Degree Students Research Articles

The role of individual factors in perceived sustainable employability: an application in higher education

PurposeSustainable employability has emerged as a multifaceted construct that measures individuals' abilities to function in the labour market throughout their working lives. Therefore, it is no longer just about analysing how to achieve a successful transition from school/university to employment, but also about identifying the conditions that will allow people to continue to be capable and motivated in the long term. The aim of this work was to identify and rank the personal factors of an individual that contribute to his or her perceived sustainable employability.Design/methodology/approachThe authors used a quantitative methodology to estimate the structural model proposed. A stratified random procedure was used to administer an online questionnaire to 202 university master’s degree students. Before testing the structural model, the validation of each scale was performed, both at the exploratory and confirmatory levels.FindingsThe results indicate that four groups were key to improve individual sustainable employability: (1) Health Status; (2) Career Competencies; (3) Core Self-Evaluations and (4) Overcoming Competencies.Research limitations/implicationsThe results are of interest to any individual, employed or not, insofar as they can reflect on the relevance of each category and how to improve them at the individual level.Originality/valueThis study contributes to research on sustainable employability focus on the analysis of young people by providing empirical evidence on its relationship with other key variables, in an area where the literature remains mainly conceptual and centred in workers.

Aspects to be taken into account by teachers for the correct use of Moodle as a support tool for face-to-face teaching

<p>Moodle has become the tool that supports face-to-face teaching in many degrees and universities, but this tool can have the opposite effect to support, and can lead to information and material overload in many students or can even encourage student absenteeism because all the subject material is on Moodle. Given this situation, this study has identified, through the Delphi methodology and based on the judgement of experts, aspects and indications to take into account in its use in order to achieve an effective use of Moodle as a support tool for face-to-face teaching (avoiding information overload and discouraging absenteeism) and to enrich the training process of students in degrees and universities that use Moodle.</p>

LESCA: Scaffolding and its impact on the higher cognitive levels and emotions of the student

Teaching technical content in science and engineering requires the development of high-level competencies such as analytical and critical thinking skills, and is perceived by students as a difficult subject to understand. One way to help students learn this type of content is through the use of scaffolding, which dynamically regulates and adjusts learning according to the student’s needs. Although the use of scaffolding has already been applied in different educational contexts, so far there are no studies analysing its impact on students’ emotions and perception. In this paper we propose the LESCA system, which performs adaptive content feedback through scaffolding. The main hypothesis of this article is that the use of this tool together with teacher scaffolding improves the acquisition of content at higher cognitive levels and improves the student’s emotional state during learning. An experience has been carried out with 36 students of Industrial Electronics and Robotics Associate Degree with a pre-post design, where one group of students did not use the tool and another one did. The findings indicate that knowledge acquisition at the higher levels of Bloom’s taxonomy improved after the use of technological scaffolding and that this acquisition improved significantly when incorporating teacher scaffolding. On the other hand, students who performed the tasks with the system experienced significantly less anxiety and despair than students who did not use it. In addition, it has been found that students perceive teacher scaffolding to be significantly more useful than technological scaffolding.

Attitudes of students toward domestic violence and children’s rights: a cross-sectional study and structural equation model analysis

Purpose This study aims to investigate the attitude of students toward domestic violence (DV) and children’s rights. Design/methodology/approach A quantitative cross-sectional descriptive questionnaire design method was used to collect data. The participants of the study were university levels of associate degree students in Eastern Turkey. Findings Results showed that female students were more likely to approve of DV, and this difference was statistically significant. The structural equation modeling analysis revealed a positive and significant relationship between students' attitude toward children’s rights and their overall attitude toward DV. Originality/value This research suggests that the participants had a positive view of DV and a moderate attitude toward children’s rights. Therefore, it is recommended to enhance the attitude and awareness of future health professionals about children’s rights and DV.

Digital reading in English for Business Management and Tourism: The importance of micro-skills for the curriculum

An optimal reading performance is key in university degrees, and yet, the research focus on digital academic reading is much smaller than on writing skills (Boulton & Cobb, 2017; Pérez-Paredes, 2019; Curado-Fuentes, 2023). This paper focuses on analyzing learners’ development of digital reading skills in English at university. The study has been conducted as a mixed-methods analysis in two consecutive academic years (2021 and 2022) with first-year students in the double degree of Business Management and Tourism at the University of Extremadura. The two groups used different digital tools along 4-week reading sessions and were tested on their reading comprehension before and after the sessions. Additionally, students answered various questionnaires about the activities. Learners’ use of digital data-driven learning (DDL) techniques was combined with other types of online tools. Some face-to-face interviews with students were also conducted at the end of one course. The results from the tests indicated significant reading comprehension improvements in both years, whereas no significant difference between the two years was found. In the second academic year, the DDL tool was favored much more, in addition to online dictionaries, and students were more open to reading comprehension work. Overall, it is found that the reading of academic texts can be fostered by empowering learners with meta-cognition via specific digital reading micro-skills.

Jennifer Duann talks about life as a masters’ degree student in genetic counseling

When we spoke, Jennifer Duann was in the midst of a move from Bloomington, Indiana, to Cincinnati, Ohio, two and a half hours away, so that she could complete clinicals for her masters’ degree in genetic counseling. We chatted by phone about her life as a student and balancing parenthood with coursework. Our conversation has been edited for clarity and length.

THE EFFECT OF HEALTHY LIFE STYLE BEHAVIOR ON PSYCHOLOGICAL RESILIENCE OF ASSOCIATE DEGREE STUDENTS RECEIVING HEALTH EDUCATION AFTER EARTHQUAKE

It was aimed to examine the effect of healthy lifestyle behavior on psychological resilience of associate degree students receiving health education after the earthquake. In line with the aim of the study, 428 people, who were determined by convenience sampling method among the students continuing their education and training at the university, constitute the sample of the study and the data were collected by applying an online questionnaire. In the study, "Personal Information Form", "Healthy Lifestyle Behavior Scale II" and "Brief Psychological Resilience Scale" were used. The data were analyzed with SPSS program. In addition, Pearson correlation and regression analyses were applied upon the determination that the data were normally distributed as an analysis method. As a result of the study, it was determined that there was a positive and significant relationship between healthy lifestyle behavior and its sub-dimensions and psychological resilience. In addition, it was determined that healthy lifestyle behavior has a positive and significant effect on psychological resilience. It is predicted that increasing the healthy lifestyle behavior of students after the earthquake will increase their psychological resilience against the disaster in a positive way.

Beyond the M.D.: Transdisciplinary approaches of high-volume dual degree M.D./Masters programs at U.S. allopathic medical schools

PurposeTransdisciplinarity has been described as a fusion of theories, methods, and expertise across disciplinary boundaries to address complex, global problems. This approach has coincided with an increase in US medical schools offering masters degrees along with an MD degree to equip medical students to practice in complex, interconnected health systems. This study focused on medical schools that graduate the most dual degree students per year and explored the alignment of such programs with a transdisciplinary approach.MethodsWe identified 19 allopathic medical schools that annually graduated an average of 10 or more dual-degree students from 2015–2020. We surveyed these schools and asked participants to describe the reason(s) their institutions offered dual-degree programs. Two authors coded the narrative responses from the survey.ResultsResponses were received from 17 of the 19 schools. The analysis of participants’ responses regarding their institutions’ purpose for offering dual programs revealed several themes associated with a transdisciplinary approach to training. The most common themes were expand skill sets beyond a medical degree (73%), provide opportunity for interdisciplinary collaboration (67%), expand career interest and goals (60%), develop leaders (53%), enhance residency applications (47%) and further the institution’s vision and mission (45%).ConclusionsThis study is the first comprehensive evaluation of MD/Masters programs in the United States that includes a summary of the medical schools with the largest dual degree programs and their reasons for offering them. The findings support the hypothesis that allopathic medical schools recognize the need for a transdisciplinary approach to prepare students for the complexities in healthcare. These programs provide students with opportunities for additional areas of expertise, leadership development, enhancement of competitiveness for residency application, and interdisciplinary collaboration. Medical schools without dual-degree programs may consider developing these programs to provide benefits to students and institutions.

Unpacking the Relationship Between Online Student Engagement and Online Self-Regulation in Higher Education

Online student engagement refers to the level of students’ involvement and effort in online learning activities. Individuals with self-regulation skills actively and constructively set their goals and strategies based on their own knowledge, independent of environmental influences. However, research exploring the relationship between self-regulation and student engagement in online learning environments is limited. This study aimed to examine this relationship within online learning environments. The research utilized survey, causal-comparative, and correlational research models to address its questions. Participants included 660 bachelor’s degree students, and data was collected using an online student engagement scale and an online self-regulation skills scale. The findings indicated that both online self-regulation skills and online student engagement were at moderate levels. The study found that online student engagement did not significantly differ by gender. However, university students aged 25 and over had significantly higher online engagement than other age groups. Additionally, fourth-year university students exhibited significantly higher online involvement than students in other grade levels, and students from numeric fields demonstrated significantly higher online engagement compared to those from other fields. In terms of online self-regulation, there were no significant differences by age and grade level. Nevertheless, female students exhibited significantly higher self-regulation skills than male students, and students from numeric fields had significantly higher self-regulation skills than those from other fields. Moreover, the study found a significantly positive moderate correlation between online student engagement and online self-regulation skills. The findings also revealed that online self-regulation skills could explain 40.4% of the variance in online student engagement.

Distance Education through the Perspective of Students of Anesthetic Technician, Emergency Medical Technician, and Medical Imaging Technician Programs

Aim: The study aimed to evaluate the distance education process through the perspective of associate degree programs and to identify crucial issues for potential future pandemics. Methods: The study group (n=166) consisted of associate degree students of the Anesthetic Technician, Emergency Medical Technician, and Medical Imaging Technician Programs. Data were collected through an electronic questionnaire regarding main headings: 'Theoretical Courses, Practical Courses, and Professional Development', 'Course Participation and Motivation', 'Measurement and Evaluation', and 'Student Suggestions for Distance Education'. Questions and statements were scored by 5-point Likert. Results: When the effects of distance education ‘on the level of internalization of the profession’ and ‘on the effect on professional competencies’ were assessed, the scores of Medical Imaging Technician Program students were lower than the scores of Anesthetic Technician Program students and Emergency Medical Technician Program students (p

Investigating the Link between Flow, Perceived Feedback and Performance in Art

The current study set out to investigate the effect of flow experienced during artistic activities on performance. Furthermore, the study looked into how the relationship between flow and performance was affected by a moderating variable, namely the perceived feedback given by art teachers. Based on a non-experimental cross-sectional model, the research included a sample of 108 students of various art degrees. The results suggested that flow predicts performance in art (ΔR2 = .10, p < .001), while perceived feedback acts as a moderator on the link between flow and performance (F(3, 104) = 11.17, p < .001), having a buffering effect and not an enhancing effect as this study initially proposed (ΔR2 = .057, β = -.24, p < .01). Moreover, a separate moderation analysis was performed for each subscale of the perceived feedback measuring instrument. Some possible explanations of the buffering effect are presented based on the scientific literature.

Implementation of Flipped Classroom in Increasing Students’ Grammar Ability of Islamic Economic Department Student in UIN Datokarama Palu

The aim of this research was to describe the effect of the flipped classroom on increasing students’ ability in grammar. This research belonged to quasi-experimental research with a group pre-post-test design involving 50 bachelor degree students from the Islamic Economic Department at UIN Datokarama Palu as the sample. The sampling technique was total sampling with the experimental group (25 students) and control group (25 students). To assess the students’ ability in grammar, four components were measured: accuracy in tense usage, consistency, understanding of tense form, and contextual appropriateness. The students’ scores were classified into five categories: very good, good, medium, low, and failed. After treatment, the grammar ability scores increased for the experimental group. The percentage increased in all aspects: accuracy in tense usage increased by 45%, consistency by 40.6%, understanding of tense form by 31%, and contextual appropriateness by 32.8% from the pre-test scores. The Flipped Classroom model revolutionized the teaching of English grammar, offering practical strategies for implementation, and emphasizing the need for collaborative and independent learning experiences to enhance students' language proficiency and overall learning outcomes.

Sociodemographic Attributes and Dropout Intentions of Working University Students: Evidence from Estonia

This study examines the relationship between various demographic and situational factors and working students’ decisions to change their study programmes and abandon higher education. It utilises a sample of 1902 working students derived from the Eurostudent VII survey and employs cross-tabulation and chi-square tests. The findings reveal statistically significant associations between several factors and students’ educational decisions. Males are more likely to consider abandoning higher education than females. Younger students, particularly those up to 21 years old, are more inclined to consider changing their study programmes. Financial difficulties significantly influence students’ considerations of both changing study programmes and abandoning higher education. Students in the arts, humanities, and ICT are more likely to consider abandoning their studies. Conversely, age does not significantly affect the likelihood of abandoning higher education. Parental educational attainment does not significantly influence decisions to change or abandon study programmes, whereas living situations, such as living independently and not living with parents, significantly affect changing the study programme. Qualification level affects the likelihood of changing study programmes, with bachelor’s students more likely to consider changes than masters and long-term national degree students, but it does not significantly affect the likelihood of abandoning higher education. Education–job mismatch significantly affects both changing study programmes and abandoning higher education, while the duration of working hours only influences the decision to alter study programmes. By revealing these findings, this research extends the student retention discourse as well as highlights how cultural, economic, familial, and workplace capital influence working students’ educational decisions.

Analysis of Teacher Self-Efficacy and Its Impact on Sustainable Well-Being at Work.

This study evaluates teacher self-efficacy perceptions among students in the Master's Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program's training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the "Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

How Effective are Tabletop Role-Playing (Serious) Games in Understanding and Validating the Predictive Capabilities of Disaster Response Agent-based Models?

Tabletop Role-Playing Games (TRPGs) for disaster response management are collaborative exercises in which participants take on the roles of characters, guided by a “Game Master.” TRPG are useful tools for training, improving the preparedness of emergency responders, and understanding/validating Agent-Based Models (ABMs). This study evaluates the knowledge of participants and assessed the effectiveness of utilizing TRPG in validating a NetLogo model. Medical doctors and master’s students were divided into two groups, who participated in the exercise based on defined disaster response strategies. The central components of the ABM were transformed into a Disaster Response Tabletop Role-Playing Game (DRTRPG). Medical doctors and master’s degree students were assigned to two groups in the exercise that is based on defined disaster response strategies. Multichoice pre- and post-assessment tests were used to evaluate each group’s knowledge, while a performance scoring matrix was used to generate data from in-game activity. Data was analyzed using Pandas and MS Excel data analytical tools. Pre and post-assessment test results (n = 8) showed an 11.5% and 3.1% increase in knowledge for medical doctors and students on disaster and healthcare decision-making, respectively. Visual comparison between the ABM and DRTRPG results reveals partial model validity. However, statistical comparison shows a clear variation in the outcomes. The “Alternate” policy strategy resulted in better disaster response outcomes. The design and implementation of the DRTRPG resulted in a collaborative understanding and communication of the ABMS model with promising results. However, there are significant statistical differences between both methodologies, highlighting the challenge of validating the predictive capabilities of ABMS using RPGs.

A qualitative exploration of transitions, compliance, and onboarding challenges for international students in health professional education degrees

Background: Australia provides education services to international students which includes international students completing a health professional education (HPE) degree. Studying for a HPE degree can be challenging for most students. There are specific challenges for international students when completing a degree with clinical placements. The challenges international students can face include receiving adequate and timely information, understanding health service access, and receiving the correct information from education providers and agents. Objectives: To gain an in-depth understanding of the challenges for international health professional education students in accessing healthcare, understanding the requirements of compliance to attend clinical placements and the difficulties with attending clinical placements. Design: A semi-structured interview schedule based on findings from a survey (N = 318 participants) was used to explore international student perspectives in one-on-one interviews. Methods: Data were collected from international HPE students from a single Australian metropolitan multi-campus university using a questionnaire, which included qualitative open-ended questions, in addition to semi-structured follow-on interviews. Data collection took place between March and October 2021 and qualitative data were inductively thematically analysed. Results: Challenges reported in interviews by six international students were focused on understanding the navigation of new administrative systems and compliance processes. Students noted gaps in the communication of understanding legislative compliance requirements to attend clinical placements, difficulties accessing healthcare and making use of overseas student health cover, organisational issues, and transport issues when attending clinical placements. Conclusions: Higher education providers and international education agents must address communication deficits in course requirements linked to clinical placement prerequisites. This study highlights gaps in commencing international students’ understanding, and higher education providers' communication of clear, timely detailed information.

Effects of digitalisation on learning to write – A naturalistic experiment

BackgroundStudents’ writing is being digitised to a different degree across countries, municipalities, and schools. Yet, knowledge on the effect of digitalisation remains scarce. Due to local autonomy over instructional methods, Norwegian schools portray a full array of this global diversity of practices, representing a unique naturalistic setting of digitisation, with other factors being held relatively constant. Research aimsThe study explores how elementary students’ writing is affected by to what degree students’ writing involves using digital tools and/or handwriting over the first year in school. SampleA total of 577 Norwegian first grade students (6 years). MethodsIn a natural experiment, students were tested for spelling ability (dictation) and for narrative text writing ability. Students wrote one text by hand and one text on a digital device and handwritten and typed texts were analysed for handwriting legibility, holistic quality, text length and compositional spelling. The statistical analysis was performed using Linear mixed-effects models. ResultsThe results show that students from classes with a higher degree of digitalisation wrote longer texts with more words correctly spelled when writing on a digital device, compared to others. However, students from classes where more writing was done by hand performed better on handwriting measures. ConclusionsWe suggest that both modes convey writing proficiency, each with its specific benefits.

Theoretical and Practical Elements of the Educational Component “Management of Information, Library and Archival Studies” in Forming Future Managers’ Professional Competences

The aim of the article is to study theoretical and practical elements of the educational component “Management of Information, Library and Archival Studies” in grounding general and special competences of applicants for the Master’s degree in speciality 029 “Information, Library and Archival Studies.” Research methods: the article uses both general scientific and special research methods. The method of analysis and synthesis contributes to studying the theoretical foundation of the theme; systemic, structural and functional ones allow to determine the structure of the educational component and the peculiarities of its teaching. The prognostic method makes it possible to outline the ways of improving organisational foundations of the theoretical and practical training of the Master’s degree students. The scientific novelty consists in substantiating the interrelationship of the theoretical and practical elements of the educational component “Management of Information, Library and Archival Studies” in forming general and special competences of the Mmaster’s degree sudents as future managers of the sphere. Main conclusions. The theoretical and practical elements of the educational component presented in this article contribute to the formation of general and special competencies of future sphere managers, particularly, the ability to motivate people and move towards a common goal, promote the formation of an effective sphere management system; organise the work and manage information and analytical structural departments at enterprises, organisations and institutions. The programme results of mastering the educational component include the ability to form strategies for system organisation, modernisation, to increase the efficiency of management in the sphere, to use applied socio-communicative technologies in order to organise effective communication at the professional, scientific and social levels. Thus, the educational component is necessary in grounding the competencies of future professional managers. Nowadays, the work is underway to improve the content and technology of teaching the educational component, which will contribute to higher quality training of students for the Master’s degree in speciality 029 “Information, Library and Archival Studies.”

“OSINT-technologies” as an Educational Component of the Speciality “Information, Library and Archival Management”: Pedagogical Objectives

The aim of the article is to highlight the pedagogical objectives study of the educational component “OSINT-technologies” by the Master’s degree students of speciality “Information, Library and Archives Manahement” in the formation of its competence basis and perspectives of personal and professional self-determination of education seekers. Research methods. The following methods were used: survey was applied to identify the achievement of pedagogical goals in forming professional self-determination, self-actualisation and individual development by the students of the educational component “OSINT-technologies”, as well as comparing the competencies of students of the Bachelor’s and Master’s degrees. Scientific novelty. The specificity of the pedagogical objectives study of the educational component “OSINT-technology” was revealed; being relevant and in demand on the professional activity market, in modern conditions it can become a factor in activating psychological mechanisms of professional self-determination of the Master’s degree applicants. Main conclusions. “OSINT-technologies” (intelligence based on open sources) is a tool of information and analytical support of decision-making in many areas of social practice. Information and analytical competencies grounding among the students in speciality “Information, Library and Archives Management” in OSINT activities as a field of information analytics can become a factor in meeting the labor market demand for professionals in this field. The results of the survey of the 2nd-year Master’s degree students in the “Information, Library and Archives Managament” speciality proved the necessary value of knowledge, skills and competences acquired due to the educational component “OSINT-technologies”, revealed the impact on further professional self-determination of the applicants and their desire to use the needed knowledge in their current professional activity. In the context of dynamic development of the labour market and actualisation of new activity areas, the concept of pedagogical goal-setting in the training of modern specialists involves the implementation of not only normative parameters of education (planned competencies, studying outcomes, abilities and skills), but also outlines vectors of the students’ self-determination and self-actualisation in the formation of their ways for further career future development.

Action research арқылы кәсіби өсу: магистрлік бағдарламадағы ағылшын тілі мұғалімдерінің мүмкіншіліктері

This article provides a comprehensive overview of action research, emphasizing its significance as a systematic inquiry process conducted by English teachers within their own classrooms to improve teaching and learning. The main goal is to identify the popularity and usage of Action Research among EFL teachers, at the same time Master’s degree students. The study explores Action Research's role in improving teachers' professional growth and the basic knowledge of the graduate students on Action Research. Action research was first conducted in Kazakhstan in 2012 as a joint project of the University of Cambridge and Nazarbayev Intellectual Schools (NIS) with the goal of improving educational practices. The quantitative research was conducted on the basis of the discipline “Action Research” for the 1st year graduate students of the profession “Two Foreign Languages” of Al-Farabi Kazakh National University. The results of a survey given to Master's students have different levels of familiarity and experience with Action Research. The study will assist to identify the spread and the usage of Action Research among EFL teachers in Kazakhstan. In addition, the study will help school administrators, teacher mentors to understand obstacles faced by EFL teachers and improve educational system in Kazakhstan.