’ reaction to journal cancellation projects. In most studies that examine cancellation projects the main aim is to delineate methods used in making decisions about cancellations and the process followed to achieve a successful outcome. Our study looked at these factors but also interviewed faculty to get their response to the cancellations that had occurred at their university and to discover whether there was an alignment between the different ways in which librarians and faculty evaluated journals. We interviewed fourteen librarians and thirteen faculty/graduate students from five medium-sized Canadian universities. Our analysis of the librarian interviews indicated that one of their major concerns when embarking on a cancellation project was the negative reaction they might get from faculty. To counteract this response, librarians made a concerted effort to make them aware of the upcoming cancellations and to provide alternative methods to access journals if their important journals were cut. From the faculty interviews we learned their reactions to these efforts and their knowledge of the journal publishing ecosystem. We also had librarians rank the importance of nine factors used when deciding to buy back journals, and asked faculty to indicate the importance of similar factors in their evaluation of journals. An interesting finding was that although librarians felt that citation metrics were the most important criteria to faculty in evaluating journals, faculty did not consider them as important as other factors. In conclusion we found that there was a stronger alignment between librarians’ and faculty/graduate students’ journal value metrics than librarians previously expected providing opportunities for them to work with faculty to find solutions to the current inequitable journal pricing situation.

How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation

ABSTRACT Academic institutions have implemented methods to enhance student engagement, increase satisfaction levels, and maximize the efficacy of the learning process. Gamification has been increasingly used in education to enhance the efficacy of student learning, in contrast to traditional teaching methods. This study quantitatively examines the impact of gamification on learning efficacy by assessing variables such as engagement, satisfaction, and intrinsic motivation based on data from 255 survey responses by undergraduate and graduate students enrolled in Vietnamese institutions. Participants had prior experience with gamified instructional methods. The findings indicate that individuals’ level of enjoyment and challenges impacted the effectiveness of their learning through the mediating processes of engagement, satisfaction, and intrinsic motivation. This study offers valuable insights for educational institutions, schools, teachers, and other scholars examining the impacts of intrinsic motivation, satisfaction, and engagement on learning effectiveness within the educational setting of gamification.

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

Graduate Students' Perception and Use of ChatGPT as a Learning Tool to Develop Writing Skills

Graduate Students' Perception and Use of ChatGPT as a Learning Tool to Develop Writing Skills

The state of psychological and immunological indicators in graduate students of a medical university

Training future doctors for professional practice usually entails building awareness and embracing the significant responsibility inherent in the field. This, in turn, leads to significant psycho-emotional stress by the time of graduation from academic institution. With the aim of identifying the correlation between homeostatic system indicators, a comparative analysis was conducted to characterize the immunological and psychological parameters of final-year medical university students, contingent upon their respective training programs. The study involved sixth-year students of the Therapeutic and Preventive Faculty [TPF] (29 individuals) and the Military Training Center [MTC] (34 individuals) of Rostov State Medical University, a Federal State Budgetary Educational Institution of Higher Education. The exclusion criteria for all participants included the presence of chronic diseases and any infectious process of any origin within three months prior to the study. The groups were similar in terms of age (23.8±1.82 and 23.9±2.2 years, respectively), gender (all male), and corresponded to health group I. Psychological evaluation was conducted employing the Spielberger–Hanin Scale to gauge levels of personal and situational anxiety. The assessment of immunological status was carried out at the Scientific Research Institute of Clinical Immunology using standard methodological approaches. Registration cards for immunopathology analysis were used to characterize health status over the year. Analysis of the obtained data from psychological questionnaires revealed that students of the Therapeutic and Preventive Faculty, compared to their counterparts from the Military Training Center, demonstrated a higher degree of situational and, particularly, personal anxiety. Differences in the immune response system between the compared groups were identified with regards to indicators that characterize both adaptive and innate immunity. These differences were expressed in a more significant number of circulating regulatory T lymphocytes, a less pronounced lytic potential of effector cells, a greater number of TLR9+ monocytes with a decrease in the proportion of cells of the monocyte series carrying HLA-DR in medical students compared to their counterparts studying in the medical service officers’ program. Thus, the period of psychological preparation in a medical university for the commencement of professional activity varies based on the characteristics of the educational process and proves to be more effective for sixth-year students of MTC. Students from the TPF exhibit more pronounced psycho-emotional stress compared to their counterparts in military medical training, leading to evident signs of immune system dysregulation. It is imperative to develop strategies for timely detection of changes in both psychological and immunological adaptive capacities.

Enhancing Cross-Cultural Understanding: The Role of Digital Platforms in Cultural Exchange for Chinese Graduate Students at Northwestern University

The rapid growth of digital platforms has reshaped the educational-rich landscape, introducing dynamic ways of cultural exchange that transcend traditional boundaries. This paper explores the unique potential of online cultural exchange to promote cross-cultural understanding and community building for students, with a special focus on Chinese graduate students in Northwestern University during their short spring break. As global connectivity increases, it becomes increasingly important to leverage these digital tools to facilitate meaningful cultural interactions. This study argues that social media platforms play a key role in this effort, enabling students to engage in cultural exchange activities that are both convenient and impactful (Abbas et al., 2019). Integrating digital tools into educational and cultural environments has revolutionized the way students interact with different cultural experiences. Social media platforms, in particular, offer unparalleled opportunities for students to connect with peers from different cultures, share knowledge and engage in collaborative activities. These platforms provide a flexible and accessible means for students to immerse themselves in cultural learning outside of geographical constraints. Moreover, the interactivity of social media fosters a sense of community and common purpose, which is essential for successful cultural exchange programs. While there are many advantages to using social media for cultural communication, there are also significant challenges that need to be addressed. The potential for distraction, information overload, and reduced face-to-face interaction could undermine the effectiveness of these platforms in educational Settings. In addition, given the differences in social media usage patterns among different demographic groups, such as gender differences, it is critical to ensure that programs are inclusive and effective. This article aims to explore these complexities and offer solutions to maximize the benefits of social media while mitigating its drawbacks.

Building search and analytical competences of master’s students for scientific reviewing

Today, scientific reviewing is not the area of strength of Russian researchers. In many ways, it is due to the lack of research competences taught to the graduate students, and, in particular, search and analytical competences that correspond to the active-operational component of the competence. To overcome this shortcoming, the authors have developed and tested an approach to selecting publications for scientific reviewing. The approach comprises five steps: selecting the starting sample, its expansion, truncation, analysis, and final selection. The pedagogical experiment accomplished with the small groups demonstrated significant increase in the level of research competences in the master’s students who took the specialized course Science Communication based on the above approach. The course resulted in increased competences essential for effective search and analysis of scientific information. Further implementation of the method will improve the educational environment for building research competences in graduate students.

Gender inequality in the public sphere as perceived by Muslim female graduate students at a Pakistani higher education institution – a critical grounded theory perspective

Purpose The subject of gender inequality has been approached by academics of various fields – psychologists, political scientists, developmental economists, feminists, sociologists, among others. Although there is a considerable amount of evidence indicating the presence of gender bias in various aspects of educational and work life in Muslim countries, not many studies have attempted to understand the female perspective during extra- and co-curricular activities in higher education institutions (HEIs) and their coping strategies. Design/methodology/approach A critical grounded theory approach was used. Findings The findings indicate that the role of female “religio-socio-cultural” stereotypes mutually reinforces each other to perpetuate an uneven playing field. Females have evolved many strategies to cope, including creation of sub-private spheres within larger public spheres and restricting their interactions to specific strata within the public sphere. Originality/value The study provides a female perspective regarding participation during extra- and co-curricular activities in a HEI in a Muslim majority context using critical grounded theory.

The relationships between online program formatting, technology satisfaction, and course quality

This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experience with the course. Interestingly, program type (blended vs. fully online) did not significantly impact technology satisfaction or the perceived quality of the course, even after taking into account the technology satisfaction mediator on course quality. Program type is not related to course quality, although technology satisfaction does contribute to quality ratings. The implications for instructors suggest that the development of technology-centric activities is warranted to improve the quality of online education courses.

Compassion questionnaire for animals: Scale development and validation

ObjectivesNo measure of compassion for animals exists. Previous scales measured empathy or attitudes towards animals. In line with previous compassion questionnaires for self (CQS) and others (CQO), the proposed Compassion Questionnaire for Animals (CQA) aims to operationalize compassion for animals by grounding it in affective, cognitive, behavioral, and interrelatedness dimensions, each representing a set of skills that can be cultivated through training and practice. MethodsBased on the proposed theoretical approach, the CQA items were developed through consultations with a panel of eight graduate students. A large study was conducted to validate the CQA, investigate the relationship between empathy/compassion for other human beings and compassion for animals, and test the role of gender and age in compassion for animals. ResultsResults suggested the presence of three dimensions along with a global latent variable. Psychometric characteristics of the CQA and its subscales were robust. These findings were additionally supported by convergent and discriminate evidence; as such, the CQA presented strong associations with measures of empathy for animals and nature relatedness. In addition, empathy and compassion for other human beings and for animals were found to be moderately associated. Gender and age were found to be related to compassion for animals, with women and older individuals displaying higher levels of compassion. ConclusionsThe CQA is the first scale that operationalizes compassion for animals as a set of affective, cognitive, behavioral, and interrelatedness skills/abilities with important theoretical and practical implications. Limitations as well as theoretical and practical implications of the CQA are thoroughly discussed.

Perspectives on Archaeological Education from a Graduate Student’s Journal

Perspectives on Archaeological Education from a Graduate Student’s Journal

Dr. Meena and mission maternal health: building allies in the government hospital

Research methodology The case study is based on field data, including in-depth semi-structured interviews with the main protagonist and related stakeholders of a large government hospital in Western India. After informed consent, the interviews with the stakeholders were conducted, transcribed and analyzed verbatim. In addition, secondary data from policy reports, newspaper articles and government websites was used to create the case. Since the protagonist works in the government system, her identity and other identifying information are disguised to maintain confidentiality. Case overview/synopsis The case study investigates the leadership challenges in a healthcare facility/hospital in public health. It traces the evolution of Dr Meena Sharma (Dr Meena), a leader in the government hospital ecosystem facing challenges such as infrastructural deficiencies, manpower deficit, healthcare bureaucracy and heavy patient load. This first-generation medical practitioner who transitioned from a private practice to a governmental one juggles balancing her demanding clinical practice, administrative responsibilities and teaching in the government hospital with her family responsibilities setup. However, in the wake of the upcoming LaQshya – Labour Room Quality Improvement Initiative by the Ministry of Health & Family Welfare, she strives to put together and motivate her team to work toward improving the quality of care during delivery and the immediate postpartum period at her hospital. Various issues arise in the organizational leadership for a woman leader such as adopting appropriate leadership style and using appropriate motivation and communication strategies for optimal performance. Complexity academic level The case study is aimed at teaching/training a) departmental heads of public and private hospitals, b) health program managers at higher and middle-level leadership roles, c) health policymakers at various levels in the government and other organizations and d) graduate and postgraduate students of public health, hospital management/administration. In addition to this, it can also be used for general management programs to teach organizational behavior, communication and leadership courses.

Achievement motivation and mental health among medical postgraduates: the chain mediating effect of self-esteem and perceived stress.

Medical postgraduates generally experience high levels of depression and anxiety. Previous studies have investigated the impact of various achievement motivations on depression/anxiety among medical students. This study focused on self-esteem and perceived stress, examining the internal mechanisms through which achievement motivation affects depression/anxiety. 530 medical postgraduate students (66.04% female and 33.96% male) were administered the Achievement Goal Orientation Scale, Self-Esteem Scale, Perceived Stress Scale, and Depression-Anxiety-Stress Scale. Results indicated that: (1) mastery-approach goals were negatively correlated with depression/anxiety; mastery-avoidance goals were positively correlated with depression/anxiety; performance-avoidance goals positively predicted depression/anxiety; (2) self-esteem mediated the relationship between achievement motivation and depression/anxiety; (3) perceived stress played a mediating role in the relationship between achievement motivation and depression/anxiety; (4) self-esteem and perceived stress played a chain mediating role in the relationship between achievement motivation and depression/anxiety; (5) there was no significant linear correlation between mastery-approach goals and depression/anxiety. Although this study employed a cross-sectional design and self-report scales, both of which have certain limitations, the findings still hold significant theoretical and practical implications. The research reveals a mediating pathway between achievement goals and mental health, offering new insights into mental health education for medical graduate students.

ОБЕСПЕЧЕНИЕ ЭКОНОМИЧЕСКОЙ БЕЗОПАСНОСТИ: ВОЗМОЖНОСТИ МОДЕЛЬНОГО ЗАКОНОДАТЕЛЬСТВА ПАРЛАМЕНТСКОЙ АССАМБЛЕИ ОРГАНИЗАЦИИ ДОГОВОРА О КОЛЛЕКТИВНОЙ БЕЗОПАСНОСТИ

In the context of modern challenges and threats caused primarily by the Russian Federation conducting a special military operation to demilitarize and denazify Ukraine and, as a result, unprecedented sanctions of the collective West against the Russian Federation and the Republic of Belarus, it is important to use the capabilities of the model legislation of the Parliamentary Assembly of the Collective Security Treaty Organization in relation to issues of ensuring economic security. The purpose of the legislative activity of the Parliamentary Assembly of the Collective Security Treaty Organization in this area is to develop effective mechanisms to prevent new challenges and threats to collective security. Currently, the scientific discussion undertaken by the author of the article on the issues of ensuring economic security is important for the development of modern scientific concepts and forecasts. The scientific article can be used by representatives of public authorities, as well as employees, graduate students, applicants and students of higher educational institutions in their research and educational activities.

Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos: Evaluating Student Learning and Effectiveness of Youtube Videos as Educational Tools

The use of video media, particularly YouTube videos, has emerged as highly popular and powerful educational tools in higher education due to its ability to provide rich and engaging content that enhances learners' understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, Youtube videos can enhance student engagement, learning outcomes, and satisfaction. Therefore, this research aims to innovatively design and develop YouTube videos as educational tools and evaluate students' perceptions of their learning and the effectiveness of the video design and development in higher education involving 20 graduate students in the entrepreneurship education program. The data were analyzed using mean, standard deviation, and content analysis techniques. The findings showed that the innovatively developed Youtube videos were perceived to be highly appropriate (Mean= 4.52, S.D. = 0.13). Students reported that they learned entrepreneurship more effectively from various scenarios filled with choices and challenges in entrepreneurial paths. They also perceived the effectiveness of Youtube videos as educational tools to be very high (Mean= 4.58, S.D. = 0.72), noting that these videos were effective tools that promotes active and experiential learning experiences. In conclusion, this study indicates that Youtube videos, when innovatively designed and developed as educational tools with active learning strategies, can be implemented as a powerful tool in teaching entrepreneurship.

Experiences of LGBTQ+ graduate students in research-focused doctoral programs: a scoping review

Students of sexual and gender minority (SGM) identities have long been underserved in higher education, and the limited research thus far has focused on undergraduates. There is a large gap in understanding the outcomes and experiences of LGBTQ+ graduate students, particularly in STEM. We undertook the first scoping review to examine the available literature on LGBTQ+ student experiences in research-focused doctoral programs. A scoping review methodology was utilized to compile a broad set of publications for a narrative review of emergent themes. A comprehensive search of 5 bibliographic databases yielded 1,971 unique studies, which were screened by two independent reviewers for data on LGBTQ+ doctoral students in non-clinical fields. Eighty-two publications were included in the analysis, over half of which were published in the past 5 years. Thirteen themes emerged from analyzing the included publications. LGBTQ+ ientities can continue evolving during graduate school, and some students incorporated SGM identities in their research (“mesearch”). Though students expected academia to be welcoming, many encountered repeated anti-LGBTQ+ bias that impacted their perceived safety for coming out. Nearly half of the studies mentioned intersectionality with other marginalized identities, including race/ethnicity, religion, disability, and others. Based on the information presented, we outline recommendations for practitioners to improve doctoral education, such as preparing teaching assistants to manage discriminatory classroom conduct.

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.