To see the other types of publications on this topic, follow the link: College supervisors.
Journal articles on the topic 'College supervisors'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'College supervisors.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Chur-Hansen, Anna, and Steve McLean. "Supervisors’ Views about their Trainees and Supervision." Australasian Psychiatry 15, no. 4 (August 2007): 273–75. http://dx.doi.org/10.1080/10398560701441695.
Full textAbstract:
Objectives: Supervision is central to psychiatry training, yet it has been poorly defined and has attracted little research attention. In this study we explore supervisors’ perceptions of their role. This paper is the second of two, with the first exploring trainees’ perceptions of supervisors and supervision. Methods: Using qualitative methods, 21 supervisors were interviewed, and the data subjected to thematic analysis. Results: Participants identified a number of aspects characteristic of the role of supervisor. There was some confusion, however, about the role, and some disparity between supervisors around what can be reasonably expected by a trainee in supervision. Conclusions: Supervisors need a clear definition of their role and responsibilities, and should be monitored and mentored. This is particularly important, given the central role that supervisors are expected to perform at College level.
2
Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.
Full textAbstract:
Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.
3
Ho, Hilda, and Pauline McConville. "Who's happy with supervision?" Psychiatric Bulletin 28, no. 3 (March 2004): 87–90. http://dx.doi.org/10.1192/pb.28.3.87.
Full textAbstract:
Aims and MethodAll psychiatry trainees and supervisors on the Southeast Scotland scheme were invited to complete a questionnaire about the regularity, responsibility, structure, content and value of supervision.ResultsSignificantly more supervisors (87%) than trainees (69%) reported regular supervision. Some trainees still find it difficult to obtain regular supervision. Although it is seen as a joint responsibility, there is uncertainty about the role and responsibility of each trainee and supervisor. Most trainees and supervisors feel that supervision is useful, but supervisors are likely to rate their quality of supervision better than their trainees. Guidelines for the structure, content and boundaries of supervision might be useful. Supervision is viewed as useful for discussing clinical management, including the trainee's own case-load.Clinical ImplicationsTraining in the use of supervision should be available to all trainees and supervisors. Regular supervision should be a priority, and it is a joint responsibility to ensure that it happens. There should be greater accountability to the College and Trusts. Discussion of the trainee's clinical case-load during supervision is a necessary part of training and the supervision process.
4
Bing, John R., and Andrew L. Cherry. "Assessment of Student Teachers by College Supervisors." Psychological Reports 61, no. 1 (August 1987): 275–83. http://dx.doi.org/10.2466/pr0.1987.61.1.275.
Full textAbstract:
This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.
5
Castanelli, Damian J., Jennifer M. Weller, Anusha R. Chander, Elizabeth K. Molloy, and Margaret L. Bearman. "A balancing act: The Supervisor of Training role in anaesthesia education." Anaesthesia and Intensive Care 47, no. 4 (July 2019): 349–56. http://dx.doi.org/10.1177/0310057x19853593.
Full textAbstract:
In this qualitative study, we report how Supervisors of Training, educational supervisors overseeing the learning of anaesthesia trainees, experience their role in practice. Using purposive sampling, we interviewed Supervisors of Training from across Australia and New Zealand. The interviews began by asking ‘what do you see as your role as a Supervisor of Training?’ then explored the response in detail. Following the technique of thematic analysis, inductive analysis occurred as data were collected until we generated a thematic structure sufficient to address our research question after 19 interviews. In the first three of the four identified themes, Supervisors of Training perceived themselves as the fulcrum of the learning environment, ‘the something in between’. These three themes were: guiding and assessing trainees; identifying, supporting, and adjudicating trainee underperformance; and mediating trainees’ relationship with the hospital. Participants perceived themselves as a broker between trainees, their colleagues, their hospital, the Australian and New Zealand College of Anaesthetists and the community to varying degrees at different times. Negotiating these competing responsibilities required Supervisors of Training to manage multiple different relationships and entailed significant emotional work. Our fourth theme, scarcity, described the imbalance between these demands and the time and resources available. The complexity of the Supervisor of Training role and the tensions between these competing demands is underappreciated. Our findings would support strategies to mitigate the administrative load and share the decision-making burden of the role and to enhance the capability of Supervisors of Training by requiring formal training for the role.
6
Frock, David. "Identifying mentors for student employees on campus." European Journal of Training and Development 39, no. 1 (January 5, 2015): 43–58. http://dx.doi.org/10.1108/ejtd-09-2013-0099.
Full textAbstract:
Purpose – This exploratory research project aims to seek an effective process for identifying supervisors of part-time student employees who also serve in a mentoring capacity. Design/methodology/approach – This paper is based on a review of literature and an evaluation process focused on established traits and functions of mentoring as applied to supervisors of student employees on a college campus. Findings – Supervisors of student employees may have the desire and capacity to engage students on a higher level but are not viewed and supported to meet this need based on their position within the organization. Untapped resources are being overlooked that would develop the supervisor and the student while advancing the overall institutional mission. Research limitations/implications – A study identifying mentors for part-time undergraduate student employees in higher education settings was necessary as a precursor to future research on the human resource development needs of professional staff in higher education. Practical implications – The results of this study confirmed that the approach utilized for identifying mentors through specific traits is effective and that common barriers exist across the institution that negatively impact supervisors from serving as mentors. These results will be used to address future research related to the value of training and educating the supervisors of undergraduate student employees on college campuses. Originality/value – Research exists on 360 evaluative processes, mentoring and the benefits of student development outside the classroom, but no research could be identified that addressed the opportunities of using this approach to potentially resolve organizational issues.
7
Al-Doubi, Suzan Hasan, Hala Fawzi, and JoDee Walters. "Undergraduate Research Supervision: A Case Study of Supervisors' Perceptions at Yanbu University College." Higher Education Studies 9, no. 4 (October 9, 2019): 112. http://dx.doi.org/10.5539/hes.v9n4p112.
Full textAbstract:
This exploratory case study examined supervisors' perceptions of supervision of undergraduate research projects, and whether the level of experience affects the quality of the supervision process. Data were collected through questionnaires and interviews. Participants were three supervisors with varying levels of experience in the supervision process at Yanbu University College in Saudi Arabia. Obtained themes were used with the whole data-set. The data were rearranged according to the emerged common themes among the three participants. Findings revealed that the level of experience affected the supervision process in relation to the supervisors‘ perceptions. It also suggested that the level of expereince of the supervisors influnced the process of supervision and the feedback given to the undergraduate students. An implication of these findings is that providing novice supervisors with training and guidance should be considered. Departments should create a discussion platform between experienced and novice supervisors to ensure that the supervision expereince is well delivered to undergraduates during their research projects. The study recommends supervisors to revisit all phases of their practice.
8
Kummerfeldt, V. D. "Developing The Next Generation Of Clinical Laboratory Scientist Supervisors: A Study Of Supervisory Competencies In Clinical Laboratory." American Journal of Clinical Pathology 154, Supplement_1 (October 2020): S120. http://dx.doi.org/10.1093/ajcp/aqaa161.263.
Full textAbstract:
Abstract Introduction/Objective Developing the next generation of clinical laboratory scientist (CLS) supervisors who are competent and comprehensively prepared to meet the industry’s healthcare demands can be challenging. When a CLS is promoted to a supervisory position and then found to be incompetent due to the lack of experience, skills, knowledge and/or abilities. To identify the root cause of this phenomena a comprehensive review of the literature explored management competency theories and concepts (Katz’s three-skills approach, the Peter principle, Sandwith’s competency domain model, and National Center for Healthcare Leadership’s health leadership competency model). The management competency theories provided the foundational theoretical framework for this study. Methods Quantitative and qualitative data was used to address the research questions. A modified Tipton’s instrument/survey was used. The survey used demographic, open-ended, and Likert-type questions. Results This study had a total of 247 participants, who self-identified as CLS supervisor or manager, and completed an online survey. The results showed an increased competency level due to experience, continuous learning, mentors, formal education, leadership programs and delegation of tasks. The majority of the participants did not feel that the College of American Pathologists regulatory standard of a general CLS supervisor was sufficient to produce a competent CLS supervisor. Training and education was recommended to help transition CLS practitioner into the role of CLS supervisor. Other recommendations include mentors, succession planning, career ladder/leadership programs, experience, and support. Conclusion In order to develop the next generation of CLS supervisors, who are comprehensively prepared to meet the industry’s healthcare demands, healthcare organizations are going to need to employ evidence-based human resource management strategies. Human resource management strategies, such as training and development programs, leadership programs, mentor programs, and succession planning, should include administrative and interpersonal domain knowledge, skills, abilities and experience
9
Spector, Anya Y., and Krimili Infante. "Community college field placement internships: supervisors’ perspectives and recommendations." Social Work Education 39, no. 4 (August 13, 2019): 462–80. http://dx.doi.org/10.1080/02615479.2019.1654990.
Full text
10
Stehlik, Paulina, Christy Noble, Caitlin Brandenburg, Peter Fawzy, Isaac Narouz, David Henry, and Paul Glasziou. "How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula." BMJ Open 10, no. 3 (March 2020): e034962. http://dx.doi.org/10.1136/bmjopen-2019-034962.
Full textAbstract:
ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.
11
Leonardsen, Ann-Chatrin L., Siri E. Brynhildsen, Mette T. Hansen, and Vigdis A. Grøndahl. "Nursing supervisors’ perspectives on student preparedness before clinical placements- a focus group study." PLOS ONE 16, no. 5 (May 28, 2021): e0252483. http://dx.doi.org/10.1371/journal.pone.0252483.
Full textAbstract:
Clinical placements and supervision is an integral part of nursing education internationally. There are significant differences between students’ expectations of clinical learning and their fulfillment. Few studies have focused on supervisors’ perspectives on clinical placements. The objective of this study was to explore nursing supervisors’ perspectives on students’ preparedness for clinical placements. Methods The study was conducted in a county in Southeastern-Norway, with 317.000 inhabitants, and within one hospital and one university college catchment area. Focus group interviews were conducted in the periode August to December 2018. Data were analyzed using Hsieh and Shannon’s conventional content analysis. Results 34 nursing supervisors participated, three intellectual disability nurses and 31 registered nurses, working in four different primary healthcare wards and four different hospital wards. Participants’ age ranged from 23 to 58 years, one male only. Through the analysis we derived the category ‘Shared responsibility for preparation’ with subcategories a) Individual initiative, and b) University college facilitation. Conclusions Findings indicate that there is a gap between nursing supervisors’ expectations and reality regarding students’ preparedness for clinical placements. Moreover, nursing supervisors did not seem to focus on their own role in student preparedness.
12
McKnight-Lizotte, Michelle. "Work-Related Communication Barriers for Individuals with Autism: A Pilot Qualitative Study." Australian Journal of Rehabilitation Counselling 24, no. 1 (July 2018): 12–26. http://dx.doi.org/10.1017/jrc.2018.4.
Full textAbstract:
This study identified situations where communication was a barrier to employment for adults with autism spectrum disorders (ASD). Informant interviewees were six college graduates with ASD who have been employed for one year. Following the qualitative inductive analysis, five communication-related themes emerged: (1) job interviewing success, (2) negotiating co-worker interactions, (3) supervisory interactions, instruction, and feedback, (4) handling customer intercommunication, and (5) communication-oriented coping strategies. Participants were relatively more successful in communication coping strategies and supervisory interaction compared to difficulties with job interviewing and co-worker interactions. Vocational rehabilitation counsellors assisting clients with ASD should prioritize job interview communication skills and social skill education specific to appropriate interactions with co-workers and supervisors utilizing role play, social skill training, and job coaching.
13
MURPHY, Kelle L. "Perceptions of the Student Teaching Triad: An Inquiry into Relationships and Supervision." Asian Journal of Physical Education & Recreation 16, no. 1 (June 1, 2010): 53–66. http://dx.doi.org/10.24112/ajper.161795.
Full textAbstract:
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
The study was designed to examine the perceptions of relationships formed among members of the student teaching triad and to examine the perceptions of supervision of student teachers given by cooperating teachers and college supervisors. Participants (N = 24) included eight student teaching triads. The study was conducted over a 14-week student teaching experience. In-depth interviews and daily journals were employed as methods of data collection. It was found that training was not received by cooperating teachers and college supervisors and was based on experience. The coalition was formed between the student teacher and cooperating teacher. Expectations of cooperating teachers were higher and based on a pragmatic view whereas expectations of college supervisors were based on theory.
本文旨在探討實習教學與視學的關係，邀請得24位實習生進行14周的實習教學，初步結果顯示本科教師與大學講師對實習生存有不同的見解。
14
Wepner, Shelley B. "“You Never Run Out of Stamps” Electronic Communication in Field Experiences." Journal of Educational Computing Research 16, no. 3 (April 1997): 251–68. http://dx.doi.org/10.2190/0e0n-ry3n-3rpa-9yvd.
Full textAbstract:
This study sought to determine the effects of electronic communication (i.e., e-mail and listserv communication) among triads of student teachers, college supervisors, and cooperating teachers. Twenty-one volunteer participants began as the initial cohort: five college supervisors, eight cooperating teachers, and eight preservice teachers. Each participant had a portable computer equipped with a modem. Four data sets were used: 1) individual self-assessments; 2) printouts of all e-mail communication related to the project; 3) printouts of all listserv responses; and 4) within-triad and between-triad group assessments. Participants' self-reporting of computer proficiency showed significant differences. The nature of participants' e-mail messages (e.g., lesson plan discussions) and listserv responses are discussed in relation to their overall evaluation of this opportunity.
15
Zulkarnain, A. "The Essence of Ownership Rights of College Foundation in Social Justice Perspective." Kanun Jurnal Ilmu Hukum 23, no. 1 (April 30, 2021): 117–32. http://dx.doi.org/10.24815/kanun.v23i1.19054.
Full textAbstract:
This research is based on the essence of the ownership rights of higher education foundations in the perspective of social justice. By looking at several facts related to ownership rights and institutions and their management. This research method is normative with a philosophical approach, laws, theories/concepts, and cases. The data used are secondary data in the form of primary and secondary legal materials. The results show that ownership rights to tertiary institutions are public/community ownership rights that are responsible for trust, not those of the founders, supervisors, administrators, and supervisors. The ownership rights of this foundation are pseudo or imperfect because it is only limited to the right to use or benefit from the existence of the higher education foundation. The ownership rights of the student community over foundations have implications for the management of foundations and universities with the foundation's obligation to provide academic services and economic assistance for underprivileged students.
16
Liang, Jian Xun, and Ji Tao Wang. "Design and Implementation of Network Examination System in College Sports Theory." Applied Mechanics and Materials 336-338 (July 2013): 2472–75. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.2472.
Full textAbstract:
Design and develop the Network Examination System with the application of SQL Server, Asp.Net technology. Improve and realize the application of random testing paper, on-line testing and scoring as well as on-line statistics and analysis so as to ease the supervisors and teachers, save huge human resources and budget and increase the efficiency of teaching management.
17
Greening, Jayne, Erin Turner, Gareth Rees, and Caroline Winkle. "The MRCPsych post-2015: preparing trainees and improving courses." BJPsych Advances 22, no. 3 (May 2016): 194–200. http://dx.doi.org/10.1192/apt.bp.114.013284.
Full textAbstract:
SummaryThis article is aimed primarily at psychiatry trainees, MRCPsych course organisers, College tutors, educational supervisors and clinical supervisors. It describes recent changes to the MRCPsych curriculum and examinations and discusses the different approaches that educators can utilise to best help their trainees. We describe how the content of MRCPsych courses can help prepare trainees for both the written papers and the clinical assessment of skills and competencies (CASC). We discuss ways of incorporating patients and carers into course development, innovative approaches using technology to enhance learning, the role of workplace-based assessments and how international graduates may maximise their pass rate.
18
Alwiyah, Alwiyah, Chloe Greisy, and Afni Afitri. "Implementation Of Information Systems On E-commerce Websites As Media To Deliver Information." Aptisi Transactions On Technopreneurship (ATT) 1, no. 2 (August 17, 2019): 127–33. http://dx.doi.org/10.34306/att.v1i2.28.
Full textAbstract:
Attendance information conducted by students can now be easily accessed by a supervisor. However, there are 3 (three) difficulties faced by supervisors, one of which is presenting information with tables requiring considerable time and very high accuracy to measure the comparison of information contained within it. In order to facilitate the supervisor in recording and measuring attendance of student tutoring students handled, the Attendance Rating system will present information in the form of graphics using Highchart. Presentation of information in the form of a graph on Attendance Assessment will present information in the form of Nim (Student Registration Number), supervisor, and guidance time. Information on the guidance time in the graph can be used as a comparison to measure the level of student activity in following the guidance. The Attendance Rating System uses the YII Frameworkbased website because it is also easy to develop web applications and the YII Framework has a good level of security. In this study, there are 5 (five) advantages and 1 (one) deficiency in the Attendance Assessment system. With this research, it is expected that the Attendance Assessment system can improve the quality of student attendance in the tutoring process at Raharja College.
19
Hariguna, Taqwa, Eka Purnama Harahap, and Salsabila Salsabila. "Implementation of Business Intelligence Using Highlights in the YII Framework based Attendance Assessment System." Aptisi Transactions On Technopreneurship (ATT) 1, no. 2 (August 13, 2019): 109–16. http://dx.doi.org/10.34306/att.v1i2.32.
Full textAbstract:
Attendance information conducted by students can now be easily accessed by a supervisor. However, there are 3 (three) difficulties faced by supervisors, one of which is presenting information with tables requiring considerable time and very high accuracy to measure the comparison of information contained within it. In order to facilitate the supervisor in recording and measuring attendance of student tutoring students handled, the Attendance Rating system will present information in the form of graphics using Highchart. Presentation of information in the form of a graph on Attendance Assessment will present information in the form of Nim (Student Registration Number), supervisor, and guidance time. Information on the guidance time in the graph can be used as a comparison to measure the levelof student activity in following the guidance. The Attendance Rating System uses the YII Framework-based website because it is also easy to develop web applications and the YII Framework has a good level of security. In this study, there are 5 (five) advantages and 1 (one) deficiency in the Attendance Assessment system. With this research, it is expected that the Attendance Assessment system can improve the quality of student attendance in the tutoring process at Raharja College.
20
Hariguna, Taqwa, Eka Purnama Harahap, and Salsabila Salsabila. "Implementation of Business Intelligence Using Highlights in the YII Framework based Attendance Assessment System." Aptisi Transactions On Technopreneurship (ATT) 1, no. 2 (August 13, 2019): 109–16. http://dx.doi.org/10.34306/att.v1i2.67.
Full textAbstract:
Attendance information conducted by students can now be easily accessed by a supervisor. However, there are 3 (three) difficulties faced by supervisors, one of which is presenting information with tables requiring considerable time and very high accuracy to measure the comparison of information contained within it. In order to facilitate the supervisor in recording and measuring attendance of student tutoring students handled, the Attendance Rating system will present information in the form of graphics using Highchart. Presentation of information in the form of a graph on Attendance Assessment will present information in the form of Nim (Student Registration Number), supervisor, and guidance time. Information on the guidance time in the graph can be used as a comparison to measure the level of student activity in following the guidance. The Attendance Rating System uses the YII Framework-based website because it is also easy to develop web applications and the YII Framework has a good level of security. In this study, there are 5 (five) advantages and 1 (one) deficiency in the Attendance Assessment system. With this research, it is expected that the Attendance Assessment system can improve the quality of student attendance in the tutoring process at Raharja College.
21
Steward, Barbara. "Using Nominal Group Technique to Explore Competence in Occupational Therapy and Physiotherapy Students during First-Year Placements." British Journal of Occupational Therapy 64, no. 6 (June 2001): 298–304. http://dx.doi.org/10.1177/030802260106400606.
Full textAbstract:
Exploring supervisors' opinions about student competence is a complex issue. The nominal group technique offers an alternative to focus groups and individual interviewing, allowing opportunities for individual data generation and group discussion and evaluation. This paper records and critically appraises its use as part of an investigation of the qualities therapists value in students in their first full fieldwork placement. This small-scale and exploratory qualitative study suggests that occupational therapists and physiotherapists appear to value very similar personal qualities in students, but that departments and individuals may give different weightings to skills and knowledge. The findings have implications for students, fieldwork supervisors and college educators when preparing for clinical placements.
22
Zhang, Jie, Younkyeong Nam, and Carole Pelttari. "Perspectives on Educative Teacher Performance Assessment (edTPA) from Teacher Candidates and College Supervisors." Korean Journal of Teacher Education 32, no. 3 (July 30, 2016): 29–58. http://dx.doi.org/10.14333/kjte.2016.32.3.29.
Full text
23
Williams, Chris, Andrew Sims, and Tom Sensky. "Consultant psychiatrists' opinions and experience of CPD." Psychiatric Bulletin 22, no. 6 (June 1998): 348–50. http://dx.doi.org/10.1192/pb.22.6.348.
Full textAbstract:
A postal survey was carried out on a random sample of Fellows and Members of the Royal College of Psychiatrists in the United Kingdom or Eire in order to investigate current Continuing Professional Development (CPD) practice and the impact of resources and funding for CPD. One hundred and thirteen of 264 anonymised questionnaires were returned (43%). Most respondents considered CPD should be mandatory for consultants, for educational supervisors, for eligibility for the Certificate of Completion of Specialist Training and for election to the Fellowship of the College.
24
Enara, Arun, Kabir Garg, and Ramachandran Kanchana. "Bridging the gap – MTI experience to an excellent MTI experience – An experiential, theme driven, concordance verifying study." BJPsych Open 7, S1 (June 2021): S134—S135. http://dx.doi.org/10.1192/bjo.2021.385.
Full textAbstract:
AimsTo collate experiences of international medical graduates (trained psychiatrists) on the Medical Training Initiative (MTI) and equivalent programs (International Medical Fellowship (IMF)/CESR Fellowships) in the United Kingdom and to understand shared themes.MethodThree psychiatrists with the experience of being part of MTI/IMF program, for a minimum of 1 year, participated in theme guided, focussed discussions to understand common experiences. These discussion where limited to 3 broad headings. Opportunities to grow, what we wish the college knew and what we wished the trusts and supervisors knew. The experiential accounts were captured and circulated among a group of 20 MTI/IMF/CESR fellowship doctors and rated on a 5 point Likert scale varying between strongly agree to strongly disagree.ResultThe findings suggest that the expectations and experiences of the psychiatrists on such programs share some common themes. Most of them had varied experiences under the theme ‘opportunities to grow’. The suggestions for what these doctors ‘wished the trusts, college and supervisors knew’ had a good concordance among the 20 doctors who reviewed the themes and suggestions. The details of the themes and commonalities will be discussed at the conference.ConclusionThe expectations and experiences of the doctors on MTI/equivalent program share common themes. Bridging the gap between MTI experience to an excellent MTI experience would involve identifying such shared experiences, that could potentially guide development of processes, thereby making these training fellowships better tailored to each trainee.
25
McGettingan, Eamonn, and Donal O'Neill. "From apprentice to construction manager and beyond: developing a talent pipeline." Education + Training 51, no. 3 (April 24, 2009): 220–31. http://dx.doi.org/10.1108/00400910910960768.
Full textAbstract:
PurposeThe purpose of this paper is to outline the approach taken within Kentz Engineers and Constructors to develop electrical technicians and other apprentices on an international basis.Design/methodology/approachThe approach adopted is that of a case study which describes activities and processes within the college and the rationale behind them supported by appropriate material.FindingsAn integrated approach is needed to developing qualified tradespeople as junior supervisors involving work rotation, mentoring, learning and development workshops and peer support. Corporate will, together with systems and infrastructure, is needed to be successful organization‐wide.Research limitations/implicationsThe paper is a case study that focuses on reflections from practice. Lessons learned and proposed will need to be tested in other organizations.Originality/valueThe paper provides original, tested solutions to problems that face the majority of organizations in the global construction industry and which will be familiar to all who manage the transition of apprentices into supervisory positions.
26
Tadele, Kasahun, and Mitiku Bekele. "Practices of Primary Schools Cluster Supervision: The Case of Jimma Town Primary Schools in Ethiopia." European Scientific Journal, ESJ 13, no. 17 (June 30, 2017): 124. http://dx.doi.org/10.19044/esj.2017.v13n17p124.
Full textAbstract:
The purpose of the study was to investigate the Practices of Cluster Supervision in Jimma town primary schools. To achieve this purpose, descriptive survey research design was employed as it helps to describe the status of the cluster supervision. Accordingly, 11 primary schools were selected by using stratified sampling technique from five Cluster Resource Centers (CRCs). From the 11 primary schools 126 teachers were selected using simple random sampling technique to represent the population. Moreover, 26 school principals, 5 CRC supervisors, and 1 Education Office Supervision Coordinator were included by purposefully. Data were collected using questionnaires, interview, observation and document analysis. Frequency, percentages, Mann Whitney U Independent Sample Test and Chi-square were used to analyze the quantitative data. The qualitative data was analyzed thematically. Consequently, the obtained results revealed that the CRC supervisors were not effective in promoting teachers professional development and instructional skills. They were not also able to frequently visit schools and classroom for closer support. Even though cluster supervisors support the schools’ management in ensuring good governance and providing timely information, they were not able to adequately enhance the school principals’ planning, decision making and internal management capacity. Moreover, the supervision practice was not successful in creating strong collaboration between all stakeholders. In conclusion, cluster school supervision is highly challenged due to lack of practical competence and adequate preparation of supervisors on one hand and the poor working conditions of supervisors on the other hand. Therefore, it is recommended that Regional Education Bureau and Jimma Town Education Officers work in collaboration with Jimma College of Teacher Education and Jimma University to provide adequate training for cluster supervisors in the town Jimma town supervision coordinator should also work very closely with the cluster supervisors in identifying the important training needs and providing accordingly to improve the quality of supervision that impact positively the quality teaching and learning. Finally, the Jimma Twon Education Office should allocate adequate budget and create conductive working conditions to achieve the objectives of teaching and learning.
27
Bhugra, Dinesh. "The new curriculum for psychiatric training." Advances in Psychiatric Treatment 12, no. 6 (November 2006): 393–96. http://dx.doi.org/10.1192/apt.12.6.393.
Full textAbstract:
The UK's Postgraduate Medical Education and Training Board (PMETB) went live on 30 September 2005. This editorial summarises the state of play and informs members of the Royal College of Psychiatrists and stakeholders of the changes that have taken place in the intervening year and of the College's response. The College has received provisional approval of its core curriculum, and specialty curricula have been submitted for approval. We are in the middle of pilot work on workplace-based assessments and preliminary results should be available in the early part of 2007, when trainees and educational supervisors will begin training in the preparation for and carrying out of these assessments.
28
Randhawa, Bikkar S., and Barbara Pavelich. "Evidence on Validity for the Teaching Behavior Rating Scale." Psychological Reports 81, no. 2 (October 1997): 451–61. http://dx.doi.org/10.2466/pr0.1997.81.2.451.
Full textAbstract:
A Teaching Behavior Rating Scale was developed for rating teacher-interns after about eight weeks of school experience. The scale consists of 16 positively worded 11-point scale items. Using the scale, both the 10 college faculty supervisors and the 67 cooperating teachers rated 67 interns, 30 men and 37 women. The participating interns had been administered the personality section of the Personal Profile Program before commencement of their internships. Total scores for the thematic essays the interns wrote for their admission interview for the college as well as the interviewers' over-all scores were also used. The internal consistency coefficients for the teachers' and college faculty ratings, respectively, were both .98. A four-factor principal components analysis of the 14 variable correlation matrix yielded parsimonious factors after oblimin oblique rotation. Consistent with theory, scale scores for teachers and college faculty are strongly correlated ( r = .73). Also, perception of teaching skill is related to the interns' scores for lower dominance and higher flexibility.
29
Engel, Jacob Daan, Ventje Jeremias Lewi Engel, and Evangs Mailoa. "Interaction monitoring model of logo counseling website for college students’ healthy self-esteem." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 607. http://dx.doi.org/10.11591/ijere.v9i3.20525.
Full textAbstract:
The purpose of this research is to develop the client-counselor interaction monitoring model of the logo counseling website. The model attempts to help counselors in guiding and helping the students (clients) to achieve healthy self-esteem. Machine learning techniques integrated into the model will ensure that the recommendations can be available for counselors and supervisors in the near real-time environment. For the first implementation, a chatbot application is developed and tested with excellent responses from the students. Further research is needed to implement the complete specifications of the interaction monitoring model on the logo counseling website.
30
Lamarche, Y., L. P. Perrault, G. Beauchamp, J. F. Renaud, S. Lamarche, and M. Carrier. "3. Interactive online software documenting and corroborating exposure to CanMEDS Roles." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 28. http://dx.doi.org/10.25011/cim.v30i4.2763.
Full textAbstract:
Residents are exposed to various situations contributing to the development of their CanMEDS roles. Exposure to different clinical scenarios and teaching situations contributing to the development of the CanMEDS roles could be identified, documented by residents and corroborated by staff supervisors retrospectively. A rapid and thorough method to assess this exposure is not available and could help to monitor a programs strengths and weaknesses.
Daily activities developing specific CanMEDS roles where identified initially by the program director and residents. An internet based automatic survey generator (residentevaluation.com) was built to interrogate residents on a weekly basis on their exposure these clinical activities, linked to the seven CanMEDS roles. The surveys where automatically directed to supervisors for corroboration and comments. Periodic and annual reports where sent to the program director.
The study group was composed of the Université de Montréal cardiac surgical trainees (n=6). Weekly surveys were sent from July 2006 to March 2007 (Ongoing). Participation rose from 42% to 79% in trainees and was 70% among supervisors. Time to fill the weekly survey was less than 1 minute for trainees and supervisors. The majority of residents documented development of all seven CanMEDS roles on a weekly basis. The trainees were exposed on a weekly basis to a reflection on the development of their CanMEDS competences.
Cardiac surgical trainees at Université de Montréal are exposed and develop their CanMEDS roles over their regular training. The residentevaluation.com program allows a rapid weekly assessment and documentation of exposure to CanMEDS roles. The tool provides periodic and annual reports for program directors to quantify this exposure and adjust the program objectives. This software could be used in other programs to assess its efficiency in different cohorts.
Frank, JR, ed. 2005. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada
Frank JR, Jabbour M, Fréchette D, Marks M, Valk N, Bourgeois G, eds. Report of the CanMEDS Phase IV Working Groups. Ottawa: The Royal College of Physicians and Surgeons of Canada. March, 2005.
31
Lyons, Paul, and Randall Bandura. "Self-efficacy: core of employee success." Development and Learning in Organizations: An International Journal 33, no. 3 (May 7, 2019): 9–12. http://dx.doi.org/10.1108/dlo-04-2018-0045.
Full textAbstract:
Purpose This viewpoint demonstrates the importance and significance of individual self-efficacy beliefs and perceptions with regard to performance and in relation to self-regulated learning. The concept of self-efficacy has been widely researched and reported mainly in academic journals. This viewpoint aims to clearly explain the concept and its formation, give some details of its relationship with performance and persistence in effort, and present some specific advice for managers and supervisors pertaining to guiding and assisting employees. Design/methodology/approach This paper is built upon the following: a thorough review of the literature regarding the topic of self-efficacy, the practical experience of the authors in mentoring and supervising employees, and a desire to offer specific, helpful advice to managers/supervisors in enhancing and stimulating employee self-efficacy and personal learning. Findings The body of research across several domains, such as business, education (mostly pre-college), psychology, and athletics, clearly reveals that personal self-efficacy beliefs/perceptions can be highly motivational with regard to performance and improvement in learning tactics and strategies. This study finds that little attention has been given to advising managers/supervisors in assisting employees to enhance personal self-efficacy, hence the effort to provide direct advice. Originality/value There have been a few attempts to link self-efficacy with self-regulated learning. Both concepts are valuable when it comes to individual effectiveness in performance and in one’s personal growth; and this study highlights the coordination between the two. Originality and value are represented in the advice offered for managers/supervisors using the ordered, process steps of self-regulated learning as an organizing basis.
32
Situmorang, Dominikus David Biondi. "How Does Cognitive Behavior Therapy view an Academic Anxiety of The Undergraduate Thesis?" Islamic Guidance and Counseling Journal 1, no. 2 (June 30, 2018): 69. http://dx.doi.org/10.25217/igcj.v1i2.221.
Full textAbstract:
The undergraduate thesis is still a terrifying final project for most millennials college students. Many of them are procrastinating, avoiding their supervisors, doing non-productive things as a form of anxiety diversion, and the most extreme is to committing suicide as a result of excessive academic anxiety. The educational counselors as one of the college internal agents is expected to solve the problems that often occured. Based on Cognitive Behavior Therapy (CBT) approach, the academic anxiety of the undergraduate thesis experienced by millennials college students is a cognitive distortion caused by maladaptive core beliefs. Therefore, what we need to know more about how CBT view an academic anxiety of the undergraduate thesis as a problem, so that counselors in Indonesia will be able to understand conceptually before do practice of healing counseling to help the millennials college students to be free from this problem in the future. This research uses descriptive analysis and Focus Group Discussion (FGD) approach. The result of this research is CBT-Based Music can help millennials college students to restore cognitive, affective, and behavioral functions to be adaptive again, so millennials college students are expected to independently optimize their potential, in order to reduce academic anxiety and solve the undergraduate thesis well.
33
Holliday, Tacy, Magy Martin, and Don Martin. "Community college supervisors and their subordinates: A quantitative investigation of personality temperament and leader-member exchange." Journal of Leadership Studies 4, no. 2 (June 2010): 30–39. http://dx.doi.org/10.1002/jls.20166.
Full text
34
O'Loughlin, Christopher. "Embedding neuroscience in psychiatry training." BJPsych Advances 26, no. 6 (May 11, 2020): 379–80. http://dx.doi.org/10.1192/bja.2020.27.
Full textAbstract:
SUMMARYTraining in neuroscience is vital to the future of psychiatry as a medical specialty. Trainees and trainers alike demonstrate a desire to keep up to date with developments in the associated scientific fields. Neuroscience increasingly underpins clinical assessments, treatment options and patients’ expectations. Psychiatry training in the UK can embrace neuroscience at many levels, from discussing patient presentations with supervisors, to teaching programmes supported by the Royal College of Psychiatrists’ activities. Although challenges remain, neuroscience literacy enhances the specialty and will improve patient care.
35
Aboomar, Rima, Sami AlJazi, and Hassan Alhasanat. "Evaluation of Teaching Practicum at the College of Educational Sciences from the Viewpoints of Student Teachers at Al-Hussein Bin Talal University (AHU)." Journal of Studies in Education 8, no. 2 (April 17, 2018): 45. http://dx.doi.org/10.5296/jse.v8i2.12846.
Full textAbstract:
The purpose of this study was to evaluate the teaching practicum at the college of educational science at Al-Hussein Bin Talal University (AHU) from student teachers’ viewpoints. Descriptive survey research design was followed, in which 35 student teachers completed a questionnaire. The participants were student teachers who were enrolled in the practicum in the first semester of the 2016/2017 academic year. All the students were majoring in class teacher education. The questionnaire instrument consisted of 40 items that were grouped in four scales that include the roles of practicum supervisor, the roles of cooperating teacher, the roles of cooperating principal, and professional competencies. The results showed that the participants were satisfied with the practicum course. The results showed that the means of the participants’ responses to the questionnaire’s four scales, in descending order, were as the following: professional competencies (M = 4.56, SD=0.43), the roles of practicum supervisor (M = 4.55, SD=.67), the roles of cooperating principal (M = 4.36, SD=.56), and the roles of cooperating teacher (M = 4.28, SD=.62). Based on the findings, it was recommended that the practicum supervisors should provide the practicum students and cooperating teachers and principals with practicum guidebook that shows the responsibilities of each party in the teaching practicum. In addition, cooperating teachers and principals should make sure that the students know about the cooperating school’s system and regulations. Furthermore, the cooperating principal should be aware of the needs of practicum students through holding weekly meeting with them to identify the problems that might face these students during their practicum and to find the appropriate solutions to these problems.
36
Carter, Jane C., and Alexander L. Garden. "The gap between attitudes and processes related to ‘family-friendly’ practices in anaesthesia training in New Zealand: A survey of anaesthesia supervisors of training and departmental directors." Anaesthesia and Intensive Care 48, no. 6 (November 2020): 454–64. http://dx.doi.org/10.1177/0310057x20958716.
Full textAbstract:
Gender inequity persists within the anaesthetic workforce, despite approaching numerical parity in Australia and New Zealand. There is evidence, from anaesthesia and the wider health workforce, that domestic gender norms regarding parental responsibilities contribute to this. The creation of ‘family-friendly’ workplaces may be useful in driving change, a concept reflected in the gender equity action plan developed by the Australian and New Zealand College of Anaesthetists. This study aimed to explore the extent to which a family-friendly culture exists within anaesthesia training in New Zealand, from the perspective of leaders in anaesthesia departments. An electronic survey composed of quantitative and qualitative questions was emailed to all supervisors of training, rotational supervisors and departmental directors at Australian and New Zealand College of Anaesthetists accredited training hospitals in New Zealand. Twenty-eight of the 71 eligible participants responded (response rate 39%). The majority (61%) agreed with the statement ‘our department has a “family friendly” approach to anaesthesia trainees’; however, there was a discrepancy between views about how departments should be and how they actually are. Several barriers contributing to this discrepancy were identified, including workforce logistics, governance, departmental structures and attitudes. Uncertainty in responses regarding aspects of working hours, parental leave and the use of domestic sick leave reflect gaps in understanding, with scope for further enquiry and education. To redress gender bias seriously through the development of family-friendly policies and practices requires supportive governance and logistics, along with some cultural change.
37
Kealy-Bateman, Warren, Beth Kotze, and Lisa Lampe. "When should I attempt my centrally administered summative assessments in the RANZCP competency-based training program?" Australasian Psychiatry 24, no. 6 (September 27, 2016): 615–19. http://dx.doi.org/10.1177/1039856216671649.
Full textAbstract:
Objective: To provide information relevant to decision-making around the timing of attempting the centrally administered summative assessments in the Royal Australian and New Zealand College of Psychiatrists (RANZCP) 2012 Fellowship Program. Methods: We consider the new Competency-Based Fellowship Program of the RANZCP and its underlying philosophy, the trainee trajectory within the program and the role of the supervisor. The relationship between workplace-based and external assessments is discussed. The timing of attempting centrally administered summative assessments is considered within the pedagogical framework of medical competencies development. Results: Although successful completion of all the centrally administered summative assessments requires demonstration of a junior consultant standard of competency, the timing at which this standard will most commonly be achieved is likely to vary from assessment to assessment. There are disadvantages attendant upon prematurely attempting assessments, and trainees are advised to carefully consider the requirements of each assessment and match this against their current level of knowledge and skills. Conclusions: Trainees and supervisors need to be clear about the competencies required for each of the external assessments and match this against the trainee’s current competencies to assist in decision-making about the timing of assessments and planning for future learning.
38
Schulze, Salome. "Support Practices to Provide Social Capital in Open Distance Learning: Master’s and Doctoral Students’ Views." Progressio: South African Journal for Open and Distance Learning Practice 39, no. 1 (February 21, 2018): 1–16. http://dx.doi.org/10.25159/0256-8853/608.
Full textAbstract:
The University of South Africa is challenged by the slow throughput and high dropout rates of its master’s and doctoral students. Thus, the aim of the investigation was to determine these students’ views of the support they received in all aspects of their studies within one particular college of the university. The researcher also investigated if different student groups had different views in this regard. Using a survey design, 77 master’s and doctoral students completed a questionnaire (constructed by the researcher), by means of a five-point Likert scale. There was also an open-ended question, which made provision for students to provide recommendations for how institutional support could be improved. The findings revealed problems with the appointment process of supervisors, the guidance given by some supervisors, as well as the timing of and support provided at seminars with regard to some facets of research. Statistically significant differences were determined between males and females and between master’s and doctoral students respectively in some aspects. Recommendations for improvement of student support were made.
39
Anderson, Malcolm, Brett Mitchell, Maria Northcote, Anthony Williams, Kevin Petrie, Kayle de Waal, Janet Carton, Catherine McLoughlin, and Gina Lemke. "The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice." Journal of University Teaching and Learning Practice 15, no. 2 (April 1, 2018): 67–88. http://dx.doi.org/10.53761/1.15.2.6.
Full textAbstract:
This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used.
40
Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (February 1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.
Full textAbstract:
Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.
41
Ingram, P., J. Ho, B. McMullan, C. Jones, and D. Fisher. "Royal Australasian College of Physicians' advanced training outside of Australia and New Zealand: trainees' and supervisors' perspectives." Internal Medicine Journal 41, no. 2 (February 2011): 215. http://dx.doi.org/10.1111/j.1445-5994.2010.02417.x.
Full text
42
Rajbanshi, L. "Oral medication administration practice of nurses in Chitwan Medical College." Journal of Chitwan Medical College 6, no. 2 (February 20, 2017): 17–20. http://dx.doi.org/10.3126/jcmc.v6i2.16680.
Full textAbstract:
Administering medication is high risk activity because one third of the errors occur during the nurse administration phase. Objective of the study was to find out the nurses practice of administering medicine to the patients. For that onduty nursing supervisors were observed the activities of nurses during administering medicines to the patients at 6 pm, 10 pm and 6 am of following day.Out of 52 nurses, only 5.76% nurses asked patients about the history of allergy and 86.53% asked patients to state their name for identification, 55.76% of nurses compared label of drug with cardex while withdrawing from the stock, 38.46% while pouring and 40.38% before replacing the drug on stock., 13.46% nurse explained purpose of drug to patient, 94.23% were check expiry date of drug, 46.15% stayed with patient till swallowing of drug. This study revealed, 68.42% nurses used measuring cup for accurate measurement of the liquid drug. Similarly, transparency of the syrup was checked by the 50.0% of nurses and 73.60 % of nurses shook the drug(suspension) before pouring on cup.As nurses were poorly adhere to the medication administration procedure, development of policy and procedure with ongoing education and monitoring of practice on safe medication is recommended.
43
Schroedel, John G., and Paul D. Geyer. "Enhancing the Career Advancement of Workers with Hearing Loss: Results from a National Follow-up Survey." Journal of Applied Rehabilitation Counseling 32, no. 3 (September 1, 2001): 35–44. http://dx.doi.org/10.1891/0047-2220.32.3.35.
Full textAbstract:
This article attempts to fill a void in the professional literature about career advancement of workers with disabilities. It reports on the results of a study of 240 deaf and hard-of-hearing college graduates, most of whom were supported by vocational rehabilitation when they were students. The success of these alumni 15 years into their careers was reflected in their overall satisfaction with their careers, prospects for promotions, and relations with their supervisors. These findings exemplify that career enhancement and productivity skills can be obtained and used by workers with disabilities. Implications for rehabilitation consumers and counselors are discussed.
44
Scott, Clyde, and James Suchan. "Public Sector Collective Bargaining Agreements: How Readable are They?" Public Personnel Management 16, no. 1 (March 1987): 15–22. http://dx.doi.org/10.1177/009102608701600103.
Full textAbstract:
This article assesses the readability of a representative cross-section of public sector collective bargaining agreements. The purpose is to determine how easily public sector union members and officers and first-line supervisors can understand the contracts which affect their working lives. Three clauses (seniority, discipline, and grievance) were analyzed from each of the forty-nine agreements chosen for this study. The readability level of each clause was measured using three commonly accepted readability formulas. The results show that the reading comprehension skills of at least a college graduate are required to understand these clauses easily.
45
Ray, Dennis T., Joy J. Winzerling, and Michael E. Staten. "Career Skills: Our Process and Where We Are Today." HortTechnology 27, no. 5 (October 2017): 586–90. http://dx.doi.org/10.21273/horttech03671-17.
Full textAbstract:
Feedback from employers, internship supervisors, and graduate schools tells us that we are doing a good job of teaching students academically/technically, but our graduates require greater training in communications, critical thinking/problem solving, and leadership/management. Because of their long-term importance to our graduates, we call these “career skills.” To address this issue a task force was established, and over a 2-year period, this group defined the College of Agriculture and Life Sciences [CALS (University of Arizona, Tucson)] Students Career Skills Competencies and vetted them through college faculty and more than 50 companies. We divided the CALS Student Career Skills Competencies into three categories: 1) communication skills, 2) critical thinking/problem solving skills, and 3) leadership/management skills. We are currently asking each degree-granting unit in the college how they do, or will, incorporate these competencies into their curricula, with the idea of incorporating the competencies into existing courses first, to avoid increasing the number of required credit hours for graduation and time to degree. Our goal is that by graduation, each student should have had multiple opportunities to hone each of these competencies.
46
Mele, E. F., J. Abana, and Haruna A. I. "TRACER STUDY ON SKILLS POSSESSED BY GRADUATES OF MECHANICAL ENGINEERING CRAFT PRACTICE TRADE OF GOVERNMENT TECHNICAL COLLEGES IN ADAMAWA AND BORNO STATES OF NIGERIA." International Journal of Engineering Technologies and Management Research 7, no. 12 (December 11, 2020): 17–24. http://dx.doi.org/10.29121/ijetmr.v7.i12.2020.828.
Full textAbstract:
This is a study on ‘Tracer Study on Skills Possessed by Graduate of Mechanical Engineering Craft Practice Trade (MECPT) of Government Technical Colleges in Adamawa and Borno States of Nigeria. It was carried out to identify the levels of skills possessed by technical college graduates. Relevant literature related to the study was reviewed. A descriptive survey design was used to guide the study. The population was 223, and the sample size was 171 which comprised of 120 MECPT graduates from five government technical colleges, 15 industrial managers, 30 supervisors and 6 ministries of works officials. The sample size was purposively drawn. Structured questionnaire that had 77 items divided in to 4 sections A, B, C, and D was used to collect data. The data was analyzed using mean and standard deviation to answer the research questions. Analysis of variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings indicated, among others that, the graduates possessed 90% of the skills required of them. While 10% were completely not possessed by the MECPT graduates. It was recommended, among others that, graduates of MECPT trade should possess the other machine safety and machine operational skills that were not for employment and self-reliance.
47
Sultana, Habiba Shamim, Iffat Ara, Humayun Kabir Talukder, AKM Asaduzzaman, and Tahmina Nargis. "Supervisors' opinion regarding the situation of postgraduate fellowship training in Gynaecology and Obstetrics of selected medical colleges in Bangladesh." Bangladesh Journal of Medical Education 6, no. 1 (April 17, 2017): 8–11. http://dx.doi.org/10.3329/bjme.v6i1.32204.
Full textAbstract:
Background: Worldwide , the modernization of medical education is leading to the design and implementation of new postgraduate curricula. The necessity to reform postgraduate medical education has been recognized worldwide. Grounding in educational science and social accountability are raising issues.Objective: To analyze the situation of the fellowship (FCPS, Part-II) training in Gynaecology & Obstetrics of selected medical colleges in Bangladesh.Methodology: This descriptive type of cross sectional study was conducted among 50 supervisors of Obstetrics & Gynae dept. at selected medical colleges four in Dhaka city and four outside Dhaka. This study was carried out from January to December, 2014. The sampling technique was convenient sampling. In-depth interview of the supervisors was taken.Results: During interview majority (60%) of the supervisors told that the curriculum is followed in Obs & Gynae Part 11 course which is made by BCPS is standard. About 80% supervisors told that the institution has well developed infrastructure, academic complex and OT complex for training and 70% told that there are well organized investigation facilities and instruments available. Majority of the supervisors (80%) told that supervisors and trainees ratio is proper. Majority of the supervisors (75%) told that training is full time and residential. Majority of the supervisors (95%) told that patient care services (outdoor, indoor and emergency) are satisfactory. About 80% supervisors told that they have not good library facilities with latest books and journals. Internet/website facilities are also not available in all libraries. Most of the supervisor (80%) respondents believed that their hospital should have a mechanism for consultation, feedback and supervisory assessments system.Conclusion: So significant room exists for improvement in the quality of fellowship training as indicated by the less than desirable proportion of trainees being satisfied with different aspects of training. Faculty members who constitute the cornerstone of educational process are pivotal to effect the desired improvements.Bangladesh Journal of Medical Education Vol.6(1) 2015: 8-11
48
ZUGAIER, Saad Kadhem, and Ali Sahib ABAAS. "THE REALITY OF PRACTICAL APPLICATION FOR FOURTH STAGE STUDENTS(AN EVALUATION STUDY(." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 504–14. http://dx.doi.org/10.47832/2717-8293.1-3.40.
Full textAbstract:
The aim of the research is to identify the reality of the practical application of the fourth stage students at the College of Education at the University of Karbala, to find out the positive and negative aspects in the application process, and the research sample consisted of (100) students, chosen by the random method, and for the purposes of the research, the researcher used the descriptive approach and prepared a questionnaire consisting of (10) paragraphs, and the research reached the following results: 1-The application period is not sufficient, and the more appropriate the application period, students can master training skills better 2-The supervisors' visits to the applied students are not sufficient to better evaluate their performance.
49
Chima, Felix O. "Workplace and Disabilities: Opinions on Work, Interpersonal, and Intrapersonal Factors." Journal of Applied Rehabilitation Counseling 29, no. 3 (September 1, 1998): 31–37. http://dx.doi.org/10.1891/0047-2220.29.3.31.
Full textAbstract:
Designed to provide for the elimination of discrimination against individuals with disabilities, the Americans with Disabilities Act (ADA) more significantly provided for the removal of barriers to their employment. This study ascertained opinions of college students with disabilities regarding work, interpersonal, and intrapersonal factors as concerns to their workplace opportunities and participations. The study found that they have less opportunities than others without disabilities, supervisors are less understanding than co-workers, and they are not fully optimistic about ADA's role in eliminating discrimination. Disrespectful treatment and exclusion from informal network were concerns found among interpersonal factors. Self-doubt, worries about health, and managing time and work demands were found as intrapersonal factors. Implications for rehabilitation counseling are discussed.
50
Abelman, Robert, Amy Dalessandro, Patricie Janstova, Sharon Snyder-Suhy, and Gary Pettey. "Charting the Verbiage of Institutional Vision: Implications for Academic Advising." NACADA Journal 27, no. 1 (March 1, 2007): 22–38. http://dx.doi.org/10.12930/0271-9517-27.1.22.
Full textAbstract:
Whether and to what extent a college or university vision is embraced, transformed into action, and dispersed to the campus community by academic advisors is largely dependent on the rhetoric of the vision statement. Through a content analysis of a nation-wide sample of vision and mission statements from NACADA-membership institutions, we isolated key linguistic components that constitute a well-conceived, effective, and easily diffused institutional vision. The prevalence of these components and the types of academic institutions most likely to possess them are discussed. Ways in which this information can be used by advising supervisors to evaluate their own institution's vision and the vision of their advising operation are presented.Relative Emphasis: theory, research, practice