Successful Graduate Research Articles

Academic Writing Challenges and Supports: Perspectives of International Doctoral Students and Their Supervisors

IntroductionAcademic writing is a core element of a successful graduate program, especially at the doctoral level. Graduate students are expected to write in a scholarly manner for their thesis and scholarly publications. However, in some cases, limited or no specific training on academic writing is provided to them to do this effectively. As a result, many graduate students, especially those having English as an Additional Language (EAL), face significant challenges in scholarly writing. Further, faculty supervisors often feel burdened by reviewing and editing multiple drafts and find it difficult to help and support EAL students in the process of scientific writing. In this study, we explored academic writing challenges faced by EAL doctoral students and faculty supervisors at a research intensive post-secondary university in Canada.Methods and AnalysisWe conducted a sequential explanatory mixed-method study using an online survey and subsequent focus group discussions with EAL doctoral students (n = 114) and faculty supervisors (n = 31). A cross-sectional online survey was designed and disseminated to the potential study participants using internal communications systems of the university. The survey was designed using a digital software called Qualtrics™. Following the survey, four focus group discussions (FGDs) were held, two each with two groups of our participants with an aim to achieve data saturation. The FGD guide was informed by the preliminary findings of the survey data. Quantitative data was analyzed using Statistical Package of Social Sciences (SPSS) and qualitative data was managed and analyzed using NVivo.DiscussionThe study findings suggest that academic writing should be integrated into the formal training of doctoral graduate students from the beginning of the program. Both students and faculty members shared that discipline-specific training is required to ensure success in academic writing, which can be provided in the form of a formal course specifically designed for doctoral students wherein discipline-specific support is provided from faculty supervisors and editing support is provided from English language experts.Ethics and DisseminationThe general research ethics board of the university approved the study (#6024751). The findings are disseminated with relevant stakeholders at the university and beyond using scientific presentations and publications.

Master's Prepared Clinical Nurse Leaders: 2 to 10 Years Post-Graduation.

Because the Clinical Nurse Leader (CNL) role is relatively new, little is known about the success of CNL graduates. Our aim was to describe the career path of CNL graduates and to measure satisfaction 2 to 10 years after graduation. A cross-sectional survey design was used to assess career trajectory and self-reported satisfaction with work, life, and educational preparation in a sample of 109 CNL graduates from one university. Online data collection was used, resulting in participants from across the United States. Respondents were primarily Direct Entry CNL graduates. The majority (95%) were still working full- or part-time in nursing. Most (over 90%) were satisfied or extremely satisfied with their decision to become a nurse. Life satisfaction was high: the Satisfaction with Life Scale mean score was 24.9 (SD = 5.67). These results help describe CNL career trajectories and provide useful suggestions for education and practice. This information can help build the business case for the CNL.

Stakeholder Perceptions and Uptake of Private Higher Education in South Africa

Globally, private higher education offers access to higher education, especially where public provision cannot cope with demand. However, South Africa does not mirror this trend. This article reports on a survey of stakeholders’ understanding of private higher education in South Africa that aimed to determine why it has not grown to complement public higher education in mitigating the access gap. The findings point to limited knowledge of private higher education, especially amongst parents. Furthermore, there are perceptions that it is expensive with low returns on investment, as well as a lack of trust in the value of the qualifications and quality of the tuition offered. However, the respondents also acknowledged the advantages of private higher education and graduate success. Based on these results, addressing perceptions of costs and more effective communication should be priorities for both this sub-sector as well as the national authorities. This is important as South Africa will be unable to reach the National Development Plan’s target of 1.62 million students in higher education without the private higher education sub-sector complementing public universities.
 Key words: Private higher education, reasons to select private HEIs, teaching and learning quality, private higher education cost, graduate employability, contribution to the HE sector

Toward Identifying Sustainability Leadership Competencies: Insights from Mapping a Graduate Sustainability Education Curriculum

Graduate sustainability programs are tasked with educating and preparing the next generation of leaders to address the causes and effects of global climate change. As the urgency of addressing sustainability challenges like climate change has grown, including through higher education sustainability education, so has the attention on the competencies students ought to master to become sustainability leaders. Yet little is known about which sustainability leadership competencies are critical to bring about change or how curricula are addressing them. We used course descriptions from the University of Michigan’s School for Environment and Sustainability, to identify the sustainability leadership competencies targeted across its historically successful graduate curriculum, along with faculty members’ associated cognitive processing expectations following Bloom’s Taxonomy. The programs’ courses varied in the extent to which they addressed ten leadership competencies but were consistent in terms of associated cognitive processing expectations. We recommend that other sustainability education programs similarly examine their curricula and ensure that students regardless of their specializations have the opportunity to graduate with the knowledge, skills, and mindsets to affect change.

Student mentoring to enhance graduates’ employability potential

This paper considers whether the adoption of a subject-specific, classroom-based, voluntary extra-curricular student mentoring scheme could provide an effective mechanism and andragogic approach to enhance higher education students’ employability potential pre-graduation.Over the three-year pilot, 26 more advanced (second to fourth year) undergraduate students actively mentored nearly 400 first year undergraduate students during workshops delivered annually within forensic and policing focused courses. In total, 17 mentors anonymously completed online, post-scheme surveys. Survey data was quantitatively analysed to evaluate the scheme, establish which skills and attributes mentors had developed and investigate whether mentors could appropriately identify example skills within professional terminology used during employer recruitment. In addition, this paper reflects on the implementation of remote student mentoring during the COVID-19 pandemic and its adoption within a blended learning framework.The results from this research strongly support mentoring as an effective mechanism to develop undergraduate employability skills, significantly developing mentors’ self-confidence and self-efficacy in their interpersonal and communication skills. Although mentors were aware of university graduate attributes and thought they could evidence these with appropriate examples, in practice this was not necessarily the case. As a result, a framework is proposed to enable mentors to identify their skills and how they may align with competencies sought by relevant forensic and policing employers. However, other andragogic practices may need to be implemented to maximise the potential for successful graduate employment.

Use of Interactive Digital Posters as an Innovative Learning Technology in Ukrainian Higher Education (on the example of the course "Children's Literature and Methods of Teaching Literary Reading" )

The article analyses the ways of making a successful graduate - a future New Ukrainian School teacher. One of the key competencies, interrelated with values, linguistic and literary, is outlined. It is emphasized that at the present stage of development of language education a significant role is given to the technological approach to the organization of the educational process. Effective modern teaching aids that help present educational material in a different way are analyzed; arouse students’ interest; contribute to the development of a future teacher’s creative potential. They are convenient and effective to use, facilitating the work of both teachers and students. This is an innovative form in the lecture structures, practical classes, as well as independent work, school teaching practice. The study focuses on the peculiarities of creating interactive posters and their importance in the reception of fiction texts. The text of the article contains interactive digital posters created by students of speciality "Primary education" of Vasyl Stefanyk Precarpathion University with some illistrations that are free available on the Internet.

Identification of competencies required by auto-electricity/electronics graduates of technical colleges for success in automotive servicing in nigeria

The study is on the Identification of Competencies Required By Auto-Electricity/Electronics Graduates of Technical Colleges for Success in Automotive Servicing In Nigeria. A descriptive survey research design was adopted for the study. Two research questions guided the study. The population of the study is 150 auto-electricians some of who are technical college graduates and who are also registered members of Automobile Electrician Association of Nigeria, Nsukka branch. Due to the manageable size of the population the entire population was used as the sample of the study. The instrument for data collection is the questionnaire. A 99 item questionnaire was developed from literature to obtain data for the study. The instrument was validated by three experts from the faculty of vocational and technical education, University of Nigeria, Nsukka. The frequency table was used to tally the responses in the different categories of each item. The mean was used to analyze the data collected. Decision Rule: real limit of number was applied in decision making thus: any item that have a mean of 3.50-4.00 will be termed Very highly required, 2.50-3.49 is regarded as Highly required, 1.50-2.49 will be termed Slightly required, 0.50-1.49 will be termed Not required. The findings revealed various competencies required by auto electrician graduates for success in auto motive servicing in accordance with the specific electrical system found in a vehicle, ranging from the starting motor to the computer/mechatronics systems. It was discovered that each competency is highly required for the proper maintenance of automobile with regards to auto electricians.Also, based on the findings of this study, it was recommended that Curriculum of Technical colleges should be reviewed on a regular basis to reflect workplace needs.The learning environment should be a replica of working environment.Within the competency list, Core competency items, which are essential for entry-level students, are required to be taught. Knowledge of these tasks is highly needed to integrate for increasing activity in automotive technology.

Factors that predict NCLEX-RN success at a Historically Black College and University: A four-year retrospective study.

Ensuring NCLEX-RN success for graduates of Historically Black Colleges and Universities (HBCUs) is integral to increasing Blacks and other racial/ethnic minorities underrepresented as registered nurses (RNs). To examine the association between program type (traditional (TBSN) and accelerated Bachelor of Science [ABSN]) and first-time NCLEX-RN exam outcome. A retrospective descriptive design was used. TBSN and ABSN students (n = 465) who graduated between 2015-2018 at an HBCU were examined. First-time pass rates for the total sample was 91.58%. Differences were observed between program type in 10 nursing courses for both programs, with Child Health being the only course predicting NCLEX-RN in both programs. In a multivariate logistic regression model, male students were 69% less likely to pass NCLEX-RN exam on first attempt compared to females, AOR = 0.31, p = 0.005. HBCUs can successfully prepare a diverse population of BSN graduates who pass NCLEX-RN on first attempt. Increased understanding of factors that decrease NCLEX-RN success of males is a prerequisite to development of strategies to ensure that all students have positive outcomes. There is also a need to understand differential relationships between nursing course grades and NCLEX-RN success among students enrolled in TBSN versus ABSN paths.

A bibliometric analysis of the graduate employability research trends

<span>Graduate employability has received considerable attention over the years, owing to the labor market’s desire for highly skilled graduates. This study was to examine trends in graduate employability research from 1986 to 2020 through the use of a standard bibliometric procedure. During the study period, as many 343 documents were yielded from the Scopus database. The findings indicated that the relative growth rate of published article was 69 documents per year on average. Geographically, the United Kingdom ranked first as the most productive country, with 104 articles published. Between 2000-2010, the employability topic focused primarily on the role of higher education in providing appropriate career guidance and strategy development for graduates from both public and private institutions seeking employment. Between 2011-2019, the focus shifted to employability skills, work-integrated learning, and curriculum designs that are connected to the long-term enhancement of graduate employability and its impact on career goals. The findings of this study indicate a significant increase in graduate employability literature, as well as a significant number of citations. Academic researchers are encouraged to pursue development strategies that result in successful graduates finding employment in the labor market. This paper is innovative in that it identifies a trend and future for research in the field of employability.</span>

Формирование гибких навыков у бакалавров в области охраны природы средствами сетевых образовательных экологических проектов

The study aims to substantiate the need for soft skills formation in students pursuing an undergraduate degree in the field of nature conservancy according to the requirements actualised by federal state educational standards and the requirements set for graduates by the labour market. The paper presents the sought-after soft skills in the field of environmental safety. The reasons for teachers’ lack of readiness to form soft skills in the educational process at university are revealed. It has been found that online educational environmental projects have a significant potential in soft skills formation in students pursuing an undergraduate degree in the field of nature conservancy. Scientific novelty of the study lies in clarifying the content of soft skills, which are considered as a set of universal skills and personal qualities (internal potential) necessary for graduates in the field of nature conservancy for the effective implementation of their labour functions. A comparative study of various classification features of soft skills, as well as a content analysis of job vacancies and a survey of experts in the field of environmental protection made it possible to specify the basic list of soft skills, which include interpersonal communication skills, teamwork skills, self-organisation skills and management skills. As a result, it has been proved that the use of online educational environmental projects in the educational process at university contributes to the formation of a set of skills and qualities in undergraduate students (teamwork, technical literacy, business communication skills, cooperation in solving tasks, responsibility, sociability, self-discipline and self-organisation), which are regarded by employers as a predictor of professional success of graduates in the field of nature conservancy.

A rubric approach to assessing information literacy competency in tertiary curricula

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.

9 - Assessing the Cognitive Domain through MCQs: Critical to Quality Assurance in Higher Education

While establishing assessment methods as a critical element of quality assurance, one must not lose sight of the intent to measure both expected learning outcomes and intended programme objectives. The achievement of quality assessment is rooted in ensuring that the content and approaches to delivery produce graduates and programmes which are high quality. One of the most common strategies to assessing higher order cognitive domain is via Multiple Choice Questions (MCQs). In this paper we will reflect on a quality assurance effort to ensure that this strategy was appropriate (doing the right thing), necessary (for the right reasons) and sufficient (achieving the desired results) in meeting the requirements. An exemplar of a continuing professional development approach to the constructing, measuring and evaluation of MCQs is provided, which emphasised the imperative of both faculty (peer) and organisational commitment to the process and achieving the desired product of competent and successful graduates.

Concept of Education Management: Positioning-Differentiation-Brand (PDB) for the Advancement of Islamic Education (Study at SMK Muhammadiyah 7 Gondanglegi, Malang)

Educational progress is produced by a strategic and quality process. To produce educational progress, the concept of educational management is needed with the Positioning-Differentiation-Brand strategy. This study aims to formulate a theoretical model: 1) positioning strategy developed by SMK Muhammadiyah 7 Gondanglegi to improve school competitiveness 2) differentiation strategy by SMK Muhammadiyah 7 Gondanglegi so as to strengthen the attractiveness of new students 3) branding strategy at SMK Muhammadiyah 7 Gondanglegi to make it known easier and become the hope of society 4) management strategy and reconstruction of Positioning-Differentiation-Brand (PDB) SMK Muhammadiyah 7 Gondanglegi so as to achieve the success of graduates being accepted by the industry and achieving school progress.
 This study uses a qualitative phenomenological approach in order to give birth to a phenomenological model formulation. Data collection techniques used: 1) direct observation, 2) documentation study, and 3) in-depth interviews. Data analysis using data reduction, data presentation, and drawing conclusions. The validity and reliability of the research results are measured by four criteria: 1) Credibility, 2) Transfermability, 3) Dependability, and 4) Confirmability.The results of this study indicate: 1) positioning strategy: on the customer (customer); on internal capabilities and strengths (company); over competitors (competitors); on changes (change); be a power of differentiation (clarity); compete for the products owned (consistency); have high credibility (credibility), and have superior products (competitiveness). 2) differentiation strategy: unique and different performance and design (product differentiation); friendly service with speed and convenience (service differentiation); capabilities in distribution channels (channel differentiation); Reliable Human Resources (HR) (people differentiation); courage to act (progressive differentiation); Iduka curriculum is always updated (content), industrial cooperation (context), and technology with other facilities (infrastructure: inabler) 3) branding strategy; innovative (core identity); open (extended identity); public trust (value proposition). 4) Positioning-Differentiation-Brand (PDB) management and reconstruction.Keywords: Education Management, Positioning-Differentiation-Brand (PDB), Educational Progress.
 The findings of this study are the reconstruction of the education management concept model with the Positioning-Differentiation-Brand (PDB) strategy for the advancement of Islamic education.

Re-evaluating Post-war Interior Design Practices through Client Histories: Loti Smorgon and Her Architect/Decorator Noel Coulson

ABSTRACT In 1947 in Victorian Modern, Robin Boyd named a group of leading modern architects, including many who had trained at Geelong’s Gordon Institute. Yet Boyd omitted successful graduates whose work did not fit his narrowly defined parameters of modern design. Significant amongst these was Noel Coulson, RAIA, whose architecture and interior design practice made him highly desirable to Jewish immigrant clients. Like many whose work traversed both aesthetic and professional boundaries, Coulson has been overlooked by an Australian historical field profoundly shaped by Boyd’s preferences. Via a detailed study of Loti and Victor Smorgon’s Toorak house designed by Coulson in 1953, this paper argues that previously under-researched client histories have value in contesting such historiographical limitations. Client-centred methodologies reveal interior designers’ roles as hybrid practitioners — both cultural producers and mediators — supporting an understanding of modernity determined by the home as the locale of modern life rather than prescriptive aesthetic values. This paper proposes a re-assessment of post-war interior design historically marginalised within hierarchies of cultural production; and the role of the client as integral to a more inclusive understanding of the modern interior in post-war Australia.

An Evolved Method of Reporting Retention by Major

Higher education institutions face increased pressure from government and external funding sources to retain and graduate their students each year. Nationally, the federal government’s IPEDS report defines the standard measure of an institution’s retention and graduation success. When universities attempt to adapt this institutional standard to individual majors, they must proceed with caution. In this paper, researchers present the problems institutions can expect in directly adapting the IPEDS standard to measure a single academic major’s retention. They also propose an evolved means of reporting a major’s “student retention to graduation.” In doing so, they create a better depiction of the journey students take through a degree program. The modifications introduced in this evolved report make it more useful and more meaningful to university administrators and program faculty as it provides a clearer, truer retention picture. Thereby, the evolved report provides better support to decision makers seeking to identify retention problems, propose alternative solutions, and gauge undertaken initiatives.

Using Peer Coaches to Support Integrating Research into the Curriculum: Impacts on Students, Coaches, and Faculty

Undergraduate retention, graduation, and postgraduation success are greater when students engage in undergraduate research. This article describes a grassroots, facultyinitiated effort to increase the number of students who received research experiences at a large, urban institution. Peer course coaches, students who had previously taken a course or with specific skills, helped faculty from all disciplines embed research in their undergraduate curriculum. The effectiveness of this program model for students (e.g., enhanced learning, new skills), coaches (e.g., leadership development), and faculty (overall experience) was evaluated. Data suggested program success from all participants. Everyone benefited from this model: faculty maximized student engagement, coaches received leadership experience, and undergraduates had experiences that will positively impact their lives and livelihoods.

A Delicate Aggression: Savagery and Survival in the Iowa Writers’ Workshop by David O. Dowling.

<i>A Delicate Aggression: Savagery and Survival in the Iowa Writers’ Workshop</i> by David O. Dowling.

Are They Ready? Trials, Tribulations, and Professional Skills Vital for New Veterinary Graduate Success

Stress and burnout levels are high among young veterinarians with the transition to practice being particularly challenging. This qualitative study aimed to capture and document the new graduate veterinary experience within the United States and which professional skills are most important for success during the transition to practice. The researchers sought to better understand this challenging transition period and provide insight for veterinary educators who are tasked with preparing new veterinary graduates for day 1 practice readiness. To gain a deeper understanding of the new graduate experience, a focus group was conducted with six veterinarians who recently graduated from four different U.S. veterinary colleges. Several themes arose regarding their experiences in the transition to practice including setbacks and adaptations, self-sufficiency and self-doubt, changing clientele and ethical dilemmas, leadership and conflict, and good vs. bad mentorship. Self-care, conflict management, and client communication were perceived as the most important professional skills for success in the transition to practice. New graduate veterinarians reported that they were least prepared for working with clients with financial constraints and managing conflict. Drawing from this qualitative data, the researchers propose several topics that could be incorporated into professional skills curriculum to further enhance day 1 preparedness of new veterinary graduates to promote well-being in the transition to practice.

Tool-Aided Learning of Code Reasoning with Abstraction in the CS Curriculum

Computer science students often evaluate the behavior of the code they write by running it on specific inputs and studying the outputs, and then apply their comprehension to a more general understanding of the code. While this is a good starting point in the student’s career, successful graduates must be able to reason analytically about the code they create or encounter. They must be able to reason about the behavior of the code on arbitrary inputs, without running the code. Abstraction is central for such reasoning. In our quest to help students learn to reason abstractly and develop logically correct code, we have developed tools that rely on a verification engine. Code involves assignment, conditional, and loop statements, along with objects and operations. Reasoning activities involve symbolic reasoning with simple assertions and design-by-contract assertions such as pre-and post-conditions as well as loop invariants with data abstractions. Students progress from tracing and reading code to the design and implementation of code, all relying on abstraction for verification. This paper reports some key results and findings from associated studies spanning several years.

The Early Years and Evolution of the DOE Computational Science Graduate Fellowship Program

The U.S. Department of Energy Computational Graduate Fellowship Program, celebrating 30 years of existence in 2021, is one of the most successful graduate fellowships in the world as well as one of the longest running programs in the U.S. Department of Energy. This article discusses the conception, early years and evolution of the fellowship over the past thirty years.