University support for STEM ‘bearing fruit’

2009 ◽  
Vol 2009 (1) ◽  
pp. 3-3
Keyword(s):  
University Support

scholarly journals Preceptors’ perceptions of assessing clinical associate students at district hospital sites

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Aloysious Kakia ◽  
Ian Couper
Keyword(s):  
Medical Practice ◽  
District Hospital ◽  
Student Assessment ◽  
Practical Experience ◽  
Eastern Cape ◽  
Structured Interviews ◽  
District Hospitals ◽  
University Support ◽  
Distributed Platform ◽  
The University

Background: Preceptors are key stakeholders in distributed health professions’ education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students’ skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training.Aim: The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme.Setting: The study was conducted at a rural university in the Eastern Cape province of South Africa.Methods: This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed.Results: Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support.Conclusion: Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.

Web-Based Teaching and Learning for Blind and Visually Impaired Faculty

2011 ◽  
pp. 124-143
Author(s):  
Maggie Lynch ◽  
Patti DeWitz
Keyword(s):  
Visually Impaired ◽  
Teaching And Learning ◽  
Vision Loss ◽  
Online Courses ◽  
Skill Levels ◽  
Web Based ◽  
Blind And Visually Impaired ◽  
Usability Analysis ◽  
University Support ◽  
Technology Initiatives

Currently, 24% of the population has experienced significant vision loss. Though there has been some progress on developing accessible Web pages, there has been little work on providing Web page development accessibility to visually-impaired faculty. This chapter presents a study designed to assist educational organizations with blind or visually-impaired (BVI) faculty in the development of online courses and in the teaching of those same courses. The study used the tools of interview, usability analysis, and experimentation. Issues discussed include software accessibility, college or university support requirements, motivational factors, instructor skill levels, and strategies for working with BVI faculty. The findings and recommendations are specific to the WebCT environment, but some of the strategies may be generalized to other similar environments. The article ends with a discussion of major technology initiatives currently underway.

Establishing Considerations for Universal Design for Learning and Accessibility in Online Courses

2021 ◽  
pp. 474-495
Author(s):  
Aisha S. Haynes
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Design For Learning ◽  
University Support

Students with and without disabilities are enrolling in online courses. Universal design for learning (UDL) and accessibility strategies should be implemented proactively when designing and developing online courses. Quality assurance and accessibility standards, university support, professional development, and instructional designers are important for instructors to successfully design online courses and teach online. The purpose of this chapter is to provide educators with strategies for implementing UDL and accessibility in online courses.

Entrepreneurial intentions of university students in an emerging economy

2016 ◽  
Vol 8 (2) ◽  
pp. 162-179 ◽  
Author(s):  
Michael James Mustafa ◽  
Ernesto Hernandez ◽  
Christopher Mahon ◽  
Lai Kei Chee
Keyword(s):  
Emerging Economies ◽  
Education Institution ◽  
Emerging Economy ◽  
Concept Development ◽  
Proactive Personality ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
University Support ◽  
Development Support ◽  
The University

Purpose This paper aims to develop an empirical model that examines whether a student’s proactive personality or the university support environment (education support, concept development support and business development support) affects their entrepreneurial intentions. Additionally, the relative strengths of a student’s proactive personality and the university environment influences are compared. Design/methodology/approach A total of 141 students attending a well-established and internationally renowned Malaysian higher education institution completed a questionnaire survey. Results were based on correlation and regression analysis. Findings Results indicate that a proactive personality and concept development support have significant impact on students’ entrepreneurial intentions. Additionally, the results showed that a student’s proactive personality had a greater effect on their entrepreneurial intentions than that of the university support environment. Originality/value The paper demonstrates one of the few attempts to examine the effects of both a proactive personality and university support environment on entrepreneurial intentions in an emerging economy context. Specifically, we reconfirm students’ personality traits as a more important predictor of their entrepreneurial intentions than environmental factors in the Malaysian context. Additionally, by also demonstrating concept development support as a significant predictor of entrepreneurial intentions, we provide new insights into how universities in emerging economies can foster the entrepreneurial intentions of their students. This result adds to the academic literature on entrepreneurial intentions in emerging economies.

Work integrated learning internships in transnational education

2019 ◽  
Vol 61 (3) ◽  
pp. 359-373 ◽  
Author(s):  
Christine Bilsland ◽  
Leanne Carter ◽  
Leigh N. Wood
Keyword(s):  
Theory Approach ◽  
Transnational Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Local Stakeholder ◽  
Employment Transitions ◽  
Stakeholder Perspectives ◽  
University Support ◽  
Work Integrated Learning

Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

Intention towards social entrepreneurship of university students in an emerging economy: the influence of entrepreneurial self-efficacy and entrepreneurship education

2020 ◽  
Vol 28 (3) ◽  
pp. 133-151
Author(s):  
H.M. Kamrul Hassan
Keyword(s):  
University Students ◽  
Social Entrepreneurship ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Future Research ◽  
Entrepreneurial Education ◽  
Content Type ◽  
University Support

Purpose Entrepreneurial intention plays a crucial role in the research and application of social entrepreneurship (SE). The purpose of this paper is to investigate the influence of the factors affecting students’ intention towards social entrepreneurship (ISE). The study has taken entrepreneurial self-efficacy, along with entrepreneurial education, entrepreneurial network and perceived university support that have an impact on intentions, which instills interest amongst students in being future entrepreneurs. Design/methodology/approach Data were primarily taken from a survey of 380 university students from public and private universities in Chattogram, the business capital of Bangladesh. Students were preliminarily selected, focussing on different profiles such as male/female, age, socio-economic status, education level, university status and employment level. Initially, using factor analysis factors were analyzed and later multiple regression analysis was used to identify the relationship with ISE. Findings The study on the student reveals that four aspects significantly impacted the preference of students’ ISE. This study reinforces the influence of entrepreneurial self-efficacy, along with entrepreneurial education, as the factors contributing to aid young graduates recognizing and fostering an ISE. Entrepreneurial networks and perceived university support were found to have no association with social entrepreneurial intentions. Originality/value This paper contributes to the understanding of the factors and provides a basis for explaining factors that affect the intention of students towards SE. It can contribute to future research related to social entrepreneurial intention. Furthermore, it was concluded that forming social entrepreneurial intention is highly influenced by entrepreneurial self-efficacy and entrepreneurship education.

Strong agents and weak systems: University support for school level improvement

2012 ◽  
Vol 13 (4) ◽  
pp. 449-485 ◽  
Author(s):  
James H. Nehring ◽  
Ellen J. O’Brien
Keyword(s):  
School Level ◽  
University Support
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