Academic literature on the topic 'College graduates Thailand Attitudes'
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Journal articles on the topic "College graduates Thailand Attitudes"
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Holton, Elwood F. "College graduates' experiences and attitudes during organizational entry." Human Resource Development Quarterly 6, no. 1 (1995): 59–78. http://dx.doi.org/10.1002/hrdq.3920060106.
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Caron, Sandra L., and Ruth L. Wynn. "The Intent to Parent among Young, Unmarried College Graduates." Families in Society: The Journal of Contemporary Social Services 73, no. 8 (October 1992): 480–87. http://dx.doi.org/10.1177/104438949207300804.
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Issues surrounding intentions to parent are crucial given new reproductive technologies and increased infertility. Six hundred young, unmarried college graduates were interviewed concerning parenting plans. Coding categories, developed from their responses, were narcissistic concerns, societal concerns, generative concerns, attitudes toward children, and relationship concerns. Findings revealed a strong pronatalist bias that was supported primarily by narcissistic reasoning. The older men gave significantly more narcissistic and fewer generative reasons than did younger women. These results have important implications for family life education and family therapy practice.
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Praveen, MN, MG Jayachandra, Kirankumar B. Dhanappa, Ramakrishna Ravi, Prashanth Deshpande, and Sharaschandra M. Biradar. "Knowledge, Attitudes and Practice of Healthcare Ethics and Law among Dental Graduates at the RV Dental College, Bengaluru." Journal of Contemporary Dental Practice 15, no. 2 (2014): 223–28. http://dx.doi.org/10.5005/jp-journals-10024-1519.
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ABSTRACT Objective To assess knowledge, attitudes and practices among the dental graduate in relation to healthcare ethics and law. Materials and methods A cross-sectional study design was employed using a self-administered questionnaire. A 15 item questionnaire about law and ethics was devised; tested and made available to all levels of gradates including teaching staff, postgraduates and intern at dental college in Bengaluru. A total of 116 graduates participated, with a response rate of 96.5% (n = 112). Results Seventy-six percent of the participants said that they are legally bound to treat all the patients who approach them for the treatment. Nearly 32% of the participants have mentioned the various other reasons for the rejection apart from the reason like HIV+, poor patients and patients with the contagious disease. Conclusion The study points to the need for appropriate training among graduates including the professional staffs and other graduates, and to devise means to sensitize them to issues of law and ethics in the workplace. How to cite this article Dhanappa KB, Praveen MN, Ravi R, Jayachandra MG, Deshpande P, Biradar SM. Knowledge, Attitudes and Practice of Healthcare Ethics and Law among Dental Graduates at the RV Dental College, Bengaluru. J Contemp Dent Pract 2014;15(2):223-228.
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Adalla, Mary June T., Riza C. Basierto, Jeselle S. Aquino, and Cyrene B. Corsino. "Variates of the Teaching Aptitude of Teacher Education Students: Inputs to Teacher Education Admission." Proceedings Journal of Interdisciplinary Research 1 (November 22, 2014): 125–30. http://dx.doi.org/10.21016/irrc.2014.14ntt047.
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Teacher education institutions are mandated to produce the best graduates to ensure that only the best inputs into the teaching profession are hired. However, the issue of teacher inputs in the teaching profession could be traced to how teacher education institutions admit their students. The research looked into the students’ age, sex, course, school graduated, parents’ educational attainment, parents’ monthly income, high school Grade Point Average, College Grade Point Average for the first semester, attitudes towards the teaching profession and the performance of the students in the Teaching Aptitude Test (TAT). A significant relationship between the profile of the respondents and the teaching aptitude was found. The study utilized the descriptive correlational design. The respondents composed of the freshman students enrolled in SY 2013 – 2014, answered a survey questionnaire on the profile. The performance in the Teaching Aptitude Test was based on the examination results secured from the College Guidance Office. Frequency counts; percentages, weighted means, and multiple regression analyses were used to analyze the data obtained. The profile of the College of Education freshmen revealed that majority are of age range of 15-19, female, graduates of a national high school, with parents who are either college undergraduates or college graduates, with parents whose income range below P10000, have Good performance in high school, have Good performance in college in the first semester, and Highly Favorable teaching aptitude. The respondents had Low performance in the aptitude test. In general, no significant correlation was found between the profile and the teaching aptitude. However, monthly income and attitudes towards teaching significantly predicted the teaching aptitude. The study recommended the development and validation of a localized teaching aptitude test. Another research correlating the teaching aptitude test results with other variables is suggested.
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Biggs, Michael, Christopher Barrie, and Kenneth T. Andrews. "Did local civil rights protest liberalize whites’ racial attitudes?" Research & Politics 7, no. 3 (July 2020): 205316802091475. http://dx.doi.org/10.1177/2053168020914757.
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Mazumder investigates the long-term effect of protest on political attitudes. He finds that whites have more liberal views on race and are more likely to be Democrats in counties where Civil Rights protest was reported in the early 1960s. The analysis omits a crucial predictor of protest and of racial attitudes: college education. We include the proportion of adults with a college degree and the number of college students at the county level. The inclusion of these variables, along with some other contextual variables from the original dataset, cuts the effect of protest by about half. Protest is no longer statistically significant in eight out of nine combinations of outcome variables and protest measures. The size of the effect remains trivial when we shift analysis from the county to the individual level. Even accounting for the individual’s own education, the county’s proportion of college graduates is strongly associated with racial liberalism. This finding emphasizes the importance of education as a contextual variable. Our conclusion highlights two methodological lessons. First, causal inference should be paired with sustained historical inquiry that specifies plausible mechanisms. Second, statistical tests for sensitivity can induce complacency about the risk of confounding.
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Chen, Pengfei, Xiang You, and Dui Chen. "Mental Health and Cross-Cultural Adaptation of Chinese International College Students in a Thai University." International Journal of Higher Education 7, no. 4 (August 15, 2018): 133. http://dx.doi.org/10.5430/ijhe.v7n4p133.
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Thai Immigration Department shows the total number of Chinese nationals residing in Thailand at 91,272 in 2015, however, academic studies reveal the figure to be as high as 350,000-400,000 in the past decade. In terms of the huge population, except economic benefit to Thailand and more cross-cultural settings in the campus, there is a critical issue requiring urgent attention. Colleges cannot guarantee high-quality learning and consequently cannot attain their mission, accomplish their goals, or serve their valuable social, economic and public objectives without engaging in the mental and behavioral health matters of their students. Accordingly, this study aimed to examine Chinese international students’ mental health and cross-cultural adaptation to study abroad in a university at Bangkok and investigate whether or not two factors were related to one another. A survey was applied for this investigation. The participants were 900 Chinese international students at a Thai university. The research discovered that different levels of college degrees and length of residence in Thailand were two main factors to influence mental health and cross-cultural adaptation. Incoming students and graduates specifically has a potential problem in cross-cultural adaptation.
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Bejan, Anca, Min Xi, and David L. Parker. "Outcomes of a Safety and Health Educational Intervention in Auto Body and Machine Tool Technologies Vocational College Programs: The Technical Education Curricula for Health and Safety (TECHS) Study." Annals of Work Exposures and Health 64, no. 2 (December 12, 2019): 185–201. http://dx.doi.org/10.1093/annweh/wxz092.
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Abstract Technical Education Curricula for Health and Safety (TECHS) is a research collaboration between safety and health professionals and vocational instructors in three Minnesota colleges. Curriculum materials, including full and refresher modules with of classroom presentations, lab activities, homework, and quizzes, were developed for auto body collision technology (ABCT) and machine tool technology (MTT) programs. Curricula were implemented during the 2015–2018 academic years. Graduates’ safety-related knowledge, skills, work practices, and workplace safety climate were assessed 1 year postgraduation using an electronic survey. Responses were received from 71 ABCT and 115 MTT graduates. Classroom presentations were used consistently throughout the study. Instructors cited a lack of time as the main barrier to using other materials (lab activities, homework, and quizzes). Graduates with TECHS instruction had significantly greater safety-related knowledge overall (both trades) as well as in two topic areas: eye and respiratory protection (ABCT) and hearing protection and machine guarding (MTT). Our data confirm that nearly all graduates consistently engage in practices such as use of safety glasses, hearing protection, and respirators, use of machine guards, material handling strategies. At 1 year postgraduation, MTT graduates’ work practices related to machine guarding improved significantly. Graduates with TECHS instruction had improved in about half of the work practices, but statistical significance was not achieved. Graduates’ self-reported work practices were not significantly correlated with their knowledge or skills. Work practices variability was best explained by graduates’ attitudes toward safety rules and their rating of the workplace safety climate. TECHS findings confirm that classroom instruction alone has little impact on graduates’ work practices. We propose institutions formalize their commitment to safety and health education by ear-marking teaching time for this subject and providing assistance to instructors to facilitate curricula integration. Instructors would benefit from learning more about trade-specific safety and health, and adult education teaching methods. Additional research is needed to understand how students’ attitudes toward safety change during vocational college attendance and the first year of employment in the trade, explore implementation supports and barriers at institutional and instructor levels, and assess educational effectiveness beyond the end of the academic program. The entire curricula are available on the study website www.votechsafety.net.
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Wachholz, Sandra, Nancy Artz, and Douglas Chene. "Warming to the idea: university students' knowledge and attitudes about climate change." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 128–41. http://dx.doi.org/10.1108/ijshe-03-2012-0025.
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Purpose – The literature on climate change knowledge and attitudes has focused on primary and secondary school children. The limited research on college students is dated or narrowly focused. This study aims to contribute to a comprehensive understanding of views about climate change across a wide range of current college students. Design/methodology/approach – The authors surveyed college students in a sample of lower- and upper-division courses in three content areas: knowledge and attitudes about climate change, intentions to reduce their personal greenhouse gas emissions, and student satisfaction with the amount of current teaching at the university about climate change and suggestions for improvement. Findings – A strong majority of respondents believe that climate change is real and largely human-induced; a majority express concern about climate change. Yet, students in the sample hold misconceptions about the basic causes and consequences of climate change. Research limitations/implications – Further research is warranted to understand the college population, so educators can improve and target their educational efforts to the students most in need. Practical implications – Higher education needs to expand its educational efforts to ensure that all university graduates understand scientific consensus about climate change and are actively engaged as part of the solution in their public and private roles. Originality/value – This paper contributes to the literature by providing a broad portrayal of college student knowledge and engagement with climate change issues, at least for students on one campus. The study is the first to observe noteworthy differences in climate change understanding and concern between college women and men and across academic majors. It is the only study that asks college students how they would like to learn about global warming.
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Antonelli, Karla, Anne Steverson, and Jamie O'Mally. "College Graduates with Visual Impairments: A Report on Seeking and Finding Employment." Journal of Visual Impairment & Blindness 112, no. 1 (January 2018): 33–45. http://dx.doi.org/10.1177/0145482x1811200104.
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Introduction Career mentoring can help college graduates with legal blindness to address employment barriers. Data on specific employment outcomes and job search experiences for this population can inform job-seeking strategies for students, mentors, and service providers. Methods A longitudinal study evaluated job-seeking activities and employment outcomes for college students with legal blindness, half of whom were randomly assigned to work with a career mentor who was also legally blind and working in the same field. Students reported job search activities and experiences, and those employed reported job details including position, compensation, and satisfaction. Results Students spent a considerable amount of time job seeking, and reported low interviews-to-applications ratios. Trends indicated that students with mentors spent less time and effort in their job searches. Students identified challenges including job market competition, employer bias, and transportation issues. Students who found employment worked in varied fields, often in professional or skilled positions with competitive salaries. Discussion College students with legal blindness can achieve successful employment in competitive positions, but they may require an effortful job search to address well-known employment barriers for this population. Experienced mentors may provide guidance for a more focused and efficient job search. Implications for practitioners Invested time and effort are aspects of job seeking that students can control. Mentors can assist college students with legal blindness on those aspects, freeing time and resources to deal with systemic challenges such as employer attitudes and competition.
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Makri, Eleni G. "Does the Cards against Calamity Learning Game Facilitate Attitudes toward Negotiation, Civics, and Sustainability? Empirical Findings from Greek Graduates." Education Sciences 12, no. 11 (October 24, 2022): 738. http://dx.doi.org/10.3390/educsci12110738.
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Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Cooperation, civic action, seeking knowledge about political/societal issues, and gains in problem-solving skills predicted civic responsibility attributes post-gameplay. Non-working status significantly affected the “argument”/verbal fight negotiation/conflict management perceptions of students with non-voting in elections status post-gaming, while working significantly influenced “walk away”/neutral negotiation/conflict resolution attitudes in participants with non-voting in elections status after gameplay. Non-voting in elections attributes significantly impinged on “argument”/verbal fight negotiation/conflict management attitudes for Athens municipality students after gaming. The learning game-based negotiation/conflict management- and civic/sustainability spectrum-related positive effects are reviewed alongside academic and management outcomes, and directions for future research are presented in light of global learning game negotiation/conflict resolution and civics/sustainability-related teaching and learning.
Dissertations / Theses on the topic "College graduates Thailand Attitudes"
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Teepanont, Nipawan. "A Study of the Perceptions of the Role of Presidents in Teachers Colleges in Northeastern Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331674/.
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The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.
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Skulkhu, Jaruwan. "Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330671/.
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The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers.
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Beach, Alan E. "Sexual attitudes and behaviors of married Christian college alumni." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07122007-103940/.
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Shinasharkey, Taminee. "A survey of the attitudes of students in Thailand towards technology-based distance education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302162.
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The purpose of this quantitative study was to investigate the factors that students considered important in taking distance learning and attitudes of students toward the technology-based distance learning in Thailand. The three main attitude components that were examined in this study were affective, behavioral, and cognitive. The additional components: usefulness, quality, and interaction of technology used in distance learning in Thailand were also examined in this study.Participants of this study were students at Ramkhamhaeng University in Thailand. The questionnaires were used as survey instruments. The questionnaires were distributed by email and paper. Students could complete the questionnaire either by web or by paper. The questionnaires were distributed to undergraduate students around Thailand by staffs of Ramkhamhaeng University. Valid survey responses were received from 307 students; 148 males and 159 females. Based on the analysis of the qualified data, the sample mean scores were significantly higher than the hypothesized mean scores. Students were considered to have positive attitudes toward affective component, behavioral component, and cognitive component. Students also had positive attitudes towards the usefulness, interaction, and quality of technology used in technology-based distance learning in Thailand.The most important factor that students considered in taking distance learning was their work requirements. By gender, male students considered earning more money or getting promoted as their important factor. Female students considered work requirements as their important factor.Students considered most technologies in this study to be useful. However, some students have not had experience with some technologies that they believed were useful. Therefore, institutes and instructors should encourage students to use technologies that universities have currently employed. Institutes should offer training sessions to both instructors and students, so that they can effectively use these technologies in their teaching and learning.Department of Computer Science
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Yamamoto, Satoshi. "A cultivation analysis of Thai student U.S. television viewing and their perception of Thai traditional culture." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1355260.
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The world is flooded with American media products, especially television programs. This study examined how American television viewing affects Thai college students' perception of Thai traditional culture, and how Thai television viewing affects their perception of it.Two hundred sixty-one Thai college students were given a survey in three communication classes at Chulalongkorn University, in Bangkok, Thailand during June/July, 2006. Results were analyzed by means of ANOVA with accompanying Scheffe test. The hypotheses were rejected. Hypothesis one stated American television viewing affects Thai collage students' perception of Thai traditional culture negatively. Hypothesis two stated Thai television viewing affects Thai college students' perception of Thai traditional culture positively.Department of Journalism
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Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.
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The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
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Burusphat, Surapong. "The National Defense College of Thailand and Its Alumni in the Context of Thai Politics." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331582/.
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This study deals with the National Defense College of Thailand and its alumni, who are senior military and civil service officers of the government of Thailand. The study examines the proposition that the political attitudes of military and civil service officers in developing countries are likely to be similar and negative. The second proposition examined in this study is that the attitudes of government officials toward the people are likely to be similar and negative. The study also attempts to examine the official attitudes on the basis of cluster. Each of the three clusters consists of seven classes of the National Defense College. It is argued that the political contexts of each cluster were different and that these differences may result in the different attitudes of officials in each cluster. The study found that military and civil service officers in Thailand hold similar attitudes toward politics and that the attitudes are predominantly negative. Official attitudes were similarly negative. Attitudes toward politics vary, depending upon the time in which the officials were in government service. Officers who worked within the environment of the military government are the most distrustful of politics while officials who worked under a more relaxed, more democratic political system are not as distrustful of politics. Attitudes toward the people are not significantly different among officers from different political environments. It was found that the number of alumni of the National Defense College who were able to reach the three highest ministerial positions in the Thai government has declined over the years. These positions are minister, deputy minister, and undersecretary. One cause of this decline is the increasing politicization of the country or the decreasing role, activity, and involvement of the military in politics. The second cause is the relatively stable number oi the members of each class of the National Defense College. As the overall number of government officers of the country has steadily increased over the years, this stable number has put these officials at a disadvantage.
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Ketusiri, Anusak. "Lecturer receptivity to a major educational change in the context of planned change at Rajabhats in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/791.
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In accordance with the National Education Act of t999, the educational system in Thailand was changed after 1999, the largest educational change in Thailand in 50 years. The achievable aims of the change were divided into eight main aspects covering, primary, secondary and higher education. These were: (1) ensuring access to basic education for all; (2) reform of the curriculum and learning processes; (3) encouraging participation and partnership in education; (4) restructuring of educational administration; (5) enhancing educational standards and quality assurance; (6) reform of teachers; faculty staff, and educational personnel; (7) mobilisation of resources and investment for education; and (8) utilisation of technologies for education. This study focuses on higher education and aims to: (1) investigate lecturer receptivity to the major change, in the context of planned educational change at Rajabhat Universities, (2) investigate the relationships between lecturer receptivity, and nine aspects to the change, and (3) investigate why Thai lecturers at Rajabhats hold the attitudes that they do. Lecturer receptivity was conceptualised as composed of nine aspects jointly influencing receptivity. They were: (I) attitude to the change in comparison with the previous system, (2) prac1icality in the classroom, (3) alleviation of concerns, (4) learning about the change, (5) participation in decision making.(6) personal cost appraisal, (7) collaboration with other lecturers, (8) opportunities for lecturer improvement, and (9) perceived value for students. For each aspect lecturers would have developed expectations that would, in part, influence their behaviours, and their receptivity to the change.
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Wong, Pui-fung Gary, and 黃培烽. "Meaning of work among young graduates in urban China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B37847892.
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Grissom, Mary Anne. "Attrition After Successful Completion of Doctoral Qualifying Examinations: An Analysis of Characteristics and Attitudes of Doctoral Graduates and Non-Graduates." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331847/.
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The purpose of this study was to determine whether differences exist between characteristics and attitudes of graduates and those of non-graduates of doctoral programs in education. The subjects were the 256 students who had successfully completed the qualifying examinations in the College of Education at North Texas State University during the years of 1978 through 1980. Although the data findings from this study are too numerous to list within the restrictions of this abstract, the most notable findings include that (1) 74.2 per cent had graduated; (2) graduates were more likely to have selected the dissertation topic before the qualifying examinations; (3) graduates rated personal motivation higher than did non-graduates; and (4) there were no significant differences in Graduate Record Examination scores (verbal, quantitative, or total) between graduates and non-graduates. Among the conclusions drawn from this study are that (1) the process of going through a doctoral program discourages the less serious students before they reach the qualifying examinations and (2) graduates have high personal motivation and receive high support for dissertation efforts from many segments of life (spouse, family, friends, major professor, and doctoral committee). The recommendations drawn from this study are for (1) further research into the personal motivation of the candidate, (2) further research as to the effect of the candidate's attitudes toward and grades for courses in research and statistics, (3) universities to maintain records that allow for determination of completion rates of doctoral students and to consider these rates in the evaluation of doctoral programs, and (4) graduate faculty to encourage doctoral students to give serious consideration to possible dissertation topics early in their graduate programs.
Books on the topic "College graduates Thailand Attitudes"
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Graduates into industry: A survey of changing graduate attitudes. Aldershot, Hampshire, England: Gower, 1986.
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Rosa, Peter. Family background and entrepreneurial activity in British graduates. Stirling: Scottish Enterprise Foundation, 1989.
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Berggötz, Reinhart. Job expectations of graduates, job satisfaction, and possible behavioural responses. Dublin: University College Dublin, 1993.
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Shikenjō, Yamagata Kenritsu Nōgyō. Daigakusotsu shūnōsha no keiei jittai to seikatsu ishiki: Gakushi farmer of Yamagata. [Yamagata-shi]: Yamagata Kenritsu Nōgyō Shikenjō, 1988.
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Kenkyūjo, Mirai Kōgaku. Hakushi katei (kōki) no gakusei, shūryōsha tō no shinro ni kansuru ishiki tō ni tsuite no jittai chōsa hōkokusho: Heisei 20-nendo "sendōteki daigaku kaikaku suishin itaku jigyō". Tōkyō: Mirai Kōgaku Kenkyūjo, 2009.
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Dang dai da xue sheng bi ye jiao yu yu jiu ye zhi dao de li lun yu shi jian. Changchun: Jilin ta xue chu ban she, 2008.
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McConochie, Daniel D. Follow-up of 1986 graduates, Maryland community colleges. Annapolis, Md. (914 Bay Ridge Rd., Annapolis 21403): Maryland State Board for Community Colleges, 1987.
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Frenette, Marc. Which fields of study lead to satisfying jobs?: Evidence on the level and growth of job satisfaction. Hull, Qué: Human Resources Development Canada, Applied Research Branch, 2000.
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Frenette, Marc. Which fields of study lead to satisfying jobs?: Evidence on the level and growth of job satisfaction. Hull, PQ: Applied Research Branch, Strategic Policy, Human Resources Development Canada, 1999.
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Looker, E. Dianne. Why don't they go on?: Factors affecting the decisions of Canadian youth not to pursue post-secondary education. Montréal: Canadian Millennium Scholarship Foundation, 2002.
Find full textConference papers on the topic "College graduates Thailand Attitudes"
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Tubaishat, Abdallah. "Can E-Portfolio Improve Students’ Readiness to Find an IT Career?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2136.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.
Reports on the topic "College graduates Thailand Attitudes"
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Programming for HIV prevention among college students in Thailand. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1012.
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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Thai Ministry of Education, the Program for Appropriate Technology in Health (PATH), and the Horizons Program embarked on a study to examine the outcomes of a school-based HIV/AIDS program for Thai college students. The curriculum for the “Teens on Smart Sex” Program consists of eight two-hour sessions conducted once a week among college-age students. As noted in this brief, the program successfully improved students’ HIV-related knowledge and attitudes about people living with HIV/AIDS. It also improved female students’ attitudes about condom use and increased actual use. There was no evidence, however, of the adoption of other protective behaviors, such as abstinence, among males and females. Evaluation findings are being used to strengthen course activities so that course impact can result in greater behavior change.