University Policy Research Articles

The Perceived Intersection of Parenting and Physician Assistant Training Among Current Physician Assistant Students.

Despite recent advancements in policies supporting pregnancy and parenting-related resources for physician assistant (PA) students, there remains a paucity of data on the perceptions of family planning or available resources during training. The purpose of this study was to explore the perceptions of support for, and impact on, family planning and parenting, including lactation, among PA students. This cross-sectional study used data collected from the American Academy of Physician Associates Student Survey between January and March 2023. Descriptive and inferential statistics were performed. A total of 557 students (557/1353; 41.2%) completed the survey. Less than 15% of students (14.4%) believed their program provides resources to support parental leave, and many students (52.1%) remained unsure whether resources exist(ed). There was a significant difference for PA students ( P = .005) by gender in whether family planning affected the decision to pursue PA training over another profession, with female students proportionately affected more than male students. Medical school was the most often considered aside from PA training. Most PA students (311/548; 56.8%) also felt pressure to wait until after training to have children. In addition, multiple students (26/554; 4.7%) admitted to being asked questions they believed were biased or inappropriate regarding pregnancy or parenting during the interview process for, or after beginning, PA school. Programs should seek opportunities to support students through all stages of family planning. Support will require both cultural and structural shifts beginning with peer stigma and extending through admissions interview question audits, faculty training, university policies, and accreditation requirements.

Not Just Non-Consensual Pelvic Exams

Not Just Non-Consensual Pelvic Exams

Questioning Assumptions About Developing an Andragogy Study Program in Bosnia and Herzegovina

This paper analyses how the key actors involved (university professors, policy makers, and practitioners) perceive the need for launching an andragogy study program in Bosnia and Herzegovina (BiH). Drawing on the social field concept, the central argument posits that the perceptions of the three groups are shaped by their respective positions and interests concerning adult learning and education (ALE). The research methodology includes an analysis of university curricula and qualitative surveys based on the model of the problem-centred interview (PCI). The results show inter-group differences and intra-group congruence. University professors support the idea of launching an independent andragogy study program but have different visions of the implementation model. Policy makers and practitioners show less awareness of the need for such a program and for different reasons. The practitioners’ opinion is that the relevant competencies can be obtained through non-formal or work-based learning, while policy makers cite lower interest in studying social sciences.

Health promotion policy in Australian universities – a smoke-free policies case study

ABSTRACT Ensuring public spaces and institutions are healthy and encourage health promotion is an important public health initiative. Universities in Australia have begun to introduce policies that support health promotion activities. This study explores one such area of health promotion activity, the introduction of university tobacco policies. This research documents the aims of these policies, their development, and whether their implementation aligns with the stated goals. Policy and supporting documents were downloaded from the public facing websites of 23 Australian universities identified as having tobacco policy. Policies were analysed using a purpose-built policy and document analysis tool that allowed the examination of the motivations and processes behind the policy development and an exploration of consistencies across policy objectives. This research found that policy background and legislative obligations were clearly and uniformly stated, as were the smoke-free policy goals. Some universities provided clear policy intent, such as measurable goals or links between motivation, goals, and outcomes; however, many of the policies and supporting documents did not demonstrate key aspects of the policy process. This research should be encouraging for the increasing number of educational institutions that are developing health promoting policies, but it is also a timely reminder that policy development processes should be more transparent, documenting motivation and incorporating evaluation, to ensure they are fully understood and sustainable. This research reveals the need for further detailed policy analysis within the university setting and other organisational settings to better understand what sits behind the policy landscape visible through publicly available documentation.

Education Policy of 3RD Generation Universities

Background: One of the tasks of the education policy of any state is the spread of its influence in the international arena. Today, universities are striving to take and strengthen their positions in the world ranking systems, demonstrating the status and reputation of universities in the global market of educational services. This ranking serves as a guideline for future students and their parents when choosing a place to receive a prestigious education and in the formation of individual trajectories of vocational training. Approach: There are several approaches in the world to determining the criteria for assessing a state's education policy. But despite the differences, they all document the growing role of modern universities in the development of society. In many respects, it is important both in terms of guaranteeing the sustainability of society and in terms of ensuring a breakthrough direction in its development. In contrast to recent times, this role has grown significantly. Due to the fairly conservative and limited social system in its function, such universities become a central link in the development of innovative economies and social spheres - the science that produces the socio-economic development of a particular region, Education, innovation centers, national or as well as global processes. Results: It covers all areas of the university, from cooperation with students to financial and scientific activities. A prime example of such an association is the International Strategy Advisory Service (ISAS 2.0) of the International Association of Universities or Universities (IAU). Conclusions: Around the world, states are trying to stimulate and support these processes. In many countries, this is facilitated by opposition from high-tech companies to the reduction of the final amount of independent basic and applied research, in favor of collaborating with universities on basic research projects. As part of its innovative activities, University 3.0 is involved in supporting business activities, analysis and consultation by experts from local governments and local authorities, opening facilities, and infrastructure for citizens, monitoring regional development, services to citizens are provided for lifelong learning and support student entrepreneurship projects that take into account the interests of the community.

Academic spin-offs in an African emerging market context

Despite that the commercialization of academic research at universities in the form of spin-offs is increasingly acknowledged as a source of innovation across the globe, few universities in Africa have created spin-offs. Consequently, we examine the extent to which different organizational factors impact the development of academic spin-offs in the South African context. Primary data is collected from public universities via a structured questionnaire and hypotheses are evaluated using structural equation modelling. The findings reveal that organizational factors in terms of research mobilisation, external collaboration, unconventionality, and the perception of bureaucratic university policies all positively and significantly influence academic spin-offs. A complex picture of predictors influencing academic spin-offs emerges in terms of the different model pathways. Conducting research and empirically evaluating a model in an African emerging market context, offers new and valuable insights, which can enlarge theory and enhance understanding of academic entrepreneurship in general.

Position statements of the Royal Australian and New Zealand College of Psychiatrists: An historical perspective.

To review the concept, purpose, and subjects of Position Statements of the Royal Australian and New Zealand College of Psychiatrists since their inception in 1971, and to consider changes to enhance their value. We scrutinised the procedure in producing, revising, and rescinding Position Statements, and the nature of the subjects covered. Position Statements were initiated by the College Board, various College committees and members. The format and procedures of revising and rescinding them varied considerably. We identified 11 subject areas encompassing professional practice and research, their association with societal developments, and the implications for College policy. Position Statements have proved to be a dynamic vehicle to keep abreast of significant changes in psychiatry. Methodical appraisal is required to optimise their objective in conveying College policies to members and relevant stakeholders.

Legal Peculiarities of the Implementation of the University Policy on Intellectual Property in the Activities of Humanities Higher Education Institutions

Legal Peculiarities of the Implementation of the University Policy on Intellectual Property in the Activities of Humanities Higher Education Institutions

Comparative Analysis of the Effectiveness of the Faculty Library with the Diponegoro University Library

Documentation is one word that has been mentioned so far. But actually this word The university library is a supporting institution established to support the activities of the university's academic community where it is located. The university library policy states that the Higher Education library is part of higher education support activities. With the existence of a library, universities can fulfill their obligations to their citizens. The purpose of this study is to find out how enthusiastic the Diponegoro University community is towards the faculty and university libraries. Descriptive qualitative methods were used for this study which passed a questionnaire approach. The results of this study, First, there is a low frequency of visits by users to college libraries, both Diponegoro University libraries and faculty libraries. Second, many respondents stated that faculty libraries do not yet have adequate library service quality, so that users find it difficult to find the information they need. Third, many respondents prefer to visit Diponegoro University libraries to find information.. This research is not perfect but it is hoped that it will be useful for faculty and university librarians to evaluate and develop their respective libraries.

Developing an International Framework for Informed Consent in Plastic Surgery: A Focus on Cosmetic Breast Augmentation.

Informed consent is a fundamental pillar of patient rights and is an essential part of good clinical practice. In 2019, the International Confederation of Plastic Surgery Societies launched a survey to collect feedback on informed consent practices, with an aim to develop an international guideline for cosmetic surgery. A 15-question survey was sent to delegates of the International Confederation of Plastic Surgery Societies for dissemination to their national society members. The survey comprised a range of quantitative and qualitative questions. Descriptive and thematic analysis was performed. There were 364 respondents. Over half of the respondents reported no local informed consent policy, whereas others noted national society, specialist college, or government policies. The majority of respondents believed that the performing surgeon should be responsible for obtaining informed consent with at least two face-to-face consultations. Most respondents agreed with a cooling-off period (duration based on procedure type and use of high-risk devices). Regarding cosmetic breast augmentation, the majority of respondents felt that the performing surgeon should be responsible for postoperative management, including cases that occur as part of surgical tourism. Some respondents incorporate financial consent as part of their informed consent practice. Most supported the development of an international informed consent guideline. Informed consent should result from face-to-face consultations with the performing surgeon. There should be a minimum cooling-off period. Postoperative surveillance should be available in all settings. The findings of this survey will help inform an international standardized informed consent guideline for cosmetic surgery.

Identifikasi Hambatan dan Solusi dalam Implementasi Merdeka Belajar Kampus Merdeka di Perguruan Tinggi Swasta

This study aims to identify the obstacles and solutions in the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy in private universities in Indonesia. The method used is the Systematic Literature Review (SLR), which allows for a deep and holistic understanding of social phenomena. Researchers collected literature sources from databases such as PubMed, Scopus, Google Scholar, and IEEE Xplore with keywords relevant to the research topic. The results of the study indicate that the main challenges in implementing MBKM include issues of governance, management, and limited budget allocation. Other obstacles include a lack of human resources, limited collaboration with industry, and the emergence of new corrupt practices. To overcome these challenges, it is crucial to improve coordination between the central government and local schools and to provide adequate facilities and infrastructure. Effective implementation of the MBKM curriculum can enhance communication skills, critical thinking, creativity, and collaboration among students, preparing them for the ever-evolving workforce. This study concludes that strengthening policies and practices supporting independent education can improve the quality of higher education in Indonesia and provide significant benefits to students and related educational institutions.

Factors Affecting Learning Environment of English Language Learners at Universities

The role of environment becomes more crucial in case of learning second orforeign languages. English proficiency skills can be acquired and utilizedwell in a learning friendly environment. The current study is an attempt toinvestigate the factors which affect learning environment of Englishlanguage learners at government universities. In this context a questionnairesurvey-based research design was used by following interviews with seniorteaching staff members and administrative officers. Some universities inMyanmar still lack language learning facilities and qualified teachers(Average mean=3.52). The collected statistics also revealed that commentswere in favour of fulfilling English teachers’ teaching demands as theirmean score was 3.97. The data revealed that university policy for teachers’performance is always fair and transparent as the mean score was 3.77.Teachers comment that university provides them most of the time withfriendly and supportive atmosphere as most of the rating about the statements were with average Mean 3.58. According to students, they getmoderate benefits (Mean=4.08) from the university events arranged forthem. Thus, this research has found out teacher participants’ positive viewstowards the university policy and university administration role. However,students remain neutral on expressions of views. The paper recommendsthat the existing facilities

Research Plagiarism in Academic Writing of Postgraduate Students Specializing in English: Myanmar University Context

The objectives of this study were 1) to investigate the postgraduate students’awareness and knowledge about research plagiarism, 2) to examine thecommon forms of research plagiarism committed by students in theirmaster’s theses, 3) to study their perceptions on their referencing skills, and4) to study the actions taken by universities against postgraduate studentswho plagiarize. The samples were 110 postgraduate students, and 22supervisors. The collected data were conducted by the questionnaire surveywith the postgraduate students and the follow-up interviews with thesupervisors. The statistics for data analysis were percentage, mean andstandard deviation. The findings of this study were revealed that overall, only (M=1.44) of the participants were aware of the meaning of plagiarism.Approximately (M=0.49) of the participants have not heard aboutplagiarism. Regarding common forms of plagiarism to be committed bystudents in their master’s theses, majority of the theses (M=1.24) were foundcopied and pasted from written source or web followed by presenting orciting the secondary source as a primary source (M=1.29). According tointerview responses of common forms of plagiarism reported by supervisorparticipants, most of the supervisors reported lack of plagiarism workshop.The data showed that students were not confident of their referencing skills.Even though most of the students were aware of the university policies,systems and procedures for involving plagiarism, they might plagiarize dueto foreign language problems,

Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators

BackgroundSpecific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students’ chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. MethodThirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. ResultsHalf of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. ConclusionsFindings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates’ perspectives.

The Experimental Effects of a Student Whistleblower Policy on Reporting Classmate Misconduct

ABSTRACT Despite the effectiveness of whistleblower programs in business, student policies for reporting classmate misconduct are extremely rare. This experimental study evaluates the effects a student whistleblower policy has on student likelihood of reporting classmate misconduct. Specifically, 309 undergraduate and graduate students participated in a study that manipulates whistleblower policy source randomly between-subjects. The results indicate that students receiving a professor-based policy report a higher likelihood of reporting classmate misconduct than students receiving a university-based policy or no policy at all. Students in the professor policy group also report taking the policy more seriously than students in the other two groups, while having a similarly high level of trust in the policy’s confidentiality pledge. No significant difference in whistleblowing likelihood is found between the university policy and no policy groups. The results also indicate that perceived responsibility for reporting mediates the policy-reporting link, highlighting the need to encourage student responsibility.

Culturally Diverse Female-Identified Students Discuss Sexual Assault Policies: Dialectics of Safety/Danger.

This article presents dialectical themes that emerged from the grounded theory analysis of 42 focus groups about university sexual assault policies held at four universities in Nova Scotia, Canada. Fourteen cultural communities were represented. Data from female-identified focus groups representing five cultures is deployed to exemplify dialectical themes. When it comes to university sexual assault policies and services, students navigate conflicting needs for disclosure and privacy, justice, and protection. These tensions are intersectionally shaped by gender and culture. Our analysis and recommendations can inform practitioners, including social workers, as they support survivors/victims, particularly of campus sexual violence, in navigating the complexities of decisions about seeking support and/or justice.

The Analysis of Mandatory TOEFL Test Policy in University of Muhammadiyah Prof. Dr. HAMKA

The Analysis of Mandatory TOEFL Test Policy in University of Muhammadiyah Prof. Dr. HAMKA

Revitalizing the mission of higher education through a human rights-based approach

This article proposes that in a new social contract for education, reimagined universities should be institutions that are human rights-centered. A human rights mission incorporates conventional university policies oriented toward diversity, equity, and inclusion (DEI) but goes beyond this traditional framework by drawing attention to root causes of systemic violations of human rights (including violence within the university itself) and inclusive processes of internal reform, oriented towards social justice involving especially the voices of the most marginalized. This article begins with a presentation of the application of the human rights framework to university settings, including binding legal standards, soft policies, and a holistic framework known as the human rights-based approach. A human rights-centered university is one that will undertake change with an orientation toward deep transformation that will enable the university to fulfill its core aims to foster values such as respect, empathy, equality, and solidarity and promote active citizenship to address the pressing needs of society.

Understanding the Maintenance of Students’ Trust in Universities from Estonian Context

Universities are institutions governed by management principles and practices. Understanding the factors affecting the trust students repose in universities can provide useful insights into the management of these organizations. This study intends to investigate the factors that contribute to the trust students have in universities, specifically in terms of how well the institution prepares students for employment. For this, the study has used Estonia-based data from the Eurostudent-VII survey to examine the perceptions students have. Factors have been identified using factor analysis techniques and the substantiated effect these factors have on student trust using structural equation modelling. The study revealed that the level of trust students have in their university is influenced by student–teacher relations as well as career-support services. The interest taken by lecturers in what students have to say and their willingness to motivate their students to do their best, coupled with the assistance provided to students to help balance their studies, family, and paid work, all have a positive impact on students’ trust in universities for future employment. In addition to fostering academic discourse on student trust in the Estonian context of trust literature, the findings of this study have implications for university policies and practices, suggesting the importance of nurturing positive relationships between students and teachers, as well as providing relevant and high-quality career services.

THE INFLUENCE OF HUMAN RESOURCE COMPLIANCE AUDIT ON EMPLOYEE PERFORMANCE OF PUBLIC UNIVERSITIES IN WESTERN KENYA

A human resource compliance audit is one of the critical aspects of the universities that helps ensure all the policies, procedures, and practices of the university are adhered to by the management and other employees. Employee performance has been reported to be low in many universities. This is because of non-adherence to the university policies and practices. Therefore, the main objective of this study was to establish the effect of human resource compliance audits on employee performance at public universities in Western Kenya. The study was based on human capital theory. The study adopted a descriptive research design. The target population for the study was 187 respondents comprising 9 human resource managers, 9 deputy human resource managers, 121 human resource officers, and 48 internal auditors in all public universities in Western Kenya. Stratified random sampling was used to select 127 respondents. Questionnaires were used to collect primary data. Reliability was tested using Cronbach’s alpha and validity using experts and factor analysis. Descriptive and inferential statistics were used to analyze data. Regression analysis indicated that human resource compliance audits had a positive and significant influence on employee performance. It was, therefore, established that a unit increase in compliance audit would lead to the subsequent increase in employee performance by 0.178 units. The study established that 61.6% variation in employee performance was caused by human resource audit. The study findings will be useful for policy-making in public and private universities and form a basis for future studies by contributing to the pool of existing literature. The study recommended that universities should plan for compliance audits at least twice per year. It was also recommended that the university should put in place relevant internal control measures that will help in tracking each employee.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>