University Survey Research Articles

Research on the Evaluation of Intelligent Logistics Management Talents’ Competence and Influencing Factors in Colleges and Universities of Higher Education–Based on the survey and analysis of Chinese colleges and universities

With the development of the logistics industry, the ability requirements for logistics talents are gradually improving, especially the demand for intelligent logistics management talents. However, the training system for advanced intelligent logistics management talents is not yet mature. Based on the theory of educational objectives and achievement-oriented educational theory, this research establishes the ability evaluation system for intelligent logistics management talents. The questionnaire survey method is used to analyze the quality of intelligent logistics management personnel and its influencing factors. It is found that the training quality of intelligent logistics management talents is generally low; uneven teachers, unreasonable teaching curriculum, and unclear educational objectives are the main factors affecting the ability of intelligent logistics management talents. Accordingly, this study proposes to improve the ability of intelligent logistics management talents in the aspects of curriculum arrangement, teachers, training programme design, and curriculum system design.

Workplace microaggressions: results of a survey of the american college of surgeons (ACS) members

Workplace microaggressions: results of a survey of the american college of surgeons (ACS) members

Factors associated with instructor and peer pre-help-seeking interactions among community college students

Community colleges, or 2-year associate-degree granting institutions, tend to enroll large numbers of students deemed misprepared for college-level coursework. Such students may also not be as likely to seek help, a self-regulated activity that is challenging and fraught with social stigma. A key component of active learning and the help-seeking process is social interaction with both peers and instructors throughout the learning process. We conducted structural equation modeling on data from the 2018 Community College Survey of Student Engagement ( N = 17,045 students) to identify the degree to which they engaged in social interactions with instructors and peers and to explore which factors were most predictive of such pre-help-seeking interactions. Various psychological and sociodemographic factors were significantly associated with both instructor and peer interactions. We discuss implications for fostering environments that cultivate active learning interactions and help-seeking cultures.

Convergence Issues for Disability Measures at Public 2-Year Institutions

The purpose of this study is to demonstrate how triangulating responses from the Community College Survey of Student Engagement (CCSSE) with information from the federal Integrated Postsecondary Education Data System (IPEDS) exposes data incongruency, specifically when considering the population of students with disabilities at 2-year institutions. Data from 503 CCSSE institutions were aggregated to calculate the average proportion of respondents who use services for students with disabilities, and then were compared to the percent of undergraduates who are formally registered with the institution’s Office of Disability Services, as reported to IPEDS. Pearson correlation coefficients indicated statistically significant relationships, that are yet moderate in strength, between these measures of disability services use (.274 < r < .331), compared to strong correlations of measures of gender, race, and enrollment (.618 < r < .955). These effects indicate an incongruency between measures of disability, compared with other aspects of demography. Accounting for coverage of survey data using a multiple linear regression model did not improve convergence. These findings have implications both for institutional staff to triangulate their data to see if there is a need to review reporting procedures, and for higher education scholars who work with these data to understand the proportion of disabled students in the 2-year sector.

Regional anaesthesia training in the UK – a national survey

BackgroundAdequate training of anaesthetists in regional anaesthesia is important to ensure optimal patient access to regional anaesthesia. MethodsWe undertook a national survey of UK trainee anaesthetists and Royal College of Anaesthetists (RCoA) tutors to assess experiences of training in regional anaesthesia. We performed descriptive statistics for baseline characteristics, and logistic regression of training indices and tutor confidence that their hospital could provide regional anaesthesia training at all three stages of the RCoA 2021 curriculum. ResultsA total of 492 trainees (19.2%) and 114 tutors (45.2%) completed the survey. Trainees were less likely to have received training in chest/abdominal wall compared with upper/lower limb blocks {erector spinae vs femoral block (odds ratio [OR] 0.25, 95% confidence interval [CI] 0.16–0.39), P<0.001}, or achieved >20 chest/abdominal wall blocks by Stage 3 of training (chest vs lower limb block [OR 0.09, 95% CI 0.05–0.15, P<0.001]. There was a strong association between training received, number of blocks performed (>20 vs 0–5 blocks), and self-reported ability to perform blocks independently, OR 20.9 (95% CI 9.38–53.2). 24/182 (13%) and 10/182 (5.5%) of trainees had performed ≥50 non-obstetric lumbar and thoracic epidurals, respectively, by Stage 3 training. There was a positive association between having a lead clinician for regional anaesthesia, particularly those with paid sessions, and reported confidence to provide regional anaesthesia training at all stages of the curriculum (Stage 3 OR 7.27 [95% CI 2.64–22.0]). ConclusionOur results confirm the importance of clinical experience and access to training in regional anaesthesia, and support the introduction of departmental regional anaesthesia leads to improve equity and quality in training opportunities.

More Students Going Into Petroleum Engineering Programs as Research Work Tilts to Alternative Energy

Oil companies are eagerly hiring petroleum engineering graduates, but the steep falloff in petroleum research funding is forcing a shift to alternative energy work. On the plus side, those connected with programs said most seniors have lined up jobs well in advance of graduation and some are getting multiple offers. Companies are competing for a small pool of talent, with 660 seniors expected to graduate this year, down from a peak of 2,615 in 2017, according to the annual SPE survey of colleges with petroleum engineering programs by Lloyd Heinze, professor emeritus at Texas Tech, who predicts that number will drop to 572 in 2025 based on the number of juniors. After that, enrollment looks likely to rise. There has been a 13% increase in the number of freshman and sophomore students, which is attributed to the strong demand for petroleum engineers. “Probably word of mouth is seniors getting jobs, and junior and sophomore internships is a big factor in the rise,” Heinze said. Another plus is that undergraduate enrollment is up at seven of the 10 largest programs surveyed in the US and the Middle East. “Almost everyone is up,” said Mashhad Fahes, an associate professor at The University of Oklahoma (OU), who reports that nearly all those approaching graduation have jobs in hand, often with multiple job offers. Internships were so widely available that OU had no takers for a summer program created to provide an alternative to paid internships a couple years back when those opportunities were scarce. Similar evaluations of the job market were offered by sources from Texas A&amp;M University and The University of Texas Permian Basin (UTPB). In all cases, the jobs were mostly in oil and gas exploration and production. “They know that if they get a degree from our program, they can easily find a job in the area,” said Ahmed Kamel, an associate professor who is the department coordinator at UTPB. UTPB, which now has more PE students than OU and LSU, draws a large percentage of its students from west Texas who have grown up around the oil business before enrolling, and Kamel said many are working in the industry while in college. In addition to knowing the business, he said they offer another benefit: “Oil and gas companies want people from here who will stay here.” The program, started in 2011 as part of the business school, is now part of UTPB’s College of Engineering offering degrees in mechanical, chemical, and civil engineering. Its growth plan includes a petroleum engineering graduate program in the future, which will require increasing its research work. Kamel said that it currently has the research support it needs for teaching undergrads.

Staff Perceptions on Factors Affecting Access to Intimacy Education and Intimate Experiences for College Students With Intellectual and Developmental Disabilities

Abstract College students with intellectual and developmental disabilities (IDD) are transitioning to more autonomous college settings in recent years. Intimacy education has been identified as a potential need; yet, there are factors that could facilitate or inhibit access to education, experiences, and support efforts in this area. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine whether inclusive postsecondary education (IPSE) staff members believe these factors affect students’ access to intimacy education and/or intimate experiences in college and whether the residential status of IPSE students affects these perceptions. Respondents indicated that seven factors affect whether students receive intimacy education or their ability to experience intimacy. A correlation between residential status of students enrolled in the IPSE and five factors was identified. Implications for practice and future research are provided.

The American Council of Education Fellowship: A Pathway to Higher Education Leadership

When considering the opportunities for service in higher education's most visible leadership roles, such as the presidency, multiple pathways internal to higher education exist, including academic affairs, advancement, business administration, student affairs, government relations, and less often, leadership roles originating outside academia. While most institutional leaders do not answer to shareholders, according to the American Council on Education (2023), they are “among the most important leaders in the country.” No matter which pathway to a senior leadership role, opportunities for serving higher education's diverse stakeholders, including but not limited to students, faculty, staff, families, and communities, abound. At the center of academic leadership, 86% of provosts, according to the 2022 Inside Higher Education Survey of College and University Chief Academic Officers (CAOs), agree that “healthy undergraduate education requires healthy departments.”

Sight tests cancelled in face of cost of living crisis

Andrew McCarthy-McClean explores the findings of the College's survey into cost concerns

Survey of colleges and schools of pharmacy to determine restrictions for teaching, research, and advocacy related to contraception

IntroductionThe pharmacist's role in reproductive health is evolving. Since 46 states allow providers to refuse to provide reproductive health services, it is important to consider whether learning is impacted by institution restrictions on contraception teaching, advocacy, and research. MethodsAn electronic survey was emailed to deans of all pharmacy schools on the American Association of Colleges of Pharmacy Institutional Membership list with a request to share with faculty teaching women's health content within their curriculum. The survey collected information about contraception teaching, research, and advocacy. ResultsOf 145 schools contacted, 39 (27%) provided complete responses. Of these, 22 (56%) were public, not religiously-affiliated, seven (18%) were private, not religiously-affiliated, six (15%) were private, currently religiously-affiliated, and four were (10%) private, historically religiously-affiliated. All respondents taught hormonal contraception in the required curriculum and 15 (39%) taught miscarriage management/abortifacients. None reported restrictions on contraception teaching or research. One respondent cited an advocacy restriction for contraception methods due to violation of the school's beliefs, and another cited an advocacy restriction for miscarriage management/abortifacients. Respondents noted students expressed ethical questions/concerns about refusing to dispense contraception (59%), dispensing certain contraceptives (54%), dispensing to minors (46%), and dispensing all contraceptives (21%). Additionally, respondents reported pharmacists/faculty expressed ethical questions/concerns about refusing to dispense contraception (31%), dispensing to minors (21%), dispensing certain contraceptives (15%), and all contraceptives (13%). ConclusionsOverall, respondents reported no restrictions in contraception teaching and scholarship and minimal advocacy restrictions. Faculty should consider ethical questions/concerns from students, faculty, and pharmacists when teaching this material.

Evaluation of a New Faculty Teaching Workload Model.

Creating an equitable faculty workload model is an ongoing concern. This research evaluated the effectiveness of and satisfaction with a new faculty teaching workload model 1 year after implementation. Data were collected through secondary analysis of faculty assignment spreadsheets, online survey of all full-time nursing faculty members, online survey of college of nursing administrators, and financial analysis. Individual faculty teaching loads were not consistent with the workload model. Tenure-track faculty members were assigned higher workloads than the model. Faculty members strongly preferred to have input into their schedule. Both faculty members and administrators identified strengths and opportunities for the model. Creating equitable faculty assignments is complex. Administrators and faculty members need to establish a mutual understanding of the process used to calculate equitable workloads and protect time for service and scholarship commensurate with faculty rank.

Research on the Influence of Teaching Quality on Employment Quality of Graduates in Higher Vocational Colleges Based on Human Capital Effect

Against the backdrop of large-scale enrollment expansion, higher vocational education in China is facing a new task of achieving an "increase in quantity and quality" in the cultivation of technical and skilled talents, and promoting fuller and higher quality employment for vocational college graduates. On the basis of reviewing and organizing relevant literature, this study constructs a conceptual model of the relationship between teaching quality, graduate human capital, and graduate employment quality in vocational colleges, and proposes relevant research hypotheses. Through a questionnaire survey of some vocational colleges in Chongqing, a total of 520 valid data were obtained, and the research hypotheses were validated using SPSS and AMOS software for reliability and validity testing, descriptive statistical analysis, correlation analysis, and structural equation modeling analysis. Research has found that the teaching quality of vocational colleges has a significant positive impact on employment quality, and human capital also has a significant positive impact on employment quality. Teaching quality also has a significant positive impact on human capital; Human capital plays a partial mediating role between the quality of teaching and the quality of employment. The research and analysis results indicate that vocational colleges should fully consider students' career development, reshape their value orientation, position industry needs, adjust professional settings, innovate teaching methods, promote curriculum system reform, strengthen the construction of teachers and teaching resources, collaborate with the main body to build a teaching quality assurance system, improve students' satisfaction with higher education and teaching work, improve teaching quality, and lay the foundation for better achieving high-quality employment.

A Critical Examination of Perceptions of Supportive Institutional Environment Among Transfer-Seeking Community College Students

ABSTRACT The authors of this study utilized data from the Community College Survey of Student Engagement to conduct a critical examination of perceptions of institutional support among transfer-seeking community college students in North Carolina. We adopted an intersectional quantitative approach by centering racial and ethnic identity, and examining the influence of other social and institutional identities, integration, and institutional conditions on support perceptions among Black/African American, Hispanic/Latine, and White students. Multiple regression models affirmed the importance of interaction with institutional agents via socioacademic integration and transfer advising across racial and ethnic identity groups, with some within-group differences in intersectionality of identities and significant institutional conditions. Findings suggest the need for additional research on structural barriers to transfer, use of asset-based frameworks to understand student experiences pre- and post-transfer, and implementation of student-centered advising as the foundation of organizational cultures that promote equitable transfer.

Engagement and Withdrawal for Community College Student Veterans

ABSTRACT This study used responses from 17,354 student veterans on the Community College Survey of Student Engagement (CCSSE) to investigate the relationship between student engagement and likelihood of withdrawal. Student veterans who utilized campus services more often, and those who perceived campus services as important, reported a higher likelihood of withdrawing from classes. We also examined differences between non-veterans and student veterans in utilization of essential campus services. The two groups differed across campus service utilization, with the use of library services (lower for student veterans) and computer labs (lower for student veterans) representing the largest differences (d = .14, and .13 respectively). Along with findings, we present recommendations for future examination, policy, and campus practices.

Sexual Minority Women and Discriminatory Health Care Experiences: An Intersectional Evaluation Across Race and Ethnicity.

Health care discrimination contributes to medical mistrust among marginalized communities. Sexual minority women of color (SM-WOC) are marginalized because of the intersection of their sexual orientation, gender, and race/ethnicity and regularly report poor health care experiences at the intersection of these identities. However, research has yet to quantify differences in the prevalence of reported health care discrimination across SM women of various racial/ethnic backgrounds. As such, this study compared the rates of discriminatory treatment during the most recent medical appointment between SM-WOC (Black, Hispanic, Asian American, Native American) and White SM women. We used nationally representative data from the Association of American Medical Colleges survey of health care services. Data were collected from 2010 to 2019 from N=1,499 SM women (n=458 SM-WOC). Binary logistic regressions compared frequencies of reported identity-based discrimination between each minoritized racial/ethnic group to White SM women. Across the sample, 33% of SM-WOC reported discrimination during their last medical appointment compared with 19% of White SM women. Discriminatory treatment was more common among every minoritized racial/ethnic group of SM women compared with White SM women, with variability in frequency of specific forms of identity-based discrimination across minoritized racial/ethnic groups. Although discriminatory treatment during the last medical appointment was common for all SM women, prevalence was higher for SM-WOC compared with White SM women. Findings have important implications for policy and practice to reduce health disparities, such as targeted interventions for SM-WOC and provider trainings in cultural humility, implicit bias, and common microaggressions.

Mood disorders in higher education in Flanders during the 2nd and 3rd COVID-19 wave: Prevalence and help-seeking: Findings from the Flemish College Surveys (FLeCS)

To examine the prevalence of 12-month mood disorders and receipt of mental health treatment among a volunteer sample of higher education students during the 2nd and 3rd COVID-19 wave in the Flanders region. Web-based self-report surveys were obtained from 9101 students in higher education in the Flemish College Surveys (FLeCS) in Flanders, Belgium. As part of the World Health Organization's World Mental Health–International College Student Initiative, we screened for 12-month mood disorders (major depressive episode (MDE), mania/hypomania), and service use. We used poststratification weights to generate population-representative data on key socio-demographic characteristics. 50.6% of the respondents screened positive for 12-month mood disorders (46.8% MDE, of which 22.9% with very severe impact). Use of services was very low, with estimates of 35.4% for MDE, 31.7% for mania, and 25.5% for hypomania. Even among students with very severe disorders, treatment rates were never higher than 48.3%. Most common barriers for not using services were: the preference to handle the problem alone (83.4%) and not knowing where to seek professional help (79.8%). We found a high unmet need for mood problems among college students; though caution is needed in interpreting these findings given the volunteer nature of the sample. A reallocation of treatment resources for higher education students should be considered, particulary services that focus on innovative, low-threshold, and scalable interventions.

Research on College Students' Views on Marriage and Childbearing—Based on a Sample Survey of Colleges and Universities in H City, Zhejiang Province, China

Research on College Students' Views on Marriage and Childbearing—Based on a Sample Survey of Colleges and Universities in H City, Zhejiang Province, China

전공만족도를 매개로 개인 및 대학재정변인이 대학생활 만족도에 미치는 영향

This study analyzed the effects of personal and university financial variables on college life satisfaction through major satisfaction as a medium. The subjects of this study were 9,453 university students from universities, and data from the 2019 vocational migration path survey (2018GOMS) of college graduates surveyed by the Korea Employment Information Service was used. Analysis variables are independent variables, including individual characteristics admission screening, employment goal setting, same major selection when reselecting major, university finances (the cost of education per student, university scholarship per student, the cost of study material per student), and major satisfaction as mediator variables and college life satisfaction was selected as dependent variable. The analysis results of this study are as follows.&#x0D; First, the mediating variable, major satisfaction, has a positive effect on the dependent variable, college life satisfaction. It was analyzed that the higher the major satisfaction level, the higher the college life satisfaction. The effect of major satisfaction on college life satisfaction was found to have the greatest influence compared to other variables.&#x0D; Second, individual characteristics have a positive effect on college life satisfaction through major satisfaction. Specifically, college students who set employment goals and want to reselect the same major have a positive effect on college life satisfaction only through major satisfaction, which is a mediating variable. Among the individual characteristics, it was analyzed that the students who entered through the comprehensive student record screening and subject screening had a more positive effect on major satisfaction and college life satisfaction than the students who entered by Scholastic Ability Test(SAT).&#x0D; Third, the cost of education per student and the cost of study material per student among university finances have a positive effect on university life satisfaction through major satisfaction as a medium. It was analyzed that the higher the cost of education per student and the cost of study material per student, the higher the major satisfaction as a mediator and college life satisfaction as a dependent variable.&#x0D; Fourth, it was analyzed that university scholarship per student did not affect major satisfaction, which is a mediating variable, and had a direct negative effect on college life satisfaction. In other words, the results of the study showed that the higher the university scholarship per student, the lower the college life satisfaction. Based on the results of this study, the effects of individual and university financial characteristics on university life satisfaction were discussed and conclusions were presented through major satisfaction as a medium.

China Medical Education College Survey, 2013–2018

Purpose China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013–2018). Design/Approach/Methods The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

Student Engagement and Retention of Adult Learners at Community Colleges

This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges.