Dissertations / Theses on the topic 'Publications of Students'
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1
Strainic, Jill Marano. "High School Publications Demonstrate Higher Quality When Students Control Content." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1196813343.
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Mayta-Tristan, Percy, Klein Ronny Cartagena, Elías Reneé Pereyra, Alejandra Portillo, and Morales Alfonso Rodríguez. "Apreciación de estudiantes de Medicina latinoamericanos sobre la capacitación universitaria en investigación científica." Sociedad Médica de Santiago, 2014. http://hdl.handle.net/10757/311178.
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Background: Learning research skills should be a goal during undergraduate
training of physicians. Aim: To identify Latin American
medical students’ appraisal on research skills university training. Material
and Methods: A self-administered survey about experience in research,
self-assessment of research skills, quality of training in the area received
at the university and that importance of publishing as undergraduate
students, was answered by 208 medical students aged 23 ± 3 years (54%
male), attending a medical students congress. Results: Seventy percent
of respondents pertained to medical students’ scientific societies and 34%
had published in a scientific journal. Fifty two percent considered as good
or very good the training level received at their universities on information
retrieval and 45% considered good the training in research methodology.
Thirty two percent considered as poor or none the training received in
scientific writing and 37% in the publishing process. Eighty nine percent
considered student publishing as important and 61% perceived limitations
in this matter. Conclusions: The university training level received
by Latin American medical students on research and publication process
was evaluated as deficient by these students
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Cartwright, Katherin Jane. "Noticing mathematical fluency in the primary classroom: Attending to and interpreting students’ characteristics of mathematical fluency." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24788.
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Problem-solving, reasoning, understanding, and fluency are core proficiencies of the mathematics curriculum. Yet fluency, frequently interpreted as procedural fluency, tends to be misconstrued as a separate skill concerning ‘basic facts.’ This thesis investigated mathematical fluency beyond the constraints of a procedural focus to generate evidence in support of a more expansive view of fluency.
The aim of the research was to investigate mathematical fluency characteristics students displayed and explore what teachers noticed and how they interpreted what they noticed. Qualitative research methods were undertaken through student observations and interviews, analysis of student work samples, and teacher group discussions. A framework was employed as an observational and analysis tool. The research involved two studies. In Study One, data from 160 students from seven K-6 classes were analysed and informed refinements to the characteristics of fluency framework. The importance of students’ representation modes emerged; these became important vantage points from which to view mathematical fluency. Study Two extended the investigation to encompass teachers in the role of researchers participating in the collection and analysis of student data. Nine primary teachers (K-6) and students from six classes (n= 66) participated. Teachers identified that responses beyond numerical representations were important indicators of mathematical fluency. Variations in the degree of mathematical fluency development were detected. Students perceived as possessing well-developed levels of mathematical fluency often focused on sharing ‘what they found out’ rather than ‘how they worked out the problem’.
Based on these findings, practices for nurturing well-developed levels of fluency are identified. The collection of students’ written, oral and drawn responses for noticing mathematical fluency, and the use of an analytical framework to guide teacher observations are recommended.
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Heiman, Diana L. "Faculty Development (Session Moderator): How to Get Published; Curriculum Development 101; Research Curriculum Development; Teaching Residents and Fellows; Teaching Medical Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8168.
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Eckerdal, Anna. "Novice students' learning of object-oriented programming." Licentiate thesis, Uppsala : Univ. : Dept. of Information Technology, Univ, 2006. http://www.it.uu.se/research/publications/lic/2006-006/2006-006.pdf.
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Metz, Rosalyn. "Conducting Online Research Undergraduate Preferences of Sources." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/289.
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When students write research papers they use a variety of sources in their paper. These sources range from web pages to research articles. The purpose of this study was to decide whether or not undergraduate students would choose to use scholarly or non-scholarly sources when presented with both types of sources in a set of search results. Twenty Duke University students were recruited for the study. They were given a research topic and asked to perform a search. Both the search results and interface were fabricated by the researcher in order to control the experimental environment. The students were asked to rate the sources found in the results, choose four sources to use for their research scenario, and finally, were asked to explain reasoning behind their choices. The findings concluded that the students in this study were more likely to choose scholarly sources over non-scholarly sources and give these scholarly sources higher ratings.
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Tengbom, Christina. "Will learning a foreign language help me excel in my future career? : A meta-analysis of publications on the motivation in Japanese and American students to study a foreign language." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32590.
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This meta-analysis will investigate and compare existing research material on how Japanese and American high school students studying a foreign language are motivated by a belief that studying a foreign language will increase their future career opportunities. Reference material by appropriately versed authors will be used for this purpose. The concepts of attitude and motivation will be discussed together with the social context surrounding students from the two nations, such as the countries’ historical backgrounds and past and present educational circumstances. The reviewed literature revealed that there have been various reasons for reluctance in both countries to teaching foreign languages in school; however, more recent research points towards a transition and, particularly in the case of the United States, a new understanding is taking shape in regards to the need also for native English speakers to learn foreign languages.
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Toro, Polo Luis Miguel, Elías Reneé Pereyra, Vía Ayar Nizama, Sueng Luis Fernando Ng, Segovia Eduardo Vélez, Rodas Edén Galán, and Percy Mayta-Tristan. "Publicación de los trabajos presentados a los congresos científicos de estudiantes de medicina, Perú 2002-2009: características y factores asociados." Instituto Nacional de Salud (INS), 2014. http://hdl.handle.net/10757/314318.
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LMTP, PMT, RPE, ANV
participaron en la concepción y diseño del estudio. EGR y PMT
recopilaron los libros de resúmenes. LMTP, RPE, ANV, LFNS y
EVS recopilaron los datos; PMT realizó el control de calidad y el
análisis de datos. LMTP, RPE y PMT redactaron el manuscrito;
ANV, EGR, EVS, LFNS aportaron críticamente al manuscrito.
Todos los autores aprobaron la versión final del trabajo.Objetivos. Determinar la proporción de publicación de los resúmenes presentados a los congresos científicos nacionales de estudiantes de medicina de Perú entre los años 2002 y 2009 y sus factores asociados. Materiales y métodos. Se realizó una cohorte retrospectiva, se evaluó las características de todos los resúmenes presentados y se determinó si habían sido publicados en revistas científicas utilizando una estrategia de búsqueda validada con Google Académico. Se calculó los riesgos relativos (RR), crudos y ajustados mediante la regresión de Poisson con varianza robusta para evaluar asociación con los factores analizados. Resultados. Se analizó 532 resúmenes; 52 (9,8%) fueron publicados en revistas científicas luego de su participación en el congreso; en todos los casos fue en revistas peruanas y en español. La principal revista donde se publicaron fue (CIMEL) (13/52). La mediana del tiempo de publicación fue de 13 meses (rango: 0-75). El que un alumno de la Universidad Nacional Mayor de San Marcos (RR: 5,18; IC95%:2,3-11,6) sea autor del resumen y que el resumen sea de autoría colaborativa entre alumnos de dos universidades (RR: 3,64; IC95%:1,1-11,7) son factores asociados en el análisis multivariado. Conclusiones. La proporción de publicación de resúmenes presentados a los congresos científicos nacionales de estudiantes de medicina de Perú es baja. Se deben implementar nuevas medidas y reforzar las existentes para incentivar una mayor publicación de los trabajos presentados.
Objectives. To determine the publication rate of abstracts submitted at the national scientific meetings of medical students in Peru between 2002 and 2009, and associated factors. Materials and methods. A retrospective cohort was performed; the characteristics of overall abstract submitted were assessed. In addition, whether they were published in scientific journals was determined by way of a search strategy validated using Google Scholar. Crude and adjusted relative risks (RR) were calculated using Poisson regression with robust variance to assess association with the analyzed factors. Results. 532 abstracts were analyzed, 52 (9.8%) of which were published in scientific journals after their presentation at a scientific meeting. All of them were published in Peruvian journals written in Spanish. The most important journal in which they were published was Ciencia e Investigación Médica Estudiantil Latinoamericana (CIMEL) (13/52). The median of publication time was 13 months (range: 0-75). The fact that a student from the Universidad Nacional Mayor de San Marcos (RR: 5.18; CI95%:2.3-11.6) is the author of the abstract and that the abstract was collaboratively written by students from two universities (RR: 3.64; CI95%:1.1-11.7) are associated factors in the multivariate analysis. Conclusions. The publication rate of abstract submitted at national scientific meetings of medical students in Peru is low. New strategies should be taken, and the existing ones should be reinforced in order to increase the publication rate of the abstract submitted.
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McGregor, Rowena. "Education higher degree research students writing for publication." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63275/1/Rowena_McGregor_Thesis.pdf.
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Higher Degree Research (HDR) student publications are increasingly valued by students, by professional communities and by research institutions. Peer-reviewed publications form the HDR student writer's publication track record and increase competitiveness in employment and research funding opportunities. These publications also make the results of HDR student research available to the community in accessible formats. HDR student publications are also valued by universities because they provide evidence of institutional research activity within a field and attract a return on research performance. However, although publications are important to multiple stakeholders, many Education HDR students do not publish the results of their research. Hence, an investigation of Education HDR graduates who submitted work for publication during their candidacy was undertaken.
This multiple, explanatory case study investigated six recent Education HDR graduates who had submitted work to peer-reviewed outlets during their candidacy. The conceptual framework supported an analysis of the development of Education HDR student writing using Alexander's (2003, 2004) Model of Domain Learning which focuses on expertise, and Lave and Wenger's (1991) situated learning within a community of practice. Within this framework, the study investigated how these graduates were able to submit or publish their research despite their relative lack of writing expertise.
Case data were gathered through interviews and from graduate publication records. Contextual data were collected through graduate interviews, from Faculty and university documents, and through interviews with two Education HDR supervisors. Directed content analysis was applied to all data to ascertain the support available in the research training environment. Thematic analysis of graduate and supervisor interviews was then undertaken to reveal further information on training opportunities accessed by the HDR graduates. Pattern matching of all interview transcripts provided information on how the HDR graduates developed writing expertise. Finally, explanation building was used to determine causal links between the training accessed by the graduates and their writing expertise.
The results demonstrated that Education HDR graduates developed publications and some level of expertise simultaneously within communities of practice. Students were largely supported by supervisors who played a critical role. They facilitated communities of practice and largely mediated HDR engagement in other training opportunities. However, supervisor support alone did not ensure that the HDR graduates developed writing expertise. Graduates who appeared to develop the most expertise, and produce a number of publications reported experiencing both a sustained period of engagement within one community of practice, and participation in multiple communities of practice.
The implications for the MDL theory, as applied to academic writing, suggests that communities of practice can assist learners to progress from initial contact with a new domain of interest through to competence. The implications for research training include the suggestion that supervisors as potentially crucial supporters of HDR student writing for publication should themselves be active publishers. Also, Faculty or university sponsorship of communities of practice focussed on HDR student writing for publication could provide effective support for the development of HDR student writing expertise and potentially increase the number of their peer-reviewed publications.
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Iman, Sarah A. "Publication Bias and Graduate Students' Perceived Trust in the Literature." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1459413243.
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Islam, Sameer, Leah Worede, and Marion Slack. "Publications and Presentations from PharmD Student Research Projects: A Systematic Review." The University of Arizona, 2015. http://hdl.handle.net/10150/614125.
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Class of 2015 AbstractObjectives: To conduct a systematic review of reports of pharmacy student research programs to describe publication and presentations resulting from the research. Methods: To be eligible for the systematic review, studies must have described student research programs in which students’ were required to collect, analyze, report or present findings and be reported in English. Candidate studies were screened and data extracted using standardized forms by two investigators independently with the final list identified by consensus. The primary outcome variables were extramural posters/presentations and publications. Data were summarized in tables. Results: A total of 6112 studies were screened and 14 studies were identified that described student research meeting inclusion criteria; two reports were from outside the United States. Two-thirds were reports of required projects and a third were elective projects. Required research projects were conducted on a wide variety of topics including clinical, practice, laboratory, public health, education and other topics. Elective research was focused on clinical practice, and laboratory topics. Components of the research process were not uniformly described. The terminal project requirement was usually a written report (57%) or a poster (29%). One program required a presentation. More than half (64%) of the student research programs reported that students presented extramural posters and half (57%) reported that publications resulted from student research. Conclusions: About half of the student research programs described in the literature indicated that student research resulted in extramural posters or presentations.
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Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.
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Thesis (Ph.D.)--City University of Hong Kong, 2006."Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)
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Pereyra, Elías Reneé, Morales Alfonso Rodriguez, and Percy Mayta-Tristan. "Undergraduate publication in Latin America: role of Medical Students' Scientific Societies." Medical Teacher is published in collaboration with the Association for Medical Education in Europe (AMEE Read More: http://informahealthcare.com/journal/mte, 2014. http://hdl.handle.net/10757/335726.
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Slack, Marion K., Jennifer R. Martin, Leah Worede, and Sameer Islam. "A Systematic Review of Extramural Presentations and Publications from Pharmacy Student Research Programs." American Association of Colleges of Pharmacy, 2016. http://hdl.handle.net/10150/620991.
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Objective. To conduct a systematic review of reports of pharmacy student research programs that describes the programs and resulting publications or presentations. Methods. To be eligible for the review, reports had to be in English and indicate that students were required to collect, analyze data, and report or present findings. The outcome variables were extramural posters/presentations and publications. Results. Database searches resulted in identification of 13 reports for 12 programs. Two-thirds were reports of projects required for a course or for graduation, and the remaining third were elective (participation was optional). Extramural posters resulted from 75% of the programs and publications from 67%. Conclusion. Although reporting on the outcomes of student research programs is limited, three-quarters of the programs indicated that extramural presentations, publications, or both resulted from student research. Additional research is needed to identify relevant outcomes of student research programs in pharmacy.
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Lee, Injung. "Publication and editorial feedback experiences of doctoral students in counselor education: a phenomenological inquiry." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6788.
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research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students’ research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators’ perspectives on research training.
This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers’ challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication.
Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants’ stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students’ motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.
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Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.
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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détail dans l'étude 3. Cette étude a produit des résultats concernant les expériences et les perceptions des acteurs clés. De plus, elle a permis d’identifier des stratégies pour une transition réussie ainsi que des obstacles. Les résultats des études ont été combinés pour élaborer des recommandations pour une transition primaire-secondaire réussie pour les élèves atteints de TSA. En raison de la complexité de la transition, chaque recommandation doit être adaptée à chaque cas et chaque intervenant. Les mesures existantes ainsi que les nouvelles recommandations sont discutées dans le contexte de l'ambition de parvenir à un système scolaire inclusifThis thesis investigated the transition from primary to secondary school of students with Autism Spectrum Disorder (ASD) in France. Study 1 provided criteria for a sucessful transition. It showed that the transition is complex and affects several stakeholders. Study 2 captured the social representations of lay people on a successful transition. These are largely congruent between lay people considering or not a student with ASD. Nevertheless, differences remain and were further investigated in study 3. This study delivered results concerning the experiences and perceptions of concerned stakeholders. Moreover, it identified strategies for a successful transition, as well as barriers. The results of these studies were combined to develop recommendations for a successful primary-secondary transition for students with ASD. Due to the complexity of the transition, every recommendation has to be adapted to each case and stakeholder. Existing measures as well as the new recommendations are discussed in the context of the ambition to achieve an inclusive school system
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Ryan, Caitlin Conor. "The Ins and Outs of School Provider Literature: A Multi-Year Content Analysis on LGBT Youth." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/2190.
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Ledin, Johanna. "Guiding the User : Redesign and Usability Improvement of a Student Thesis Publication Form." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138447.
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Students struggle with publishing and uploading their thesis in DiVA - the Swedish digital archive for academic papers (Digitala Vetenskapliga Arkivet). In a mixed methods usability test of the publication form with 7 users, it was shown that the overall usability was low. Three aspects of usability were tested using the following metrics: efficiency by total task time, effectiveness by task completion and satisfaction by PSSUQ and SUS. 22 usability problems were found and prioritised using a 0-4 severity rating. Concepts for a new form were brainstormed and evaluated using a variation of a Pugh chart. From the concepts, sketches were created using form design guidelines and were evaluated using Nielsen’s heuristics. Usability problems from the heuristic evaluation were solved and the sketches were translated into a computer prototype which was subsequently usability tested using a mixed methods approach with 6 users. Task completion increased, total time on task decreased significantly, and PSSUQ and SUS increased. Taken together with the qualitative results, the usability of the new prototype was higher than the current system. Important qualities that increase the usability in forms for publishing academic student papers included a wizard structure, explaining terminology and focus on guiding the user. Further studies should include usability studies of other publication types and further validating guidelines for form design.Studenter upplever problem när de ska publicera sina examensarbeten i det nationella Digitala Vetenskapliga Arkivet (DiVA). Det nuvarande formuläret testades med 7 användare i ett användbarhetstest med Tänka-högt protokoll och det visades att användbarheten var låg. De tre aspekterna av användbarhet representerades av följande kvalitativa mått: efficiency representerades av tid för uppgiften, effectiveness representerades av task completion och satisfaction representerades av PSSUQ och SUS. 22 användbarhetsproblem hittades och prioriterades med en allvarlighetsgrad mellan 0-4. Nya koncept togs fram och utvärderades med en variation av en Pugh-matris. Från koncepten skapades skisser i enlighet med tumregler för formulärsdesign och utvärderades med Nielsens tumregler. Problem som identifierades i DiVA löstes och en datorprototyp skapades varpå den testades med samma metod som det nuvarande formuläret med 6 användare. Task completion ökade, tiden för att lösa uppgiften minskade signifikant och PSSUQ och SUS minskade signifikant. Tillsammans med de kvantitativa resultaten är slutsatsen att användbarheten var högre i prototypen än i det nuvarande systemet. Kvaliteter som ökar användbarheten i formulär som används för att publicera akademiska studentarbeten är en stegvis struktur, förklarande av terminologi och fokus på att vägleda användaren. Framtida studier bör inkludera användbarhetstest för andra publikationstyper och validering av tumregler för formulärsdesign.
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Byrd, Rebekah J., Stephanie Crockett, and Bradley Erford. "Journal of College Counseling (JCC) Publication Pattern Review: Author and Article Characteristics." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/885.
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Patterns of articles accepted for publication in the Journal of College Counseling from the past 12 years were reviewed in this metastudy. Results were described and statistically analyzed to identify trends over time in characteristics of authors, including sex, institutional classifications, employment setting, and domicile, and characteristics of articles, including article type, research design, sample size, types of participants, and statistical procedures.
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Thomas, Lisa Kae. "A Theory of Text as Action:Why Delivery through Publication Improves Student Writers and Their Writing." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3733.
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Students in required writing courses often fail to see the purpose of their writing and invest themselves in their writing. Many composition pedagogues have noticed that one solution to this problem is to help students publish their writing, and have reported the positive outcomes of their publication-focused courses. However, this practice has not been grounded in theory. My project connects the practice of publishing student writing to theory. I draw on Kenneth Burke's and other's ideas of text as action and show how the ancient cannon of delivery is a necessary means of experiencing and understanding text as action with consequence. I then argue that publishing is one of the most effective methods of delivery that can help students understand the implications of enacted texts. I then couch this theory in practice by presenting a variety of sources that report on the impact of publishing student texts; I include my own data collected while teaching two publication-focused, first-year writing courses at Brigham Young University during Fall 2012 and Winter 2013 semesters. This data suggests that in most cases, publishing student writing positively impacts student identity, motivation, process, and product. I explain the results of my own observations and those of various composition pedagogues with the theory of text as action being powerfully experienced by students as they work toward delivering their texts to public audiences via publication.
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Tesone, Dana V. "Development of a Multimedia Publication in Hospitality and Tourism Ethics for Undergraduate Students and Workplace Training Programs." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/878.
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This qualitative study addresses the development process for a text manuscript and storyboard layout used for a multimedia product for undergraduate students and workplace training programs in ethics for hospitality/tourism management. Literature indicates that ethics courses are being offered as part of business curricula and training programs. Literature also shows that hospitality management and training programs are focusing on applications of business ethics in an industry-specific setting. Computer based learning (CBL) and other forms of multimedia are methodologies that educators and trainers in hospitality management are beginning to implement, according to the literature.
The dissertation uses needs analysis to collect information from various user groups to determine the feasibility of developing a text script and storyboard for a multimedia production. The needs analysis and literature provide insight concerning the development of content and format for the product. Formative and summative reviews by established colleagues provides further guidance in the development of a final product designed for use by trainers and educators. The process for development and the final product could be useful to subsequent education researchers and designers.
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Song, Sun Yung. "Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.
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Crockett, Stephanie, Rebekah J. Byrd, and Bradley Erford. "Career Development Quarterly (CDQ) Publication Pattern Review: A Meta-Study of Author and Article Characteristics." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/881.
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Patterns of articles published in The Career Development Quarterly (CDQ) from 1990 to 2011 were reviewed in this metastudy. Author characteristics (e.g., gender, employment setting, nation of domicile) and article characteristics (e.g., topic, type, design, sample, sample size, participant type, statistical procedures and sophistication) were described and analyzed for trends over time. Significant changes were noted in increased proportions of female authors, international contributors, research articles, more sophisticated research designs, and decreased numbers of practitioner-authors. These trends highlight a robust journal that continues to evolve to address changing career development and counseling challenges.
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Byrd, Rebekah J., and Bradley Erford. "Journal of Mental Health Counseling (JMHC) Publication Pattern Review: A Meta-study of Author and Article Characteristics from 1994-20." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/882.
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Patterns of articles published in the Journal of Mental Health Counseling (JMHC) from 1994 through 2009 were reviewed. Characteristics of authors (e.g., sex, employment setting, nation of domicile) and articles (e.g., topic, type, design, sample, sample size, participant type, statistical procedures and sophistication) are described and analyzed for trends over time.
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Birke, Chris. "Attitudes of public school superintendents toward student press freedom in states with and states without student press freedom laws." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137669.
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This study gauged how superintendents of six states view student press freedom. This study focused on two sets of superintendents. In one set, the superintendents were in states that had passed student freedom laws. The second set of superintendents were in states that had no freedom laws, meaning school administrators had the right to censor school publications. The data strongly suggests that superintendents in states with freedom laws were less likely to favor censorship. However, both sets of superintendents appeared to favor administrative control.Department of Journalism
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Byrd, Rebekah J., and Stephanie Crockett. "Journal for Specialists in Group Work (JSGW) Publication Pattern Review: A Meta-Study of Author and Article Characteristics from 1981-2010." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/883.
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Patterns of articles published in The Journal for Specialists in Group Work (JSGW) from 1981–2010 were reviewed in this meta-study. Author (e.g., sex, employment setting, nation of domicile) and article (e.g., topic, design, sample, sample size, participant type, statistical procedures, and sophistication) characteristics were analyzed for trends over time.
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Wilson, Daily Ann E. "A compendium of publications base on multilevel and mixed method analyses on student perceptions of their social realities: the role of curriculum and teaching strategies." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672504.
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This thesis brings together five accepted, and one submitted, articles, along with a seventh in process of completion, all written and revised during a second doctoral candidacy. Quantitative, qualitative and mixed methods were used to delve into student perceptions of their socio-educational realities, regarding the role of curriculum and the influence of different teaching strategies related to the teaching of social studies or teacher training. In some articles, responses concerning the questions proposed within the studies were taken into account in conjuncture with sociodemographic variables, through multilevel modeling. In other studies with smaller sample sizes mixed methods approaches were used. Some articles compare and contrast teacher and student perspectives. Articles are organized into groups of two or three as they correspond to funding bodies and, when relevant, follow a chronological order of publication. Anonymous reviewer feedback is included and discussed in relation to the final article versions.Aquesta tesi com a compendi de publicacions reuneix cinc articles acceptats i un presentat, juntament amb un setè en procés de redacció, tots set escrits i revisats durant la realització d'una segona tesi doctoral. S’han emprat mètodes quantitatius, qualitatius i mixtos per aprofundir en les percepcions de estudiants sobre les seves realitats socioeducatives, pel que fa al paper del currículum i la influència de les diferents estratègies docents relacionades amb l’ensenyament socials de les ciències socials o la formació del professorat. En alguns articles, es van tenir en compte les respostes a les preguntes proposades en els estudis en conjuntura amb variables sociodemogràfiques, mitjançant modelització multinivell. En altres, que conten amb mostres més petites, es van utilitzar mètodes mixtos. Alguns articles comparen i contrasten les perspectives dels professors i dels estudiants. Els articles s’organitzen en grups de dos o tres, ja que aquestes agrupacions corresponen als mateixos organismes de finançament i, quan és rellevant, l’ordre dels articles dins de la tesi segueix un ordre cronològic de publicació. S'inclouen i es posa en context els comentaris dels revisores i revisors anònims en relació amb les versions finals dels articles acceptats.
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Lehmann, Franziska, Lindeman Katharina von, Jörg Klewer, and Joachim Kugler. "BMI, physical inactivity, cigarette and alcohol consumption in female nursing students: a 5-year comparison." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-147480.
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Background: Nursing staff are often involved in counseling patients with regard to health behavior. Although care promoting healthy lifestyle choices is included in the curriculum of nursing students in Germany, several studies of nursing students have reported a high prevalence of unhealthy behavior. This paper focuses on the behavior of female nursing students with regard to body mass index (BMI), physical activity, and cigarette and alcohol consumption. It describes trends through the comparison of results from 2008 and 2013. Methods: Data was collected in two waves at a regional medical training college. First, 301 nursing students were asked to fill out a 12 page questionnaire on health behavior in 2008. The questioning was repeated in 2013 with 316 participating nursing students using the previous questionnaire. Results: 259 female nursing students completed the questionnaire in 2013. 31.6% of them were either overweight or obese, 28.5% exercised less than once a week, 42.9% smoked between 10 and 20 cigarettes a day and 72.6% drank alcohol, wherefrom 19.7% consumed alcohol in risky quantities. In comparison to the data of 266 female nursing students from 2008, there were significant differences in the BMI and alcohol consumption: The percentage of overweight and obese students and the percentage of alcohol consumers at risk increased significantly. Conclusions: Health behavior of female nursing students is often inadequate especially in regard to weight and cigarette and alcohol consumption. Strategies are required to promote healthy lifestyle choices.
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Peacock, Susi. "A constructive, conceptual analytical review of the Community of Inquiry Framework." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22319.
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This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF.
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Roberts, Anthea Elizabeth. "Is International Law International?" Phd thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/124611.
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International lawyers are familiar with the question:
“Is international law law?” But this thesis instead asks the
question: “Is international law international?” Using a
variety of methods, this work sheds light on some of the ways in
which international law as a transnational legal field is
constructed by international law academics, and is conceptualized
in international law textbooks, in the five permanent members of
the Security Council: the People’s Republic of China, the
French Republic, the Russian Federation, the United Kingdom of
Great Britain and Northern Ireland, and the United States of
America. It explores how different national communities of
international lawyers construct and pass on their understandings
of “international law” in ways that belie the field’s claim
to universality, perpetuating certain forms of difference and
dominance. By adopting a comparative approach, it aims to make
international lawyers more aware of the frames that shape their
own understandings of and approaches to the field, as well as how
these might be similar to or different from the frames adopted by
those coming from other states, regions or geopolitical
groupings. It also examines how some of these patterns might be
disrupted as a result of shifts in geopolitical power, such as
the movement from unipolar power toward greater multipolarity and
the growing confrontations between Western liberal democratic
states (like the United States, the United Kingdom, and France)
and non-Western authoritarian states (like China and Russia).
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Firth, Amanda. "Working collaboratively on publications and conference presentations – Valuing student midwives’ contribution to the future of midwifery." 2017. http://hdl.handle.net/10454/14734.
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Pan, Yi-Ching, and 潘怡菁. "A study on the teaching effect in environmental education of use“New Taipei City Junior Commissioner of Environmental Protection Department” publications –3rd Grade students of elementary school." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5h6ns7.
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碩士臺北市立大學
地球環境暨生物資源學系環境教育與資源碩士班
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The purpose of this study is to explore the effectiveness of teachers in the implementation of the " New Taipei City Junior Commissioner of Environmental Protection Department " (hereinafter referred to as the " Environmental Protection Small Director Bimonthly") issued by the New North City Environmental Protection Bureau for the implementation of environmental education courses in schools. The influence of curriculum on students' environmental cognition and environmental attitude. The study object is a primary school of New Taipei City, third grade students four classes a total of hundred people.To quasi-experimental design method, in the experimental group, in order to organize students to conduct four courses designed by the " Environmental protection small director Bimonthly "; the control group was students who did not have their own courses and read on their own after received the " Environmental protection small director Bimonthly " publications Researchers use the " Primary School Students' Environmental Cognition and Attitude Questionnaire" as a measurement tool. Respectively, before and after the teaching evaluation, and before and after the test data for statistical analysis to assess the effectiveness of teaching. The results show that： 1. The use of " Environmental Protection Small Director Bimonthly " environmental education publications for environmental education courses can effectively improve the children's environmental cognition; but there is no significant difference in the improvement of school students' attitude towards the environment. 2. Different background variables have significant differences in school children's environmental cognition;have no significant differences in school children's environmental attitude. Finally, based on the results of the study, I hope this study can provide reference for schools, relevant environmental authorities and future research.
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Shen, Chih-Hua, and 沈治華. "Using information retrieval methods to compute the Effectiveness of the theses and dissertations contributed to their Advisors’ publications– a Case Study for the grade students in Department of Computer Science in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/9u2f85.
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Kroupová, Kateřina. "Vliv zaměstnání studenta na akademické výsledky: meta-analýza." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437993.
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Despite the extensive body of empirical research, the discussion on whether student employment impedes or improves educational outcomes has not been resolved. Using meta-analytic methods, we conduct a quantitative review of 861 effect estimates collected from 69 studies describing the relationship between student work experience and academic performance. After outlining the theo- retical mechanisms and methodological challenges of estimating the effect, we test whether publication bias permeates the literature concerning educational implications of student employment. We find that researchers report negative estimates more often than they should. However, this negative publication bias is not present in a subset of studies controlling for the endogeneity of student decision to take up employment. Furthermore, after correcting for the negative publication bias, we find that the student employment-education relationship is close to zero. Additionally, we examine heterogeneity of the estimates using Bayesian Model Averaging. Our analysis suggests that employment intensity and controlling for student permanent characteristics are the most important factors in explaining the heterogeneity. In particular, working long hours re- sults in systematically more negative effect estimates than not working at...
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Corte, Meredith A. "The Effects of Individual and Routine Forces in Gatekeeping on Student Journalists and Editors of University Newspaper Publications." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7069.
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Most gatekeeping studies involve evaluating journalists and editors with years of
media writing experience to determine how they are influenced by gatekeeping forces.
While many universities publish a campus newspaper that is written and edited by the
students, no research was found analyzing the impact that gatekeeping has on student
newspaper publications. Therefore, this study attempted to measure the influence of
gatekeeping forces on student reporters and student editors who work on university
newspaper publications.
Data was collected through a web-based questionnaire that measured the
influence of individual and routine gatekeeping forces. A convenient sample size of N =
42 was used to gather information about how students perceived a news story's level of
newsworthiness. Results of this study indicated that particular routine forces of news
media actions and influences of newsworthiness were more significant than other forces
and significant relationships exist among certain individual and routine forces. This
study also looked at how news media job titles can determine the level of importance and influence of gatekeeping forces on news stories before reaching the final destination
of publishing. Results indicated that significant differences exist in routine gatekeeping
forces when compared to university student job title.
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Lo, Wen-lung, and 羅文龍. "The Influence of Information Technologies on Relationship Quality: The Empirical Study of Taiwan Graduate Students Using Digital Publication." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82713694979171995338.
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Grimes, Susan Barbara. "Differently normal: the hidden population of higher education students living with learning challenges." Thesis, 2019. http://hdl.handle.net/1959.13/1402483.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Introduction: Students with disabilities (SWD) are increasingly included in higher education populations as a consequence of the impact of anti-discrimination legislation and inclusion of disability as an equity group. Academic outcomes are lower for this group with significant differences in course retention and completion rates, and lower rates of employment for those who do complete. This research explores the hidden population of students with diagnoses/assessments and an impact on their learning, usually reported as ‘students with disabilities’ (SWD), who would legally be recognised in higher education institutions as eligible for support and accommodation. In this research these students were identified as those with a ‘learning challenge’. Research design and analysis: The research presented here engaged with all students within a single Australian university through an anonymous survey to explore use of support and accommodation, with emphasis on institutional disclosure and non-disclosure for SWD. The survey collected data on reasons for institutional non-disclosure and explored the perceived learning impacts of the diagnoses/assessments reported by the students. Additional detail around student-suggested improvements to the learning environment was also collected. The data collected was analysed to produce an estimation of the actual size of the SWD population; details of the characteristics of the institutionally disclosed and non-disclosed proportions of this group; the reasons given for institutional non-disclosure; the impact of stigma on non-disclosure; the perceived learning impacts of the learning challenges reported; and suggestions for improving learning at the institution. Students were engaged with the research through self-identification of diagnoses/assessments and a learning impact: this situation was termed a ‘learning challenge’. This empowered students who did not identify with the ‘disability’ label to engage with the research. The response to the research was significant with 3995 participants. This research utilises the 2821 domestic undergraduate participants, which was 13.2% of the study institution’s domestic undergraduate students: of these students, 1234 self-reported diagnoses/assessments. Of this number 994 identified a learning impact as a result of their diagnoses/assessments, as well as their institutional disclosure status. Of those identifying a learning impact, 361 students identified as institutionally disclosed and 633 identified as institutionally non-disclosed. All non-disclosed students living with a learning challenge identified their reasons for institutional non-disclosure. Results: For the first article, the domestic undergraduate participants were found to include 1234 students with diagnoses/assessments. Of the 1234 students, there were 994 students with diagnoses/assessments and an impact on learning. This learning challenge group consisted of institutionally disclosed students, n=361, and institutionally non-disclosed students, n=633. Using this data, the estimation of the SWD proportion of the population was found to be 35.2% at the lower limit, a significantly higher estimation than a proportional calculation of 19.0%. A binomial linear regression found that institutionally non-disclosed students were more likely to be those living with learning difficulties and differences (3.2 times more likely to be non-disclosed), mental health issues (3.1 times more likely to be non-disclosed), or the younger (under 25) students (twice as likely to be non-disclosed). Students with two of more diagnoses/assessments were significantly more likely to be institutionally disclosed. For the second article, the institutionally non-disclosed students, n=633, provided detail on their reasons for non-disclosure. These were analysed both quantitatively and qualitatively. The group gave a range of reasons for non-disclosure that included a lack of knowledge of the support and accommodation available, having existing strategies for dealing with the challenge themselves, being worried that disclosure would mean different treatment by teaching staff and peers, and concern about the stigma that might result. Students living with learning difficulties and differences were more likely to have experienced support prior to their higher education and therefore more likely to give as reasons for non-disclosure that of having existing strategies. Those with mental health issues were more likely to be concerned about being treated differently by teaching staff and peers. Stigma was identified as a significant factor in institutional non-disclosure decisions. To explore further the impact of stigma, the third article used the conceptual lens of stigma mechanisms and theories at individual, situational and institutional levels for analysis of student discussion of reasons for non-disclosure. This analysis drew on the comments of the non-disclosing students living with learning challenges who explained their reasons for non-disclosure in terms of experience of stigma, n=111 of the 633 students. Internalised stigma, where students showed self-belief in the stereotypes of the diagnoses/assessments, was found to be highest amongst those living with mental health issues. These students anticipated discrimination and prejudice as a result of institutional disclosure. Students identified a range of consequences from their struggle with stigma that included poorer academic outcomes, including failing and having to repeat courses/units, reduced social support and academic help seeking, and the perception that their chosen future professions did not include people with mental health issues. Structural elements of stigma, such as qualification of disability and the process of disclosure, were found to be barriers to use of support and accommodation by students. Finally, in the fourth article, the learning impacts reported by students living with learning challenges were inductively analysed to identify key themes. Of the 994 students who were living with learning challenges, 553 described their impacts in a manner that could be coded. Analysis identified the most significant theme as that of an inability to attend learning, whether face-to-face or online. For those living with mental health issues, engagement with learning, either in the classroom or online, was difficult for reasons of decreased concentration and distractibility. Those living with learning difficulties and differences reported a mis-match between expectation and performance in terms of preferred learning strategies and common teaching strategies used at the institution. Time, in terms of time to learn, was also identified as an issue. The reported impacts illustrated the interaction of student impairment and institutional curriculum design, delivery and assessment norms to produce disability. Students suggestions for overcoming these impacts included the offering of more modularised or compressed course/units, improved support for learning, increased diversity of learning opportunities and the sharing of successful strategies from other students living with learning challenges. Conclusion: For the first time, significant numbers of institutionally non-disclosed students with learning challenges have engaged with, and provided detail around, learning in their higher education institution. Analysis of their descriptions illustrates the significant impact of stigma on the decisions made by these students to stay institutionally non-disclosed, even when course/unit failure is a result. Suggestions for improving learning highlights the importance of inclusive educational policies and practices within the higher education sector to engage with, and support to completion, this group of students. The findings of this research were surprising and offer some insights into how higher education will need to change in order to successfully accommodate increased diversity, including disability, into their burgeoning student population.
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Findlay, Naomi. "Qualitative and reflective analysis of student reflective journals of professional placements in radiation therapy." Thesis, 2011. http://hdl.handle.net/1959.13/928238.
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Research Doctorate - Doctor of Philosophy (PhD)A radiation therapist is an important member of the multidisciplinary treatment approach to cancer. The complex and diverse role of a radiation therapist necessitates that practitioners are highly skilled, patient focused and reflective. This research employed a Qualitative Analysis to explore issues that radiation therapy students documented in their freeform unguided writing in personal journals. This allowed for the changing focus of students’ ‘workplace learning‘ as they progress through the program to be mapped and compared with the actual curriculum of the program. After reading and analysing the student’s personal journals it was evident that there was a need for the development and validation of a tool to assess written journals for evidence of reflection. This research has developed and validated a tool Newcastle Reflective Analysis Tool (NRAT). Subsequent analysis of a cohort of radiation therapy student’s freeform journals using the NRAT for evidence of reflection identified that, students find it difficult to reach the higher critical levels of reflection that can transform learning. This finding prompted the development and validation of short form guided reflective inventories called the Newcastle Reflective Inventories (NRIs). These inventories can be used in the undergraduate and practitioner setting to support and develop reflective writing and thinking skills. The NRIs guide and support students in higher levels of reflective writing, allowing insights into workplace experience. The findings and tools developed from this research have been implemented within the RT program and other allied health programs at the University of Newcastle. There has also been international interest and support for the research and its findings from a spectrum of health profession disciplines.
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Robb, Alison Elizabeth. "Exploring psychological wellbeing in actors: a qualitative study of professionals and students." Thesis, 2018. http://hdl.handle.net/2440/114501.
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This thesis investigates the psychological wellbeing (PWB) of professional and student actors in Australia. The research comprised 35 in-depth interviews and used thematic analysis and qualitative content analysis to analyse the data. Various checks of methodological rigour were used throughout. The findings are presented in four related papers investigating, respectively: a) how student and professional actors define PWB, b) what factors underpin and impact the PWB of professional actors, c) what factors underpin and impact the PWB of student actors and d) what support student and professional actors need to maintain and/or enhance their PWB. In Paper 1, results presented include the difficulty of defining PWB, the importance of self-awareness, self-regard and accepting and navigating one’s internal world, PWB as an activity and coping strategies. Findings suggested that participants’ definition of PWB was grounded in their identity as actors. Implications for care included being alert for help-seeking difficulties, along with ensuring actors have appropriate tools for managing PWB. In Paper 2, two categories were established pertaining to professional actors’ PWB: environmental and personal factors. Environmental factors concerned the use of power in the acting industry, precarious lifestyle, uniqueness, engagement, complex relationships and self-care. Personal factors were drive, strengths, viewing acting as a calling, a precarious internal world and self-reflection. Key findings suggested actors experience a range of threats to PWB, as well as experiences which facilitate it. There were clinical implications suggesting actors are vulnerable to depression, generalised anxiety symptoms, vicarious trauma and perfectionism. Paper 3 explored PWB in student actors. Findings clustered into three domains: the conservatoire (environmental/cultural factors), acting training (process factors) and student qualities (individual factors). Influences on students’ PWB were complex personal relationships, workload, uncertainty, perfectionism, strengths, mental health difficulties, identity de-stabilisation, growth and feeling exposed. Practical implications included building mental health literacy, increasing students’ feelings of competence, fostering the ability to tolerate stress and uncertainty and employing a specialist clinician within the conservatoire. Paper 4 explored what support student and professional actors need to maintain and/or enhance PWB. Key recommendations for students included mental health resources, an embedded clinician, alterations to the course structure, examining the role of staff, connecting with the wider community, broadening students’ identities, creating a professional network and practical resources. In the professional cohort, areas of support included practical resources, connectedness, changing the social perception of actors, life outside acting and industry functioning. The key finding across both cohorts was the need for multi-level, contextually sensitive support for actors across their careers. The thesis concludes with a discussion comprising, firstly, an overview of findings and the contribution of the research to the broader literature and to knowledge about professional and student actors’ PWB. Clinical implications of the findings are discussed, including a clinician’s guide to areas of concern developed from the research. Service delivery for actors, including non- traditional models of care, is explored and the limitations of the research are highlighted. Areas for future endeavour are noted throughout and the chapter concludes with some final thoughts on working with actors to maintain and enhance PWB in light of broader issues facing the acting industry in Australia.Thesis (Ph.D.) (Research by Publication) -- University of Adelaide, School of Psychology, 2018.
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Omura, Mieko. "Design and evaluation of assertiveness communication training program for Japanese nursing students." Thesis, 2018. http://hdl.handle.net/1959.13/1394350.
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Research Doctorate - Doctor of Philosophy (PhD)The aim of this thesis by publication was to design and evaluate a culturally appropriate, evidence-based assertiveness communication training program for Japanese nursing students. Five papers have been published in peer-reviewed journals and two manuscripts are undergoing review at the time of submission. A body of international research attests to the link between assertive communication and patient safety. The hierarchies and power differentials evident in traditional healthcare cultures can make it difficult for healthcare professionals to raise concerns about patient safety. In collectivist societies such as Japan, multiple cultural barriers make it particularly challenging for nurses and students to be assertive. An exploratory, sequential, mixed methods design with a three-stage approach was used in this study. The first stage comprised a systematic review of the literature to identify, appraise and synthesise the best available evidence concerning the effectiveness of assertiveness communication training programs for healthcare professionals and students. It identified key elements essential for effective assertiveness communication training programs. In the second stage of the study, Japanese registered nurses’ perceptions and beliefs about the relevance and use of assertive communication in healthcare were elicited using a series of interviews informed by the Theory of Planned Behaviour. Twenty-three nurses participated, and the findings indicated that cultural barriers related to collectivism, hierarchy and power strongly influenced their beliefs about, and attitudes towards, assertive communication. In the third stage of the study, a culturally appropriate, evidence-based assertiveness communication training program, informed by Gagne’s instructional design principles, was designed, implemented and evaluated. The multi-methods training program emphasised the importance of patient safety as a motivation for speaking up when one has concerns. It included role-plays with realistic clinical scenarios and provided opportunities for students to practise using graded assertiveness tools. One-hundred and twenty-three third-year Japanese nursing students participated in the program. A quasi-experimental design, with two parallel groups, using the Japanese version of Rathus Assertiveness Schedule (J-RAS) and the Theory of Planned Behaviour: Assertive Communication Questionnaire (TPB-ACQ), was used to evaluate the impact of the assertiveness communication training program on students’ level of assertiveness and their intention to speak up. Participants in the intervention group had a higher mean assertiveness score than the control group, although this difference was not statistically significant. Similarly, a higher percentage of participants who attended the program demonstrated the intention to speak up, more positive attitudes towards assertive communication and higher perceived behaviour control scores than students who did not attend, but this result was not significant. The results of the Satisfaction with Assertiveness Communication Training Program Survey (SACTPS) indicated that all participants were highly satisfied with the program. The assertiveness communication training program developed during this study has the potential to improve nursing students’ intentions to speak up, particularly when working in traditional and hierarchical healthcare contexts. Given the compelling research about the importance of assertive communication in healthcare, the results of this study support continuing investment in, and ongoing evaluation of, assertiveness communication training programs for nursing students.
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Whatnall, Megan. "The development and evaluation of a brief web-based nutrition intervention for young adult university students." Thesis, 2019. http://hdl.handle.net/1959.13/1409008.
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Research Doctorate - Doctor of Philosophy (PhD)Non-communicable diseases (NCDs) are a major cause of global mortality, including premature deaths. However, NCDs are preventable, and improving eating behaviours is one of four key modifiable risk factors that could have a substantial role in their prevention. Concerningly, the majority of the adult population have unhealthy eating behaviours. Among the adult population, young adults (17-35 years) have the highest prevalence of poor eating behaviours, and they therefore represent an at-risk population group in need of nutrition intervention. Effective nutrition interventions are needed for young adults which can overcome the challenges of reach and engagement in this group. Using the university setting and a participatory research model for intervention development show promise in this regard. Therefore, the overall aim of this thesis was to develop and evaluate a brief web-based nutrition intervention for young adult university students, using the PRECEDE-PROCEED planning model to guide intervention development. Three research studies were conducted to meet this aim, alongside a review of the literature and the establishment of and consultation with a project steering committee. The components of this thesis fit within the PRECEDE/ Planning phases and the PROCEED/Evaluation phases of the planning model. PRECEDE / Planning phases: The review of the literature of young adult and university students’ eating behaviours and health behaviour interventions identified key gaps in the evidence base and areas for further investigation. Firstly, it was identified that further observational studies among university students are needed which explore a broad range of eating behaviours and the associations between them, as well as a broader range of determinants. Further, it was identified that there is a distinct lack of observational studies of eating behaviours and their determinants in Australian university students. In terms of health behaviour interventions in young adults and university students, interventions of shorter duration (i.e. brief interventions) and using technology, such as web-based interventions, emerged as areas for further investigation. A cross-sectional analysis was conducted to explore clustering among individual eating behaviours, and explore associations between clustered eating behaviours and demographic characteristics. This involved an analysis of data from 3,062 university students from the 2017 University of Newcastle Student Healthy Lifestyle Survey. From this analysis, key eating behaviours and determinants to be targeted and considered in the development of the brief web-based nutrition intervention were identified. The low consumption of fruits, vegetables, and breakfast, and the high consumption of discretionary foods were identified as key eating behaviours. Living situation, age, gender and faculty of study were identified as key determinants. A systematic review of brief nutrition interventions in adults was undertaken to determine the effectiveness of a brief (single session) intervention approach. The finding from the 45 included randomised controlled trials was that brief nutrition interventions can improve eating behaviours in the short term, with further evaluation needed to determine their long term effectiveness. The aim of the systematic review was also to identify the behaviour change techniques (BCTs) that were associated with effective interventions. These included skill building and instructive BCTs, such as problem solving and action planning, and self-belief targeted BCTs, such as generalisation of a target behaviour and self-talk. Given the evidence supporting the effectiveness of brief interventions, the web-based intervention was developed as a brief intervention. The BCTs that were found to be effective in the review were also incorporated into intervention development. PROCEED / Evaluation phases: A pilot randomised controlled trial of the brief web-based nutrition intervention; Eating Advice To Students (EATS), was conducted. This included a sample of 124 young adult university students from the University of Newcastle, Australia. The aims of the pilot RCT were to determine the feasibility and preliminary efficacy of EATS compared with an attention control group. In terms of feasibility, recruitment methods were successful and a high retention rate of 73% was achieved at 3 month follow up. Intervention usage and acceptability (satisfaction, usability, and appropriateness) were also high. In terms of preliminary efficacy, there were no significant between group differences for diet quality, or intakes of fruit, vegetables and breakfast. However, there was a significant (p=0.012) decrease in discretionary foods of 4.8% of energy per day in intervention participants compared with control. Overall, the study findings presented in this thesis provide evidence to support that a brief web-based intervention is feasible to reach and engage young adults in the university setting. This approach is therefore worth further investigation to determine the efficacy for improving eating behaviours. The findings have important implications for health promotion practice, as well as those who work with young adults more generally, and recommendations for future research and practice are provided. Future observational studies should comprehensively explore university students’ eating behaviours and determinants over time, and these findings should be used to better inform interventions. Future nutrition interventions in university students should particularly target students with the poorest eating behaviours, and should incorporate effective behaviour change techniques. Longer term follow up studies should be conducted to determine the efficacy of brief nutrition interventions which have demonstrated short term efficacy. Importantly, more detailed reporting of intervention development and evaluation should be shared to facilitate the implementation of effective strategies to reach and engage young adults and university students. The main implications for practice are that settings based interventions and a web-based mode of delivery may be the best way to engage young adults to improve their eating behaviours.
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Gillan, Pauline. "The experience of undergraduate nursing students with end of life care and end of life care simulation." Thesis, 2019. http://hdl.handle.net/1959.13/1406484.
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Research Doctorate - Doctor of Philosophy (PhD)End of life care is a daunting experience for undergraduate nursing students who are largely unprepared to undertake quality care for the dying person and their families. Undergraduate nursing curricula often do not provide adequate education on critical aspects of care at the end of life. End of life care simulation is an emerging, innovative and student centred approach that aims to improve nursing students’ preparedness for end of life care. The aims of this research were to: 1) Explore the end of life experiences, personal and professional, of undergraduate nursing students prior to end of life care simulation; 2) Explore experiences of undergraduate nursing students with end of life care simulation; and 3) Investigate the impact of end of life care experiences and end of life care simulation on the undergraduate nursing student. The research methodology of narrative inquiry was used to address the research aims and unpack the research puzzle of understanding undergraduate nursing students’ experiences with end of life care and end of life care simulation. Data were collected from video recorded end of life care simulation, audio taped simulation debriefing, individual semi-structured interviews, and items of meaning brought to interviews. Eighteen undergraduate nursing students enrolled in one rural university in New South Wales, Australia participated in this study. The three dimensional conceptual framework described by Clandinin and Connelly, underpinned by Dewey’s philosophy of experience, guided this research and was used to analyse participants’ stories. Students’ stories of experience revealed eight significant threads which include: the role of others in shaping death experiences; attending to family at the end of life; theory, practice and experience synergised; managing self, amidst difficult conversations at the end of life; managing self, amidst unfamiliar landscapes of death and dying; defining moments in time; real versus unreal landscapes in simulation; and finding comfort amidst learning and working together. Arising from this research recommendations are made across four landscapes including clinical practice, end of life care education, end of life care simulation, and research on end of life care simulation. Firstly, it is recommended that students are supported during their first death experiences in clinical practice through clinical supervision and reflection and that students be prepared for undertaking post mortem care and the possibility of bad death experiences. It is recommended that end of life care education be commenced early in the undergraduate nursing degree and before the first nursing clinical placement. For end of life care simulation, it is recommended that students be given the opportunity to experience a range of roles involving the family and RN. Furthermore, end of life simulation needs to include all three moments of time across the time continuum (before death, at the time of death, and post mortem) providing a comprehensive and holistic end of life care experience. Additionally, simulation needs to include standardised patients in roles to enhance realism and provide students the opportunity to engage in difficult conversations at the end of life. Finally, it is recommended that simulation include an unfolding scenario approach utilising small group sizes. Recommendations for research include to investigate the best practice for pre-briefing and debriefing of end of life care simulation to ensure psychological safety of students, and research that compares different simulation models of teaching end of life care simulation, for example, comparing unfolding simulation with stand alone cases. Each and every one of us will at some time in our lives be touched by death in its many forms. Nurses, especially student nurses, our registered nurses of the future, need to be emotionally and conceptually prepared to provide sensitive and quality end of life care. Nurse educators and nursing clinicians play a large role in ensuring nursing students are prepared and supported to provide this care during this important time of life. To conclude, through narrative inquiry a deep understanding of undergraduate nursing students’ experiences with end of life care and end of life care simulation has been gained. This understanding informs nursing educators and nursing clinicians who have the power and the ability to transform experiences for nursing students and, therefore, improve the quality of care for patients and their families at the end of life. Additionally, nursing educators, through the use of end of life care simulation, can improve undergraduate nursing students’ preparedness to undertake end of life care in clinical practice. The study reported in this thesis makes an important and original contribution to the scholarly literature on simulation at the end of life and is the first narrative inquiry study that has provided comprehensive insight into undergraduate nursing students’ stories of experience with end of life care and end of life care simulation. This study indicates that end of life care simulation is a strong pedagogical and transformative approach to help prepare undergraduate nursing students to provide quality end of life care in clinical practice.
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Franks, Kay. "The development of an educational resource to increase oral health therapy students knowledge, skills and delivery of dietary and nutritional advice as part of preventive oral health care." Thesis, 2019. http://hdl.handle.net/1959.13/1408190.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The aim of this thesis is to firstly assess student entry level knowledge of diet and nutrition prior to undertaking any nutrition education and determine the effectiveness of dietary analysis with the inclusion of key dietary messages, as part of student pairing simulation exercise in a clinical scenario. This thesis further aims to investigate Australian oral health therapists, dental hygienists and dental therapists’ current dietary knowledge, attitudes, behaviours and perceived self-efficacy in delivering dietary and nutrition education and information in practice. It will examine nutrition education at the undergraduate level in the Bachelor of Oral Health Therapy degrees (BOHT) in Australian Universities and will evaluate students’ knowledge prior to graduation, their perceived skills, attitudes and confidence in their diet and nutrition knowledge after educational interventions. This research will lead to the development of an ‘educational intervention’ with the aim that this will strengthen the undergraduate curriculum content and create an educational foundation of underpinning diet and nutrition education content that will be delivered in an innovative educational framework.
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Hills, Caroline. "Are contemporary practice environments conducive to the learning needs and preferences of Generation Y occupational therapy students?" Thesis, 2018. http://hdl.handle.net/1959.13/1383690.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Introduction: This thesis by publication reports on a study comprised of four interconnected stages that explored whether contemporary practice environments are conducive to the learning needs and preferences of Generation Y occupational therapy students. At the time of submission, seven papers have been published in peer-reviewed journals. Background: Practice education is a central component of occupational therapy programs. This study was conducted in response to growing concerns about the professional behaviours and attributes of students collectively referred to as ‘Generation Y’. Many generational authors had argued that due to the influence of parenting styles in their formative years and the increasing use of technology, students born between 1982–2002 both expect and require different teaching and learning approaches to those of previous generations. However, little was known about the teaching and learning preferences of Generation Y occupational therapy students, particularly regarding practice education. Aim: The overall objective of this study was to explore the perceptions of key stakeholders about whether contemporary practice environments are conducive to the learning needs and preferences of Generation Y occupational therapy students’. A series of aims were developed to address the perspectives of the main stakeholders in practice education, that is, students and practice educators. These aims were: 1. To explore practice educators’ perceptions of Generation Y occupational therapy students, and to investigate how this group of students are being managed in practice education. 2. To explore practice educators’ perceptions of Generation Y occupational therapy students, and to investigate how this group of students are being managed in practice education. 3. To explore the lifestyles of Generation Y occupational therapy students, including their use of technology, to determine whether they are consistent with the generational characteristics reported in the literature. 4. To review the teaching and learning preferences of Generation Y healthcare students reported in the literature. 5. To explore the preferred teaching and learning preferences of Generation Y occupational therapy students in practice education. Method: A sequential explanatory mixed method, multiphase study informed by the tenets of pragmatism was selected for this research. The research framework comprised of four stages: Stage One involved the administration of two surveys of practice educators to explore their perspective of whether a typical Generation Y student exists; how Generation Y students present in practice education; and the teaching and learning strategies that had proven effective with this cohort of learners. The results were analysed using descriptive statistics and thematic and content analysis. Stage Two consisted of two surveys of Generation Y occupational therapy students to identify their lifestyles; their technological abilities; and the extent to which these characteristics aligned with the purported generational stereotypes identified in the literature. The results were analysed using descriptive statistics and thematic analysis. Stage Three was a systematic review of the literature on Generation Y health professional students’ teaching and learning preferences. Quantitative papers were appraised using the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) and qualitative papers were appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI). Stage Four consisted of interviews with 22 Generation Y occupational therapy students to explore their preferred teaching and learning preferences in practice education and their views on how contemporary practice education environments meet their needs. The interview data were thematically analysed. Results: The results from each of these studies were reported in seven publications but true to a mixed methods design, a meta-synthesis was undertaken to integrate the key results (see Chapter Eight). In summary, little evidence was found in the published literature on the teaching and learning preferences of Generation Y Health care students. However, practice educators reported that the term “Generation Y” does appear to describe some common attitudes, behaviours, and characteristics of younger students, and that, with some exceptions, many students do fit the Generation Y stereotype. Many occupational therapy students in this study had different expectations of their practice learning experience, to those of previous generations, and to those highlighted in the literature. For example, the participants described how they wanted their educator to treat them as an individual and provide customised teaching and learning approaches. They also wanted opportunities for autonomous practice and meaningful relationships with their educators. The importance of high quality regular formative and summative feedback was also a recurring theme in the qualitative data. Interestingly, while seemingly confident in their abilities, many of the participants also demonstrated a degree of vulnerability and expressed a strong need to belong and be valued as a contributing member of the occupational therapy service and the multi-disciplinary team. Finally, although the Generation Y students in this study did not feel competent in the use of all technologies, they nevertheless valued the opportunities presented by social media and also believed that access to the internet was imperative both when undertaking practice education and for lifelong learning. A range of teaching and learning preferences and approaches were generated from both practice educators and students’ perspectives and these have been synthesised into a Student-Centred Practice Education Model (see Chapter Eight). This model aims to provide a pedagogical structure for practice educators and students in contemporary practice education. Conclusion: There is evidence of changes in the focus and direction of the occupational therapy profession across history, through the generations, and in response to changes in knowledge, societal expectations, and healthcare delivery models. This research identified there are also changes occurring in practice education, particularly with the emergence of Generation Y learners. The occupational therapy profession’s fundamental ethos is one of embracing diversity through individualising approaches in order to provide client-centred care. Therefore, it can similarly be argued that practice educators must have the ability to respond to changes in the occupational therapy student cohort and to provide individualised student-centred practice education. The recommendations emanating from this study provide clear guidance to educators in this regard, and can be used to inform and optimise the benefits from practice learning experiences.
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Robins, Tamara Genevieve. "Burnout and engagement in health profession students and early career health professionals: exploring the role of demands and resources." Thesis, 2017. http://hdl.handle.net/2440/113610.
Full textAbstract:
There are ongoing concerns about the general and occupational wellbeing of early career health professionals and health profession students. The overall aims of this research project were to explore burnout and engagement using theory driven hypotheses and to increase understanding of how to reduce burnout and increase engagement in these populations. Three studies explored the direct and indirect relationships of burnout and engagement with different potential antecedents and consequences using a three wave longitudinal data set. The fourth study assessed a pilot intervention aimed at reducing burnout and distress and increasing engagement and wellbeing.
The first study explored burnout and engagement in a sample of 260 health profession students using a cross-sectional design. Direct relationships of study demands and resources and personal resources with burnout and engagement were explored as well as the indirect role personal resources might play in relation to burnout and engagement. The role of personal resources was found to be important in explaining burnout and less important in explaining engagement. Demands and resources mediated the relationship between personal resources and burnout and engagement.
The second study aimed to explore the relationships of neuroticism, extraversion and conscientiousness with the exhaustion component of burnout and total engagement using the first two waves of the longitudinal study. Participants included a mixed sample of 100 students or employees. The relationships between personality and burnout and engagement were not as strong as previous cross-sectional research indicated when measured longitudinally and controlling for the outcome at time one. Demands and resources mediated some of the relationships between personality and burnout and engagement. The third study used all three waves of the longitudinal study and explored the transition from study into the workplace. Participants were 86 health profession students at time one, 86 employees at time two and 57 employees at time three, the majority of employed participants worked in the health sector. The study found that participants had higher levels of burnout in study than in work and that student burnout predicted employee burnout even when controlling for mental health and neuroticism.
The final study evaluated a modified Dialectical Behaviour Therapy (DBT) skills training group teaching mindfulness, distress tolerance, emotion regulation and interpersonal effectiveness skills. Participants were Master level psychology students (intervention group, n = 17; non-randomised control group, n = 57). At follow-up the intervention group had significantly more change in all measures than the control group. It was considered that there was preliminary evidence for the effectiveness, acceptability and feasibility of the intervention for reducing burnout and overall psychological distress, as well as for increasing positive states, including engagement.
Overall, this study found support for demands and resources as important predictors of student burnout and engagement and tested some of the interaction relationships suggested by current burnout theory which have not been tested in this population. Additionally, this study found preliminary evidence that the impact of personality on burnout and engagement may be mediated by demands and resources. Finally, this study found initial support for the effectiveness of an intervention group based on DBT skills for decreasing burnout and increasing engagement.Thesis (Ph.D.) (Research by Publication) -- University of Adelaide, School of Psychology, 2017
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Callingham, Margaret. "Student Engagement and Democratic Justice in Education: For One and for All?" Thesis, 2019. https://vuir.vu.edu.au/39523/.
Full textAbstract:
The argument developed throughout this thesis is that student engagement is an important
equity issue. The focus, from an equity perspective, is on students from low socioeconomic
backgrounds because they are the most dependent on education to improve their
future life circumstances, yet they are the ones whose engagement tends to be marginalised
within the dominant culture of schooling. The impetus for this inquiry developed as a result
of a young friend’s broken relationship with education that took my mind back to my junior
secondary years. I argue, from a historical perspective, that young people from low socioeconomic
backgrounds tend to be positioned as the “educational Other”. There are pockets
of hope, however, within schools that work comprehensively to engage the full diversity of
their student populations in inclusive, non-marginalising, socially just education.
The theoretical framework for the inquiry draws on Nancy Fraser’s (2008) notion of
democratic justice with its principles of equal cultural value and parity of participation.
Specifically, this investigation was based on the conviction that schools do not need to do
something different, on the margins, to engage students from low socio-economic
backgrounds; rather, schools need to ensure that all students have equitable access to the
opportunities of being engaged in their education, free from social divisions and hierarchies
of worth.
The aim of this investigation was to understand how one school, through its people,
policies, processes and provision, operated to engage its junior secondary students from low
socio-economic backgrounds in social and academic relationships with school and school
learning. Student engagement in this study has been contextualised in relation to the
interconnections between students’ everyday experiences of engagement and the macrolevel
influences on those experiences.
The investigation was operationalised through a case study approach involving Youth
Participatory Action Research (YPAR) and ethnographic methods. Within the YPAR
component, a team of five student volunteers from years 7 to 10 devised and conducted
investigations into student engagement with their peers across the junior school. The
ethnographic component of the inquiry afforded me the opportunity to participate overtly in
the daily life of the school over an 18-month period and to investigate the first year of
implementation of a whole-school engagement initiative.
The inquiry found that students from low socio-economic backgrounds were interested in
their engagement with school and school learning. The inquiry also revealed that the
engagement and participation of students from low socio-economic backgrounds was more
likely to be marginalised than that of their more advantaged peers.
The findings suggest that the students’ engagement had been enhanced by democratic
justice in the form of flexible learning spaces and personalised learning that had been
responsive to the students’ wellbeing and learning needs, and that had prioritised the
students’ participation in their learning, their school and their community.
Overall, the findings of this inquiry have reinforced the need for schools to be both vigilant
in relation to removing obstacles to the engagement of students from low socio-economic
backgrounds and to be visionary with regard to instigating initiatives that promote a
socially just educational model that engages all students.
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Singh, Harpreet. "An Innovative Learning Management Approach for improving learning practices in Australian University Context." Thesis, 2021. https://vuir.vu.edu.au/43992/.
Full textAbstract:
With rapid expansion in knowledge streams over the last few years, the role of relevant education models and mechanisms have become increasingly important. Smarter Learning Management Systems (LMS) devised to enable student learnings at the university level have proven to be effective, yet the previous research points to the lack of employers’ perspective in the design of such systems. To bridge the existing gaps in the learning management systems, this study applied Design Science Research Methodology to design and develop an LMS artefact. This informed by the analysis of qualitative data collected from a random sample of students in graduate and post-graduate programs and teachers from universities in Melbourne, Australia. This artefact is a mobile-based application named Student Career Assistance System (SCAS). SCAS was designed, developed and evaluated in accordance with the DSR methodologies towards creating a solution which caters to the information and learning needs of the students, teachers and employers in an integrated manner.
This thesis by publication consists of four papers. Article 1 developed a theoretical analysis based on the Smart Education concept under which a systematic literature review is conducted. The purpose of this work is to provide a theoretical foundation for an initial innovative approach called Students Career Assistance System (SCAS) by describing the present state of Smart Education research. Article 2 initialises the concept of developing a cloud based collective platform with industry involvement in the Learning systems. Article 3 builds and assesses a novel idea of mobile-based learning technology for strengthening current LMS techniques using and assessing Design Science Research Methodology. For this a pilot study has been conducted and interviewed stakeholders. Article 4 details the design research and process towards development of an integrated learning management system and its evaluation using qualitative findings.
Qualitative research conducted with user groups both revealed and confirmed the lack of integration of employability functions in existing learning management systems. In case of select systems with employment functions, lack of awareness regarding the same was reported by both students and teachers. Additionally, it was found that separate employment platforms deployed in the institutions were also not being used by the students because of lack of awareness, thereby making a stronger case for inclusion of the employment functionality within the primary LMS. This can allow students to seamlessly greater clarity regarding career pathways after graduation. In fact, students reported lack of clarity about career pathways after graduation because of lack of exposure to the industry employers. Certain functionalities of SCAS like ‘Jobs’ and ‘Portfolios’ also have the potential of saving time and money resources for different user-groups. This study also outlines key areas for the investigation which primarily include security concerns such as data integrity, information confidentiality and entity authentication for data availability. This study concludes through an evaluation of the SCAS artefact, deriving insights and recommendations for further development of the artefact. The key recommendations include integration of existing online products and services to address the privacy and security concerns of the user groups in a manner that enables the platform in facilitating dynamic conversations between the students, teachers and employers.
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Sidiropoulos, Elizabeth. "The Contribution of Tertiary Sustainability Education to Student Knowledge, Views, Attitudes and Behaviour toward Sustainability." Thesis, 2019. https://vuir.vu.edu.au/40013/.
Full textAbstract:
Higher education (HE) is increasingly expected to graduate students with the requisite
skills and competencies to address contemporary sustainability challenges and many
tertiary institutions have begun to introduce sustainability education (SE) into their
curriculum. To facilitate student learning, educators require a deep understanding of
their students’ existing sustainability dispositions and influences that shape their ability
and willingness to develop competencies for sustainability. Therefore, this research
aims to improve understanding of tertiary students’ current attitudes and the influence
of SE on their views, knowledge and agency towards sustainability transitions. This
research project was guided by a conceptual framework that linked elements across
theories in education and learning, environmental psychology and sustainability
transitions. This thesis describes the findings of a mixed methods study conducted over
three sequential stages and presented as a series of five publications that are drawn
together through an exegesis.
The first study provides an initial literature review on different conceptions of
sustainability, Education for Sustainability (EfS), learning theories including threshold
learning, environmental psychology, social and personal values towards sustainability,
and societal and sectoral transitions to sustainability. It explored the role and influence
of EfS in facilitating personal, organisational and societal sustainability transitions, and
investigated the role and progress of the HE (principally business education) and
business sectors around the world and found mixed results, with a low incidence of EfS
in Australian business schools. The paper recommended that tertiary business schools
audit and embed EfS in all programs, and for educators to identify and locate their
students’ current knowledge and perspectives before selecting the appropriate pedagogy
to scaffold student learning for sustainability. These recommendations were adopted in
all subsequent studies.
The second study is a Pilot EfS program conducted at CQUniversity in 2011. The study
reports the influence of various types of SE interventions on tertiary students’
sustainability and environmental attitudes and knowledge. The sample consisted of
international students enrolled in undergraduate or postgraduate programmes or in ESL
courses. Sustainability interventions consisted of course-specific introductory
sustainability seminars, courses with sustainability elements already embedded in course curricula, and courses with no elements of sustainability. The influence of such
interventions was assessed using a short pre-post survey based on a validated scale, the
NEP. Results from student surveys and group discussions indicated significant
underlying differences in student views and knowledge about sustainability and varying
shifts and resistance in their views following the EfS interventions. Findings revealed
heterogeneity in student responses to the same intervention based on their age, gender
and culture and shed light on the influence of EfS interventions on particular aspects of
students’ sustainability knowledge and attitudes, although limited sample sizes
precluded statistical inferences to be made.
The third study is a case study that extended the scope of the pilot study to include
students’ sustainability behaviour and longer-term impacts after 12-18 months. The
study reported on the researcher’s own EfS praxis in tertiary business education courses
over an 8-year period (2005-2013) and the influence on students’ sustainability views,
conceptions and behaviour over this time. Findings revealed an escalating influence of
SE course assessment on student attitudes and behaviour as well as persistence and
accumulation of effects over time.
The fourth study expanded the scope and scale of the Pilot EfS and case studies into a
multi-university, multi--country study that used a common instrument to systematically
investigate the influence of SE on student views, attitudes and behaviour across a range
of contexts. Pre-test and post-test snapshots of tertiary student perspectives were taken
across various terms of study during 2013-2015. The study reported heterogeneity in
initial student sustainability perspectives that were influenced by personal and
educational factors such as gender, age, “culture” and discipline of study.
Environmental worldviews were largely represented by an “instrumental” view of
human-nature relations. The influence of exposure to SE was significant compared to
the control group however, the effect was weak and moderated by the students' personal
and educational context. Findings indicate the current ad hoc approach to SE leads to
learning outcomes that are far from certain and weak. The paper argued for a rethink of
current educational approaches towards a more coherent and targeted educational
strategy. Further research was recommended into the influence of SE on the incidence
and experience of transformative learning (TL) and key learning outcomes, and this was
adopted in the final study. The final study investigated the TL experience of undergraduate students in dedicated
SE subjects/units at two Australian HEIs and reported learning outcomes in terms of
their knowledge, attitudes, behaviour and agency for sustainability. The study reported
the use of an augmented Learning Activities Survey to identify and measure TL
outcomes. Findings revealed that shifts in students’ mindsets and perspectives towards
sustainability were fostered by the concept of holistic sustainability, complex problems
and systems thinking, participation in group work, independent research and
experiential learning as well as previous learning experiences. However, self-reported
behaviour changes were limited to the personal sphere rather than enactment of
professional competence.
Key emerging themes from the PhD research project are a convergence in student views
and attitudes after tertiary education towards an “integrative eco-humanist” perspective,
limited cases of student empowerment and occasional disempowerment from SE, a
focus by students on personal behaviour change rather than professional action/agency,
and a limited extent of wider agency. Overall, the current “ad hoc” approach to SE in
HE is largely ineffective in creating widespread agents for change. Nevertheless,
cumulative learning for sustainability was evident with repetition of SE, greater
connection to student’s lifeworld and motivation for change.
In summary, the thesis provides insights into the current contribution of tertiary
education to student learning for sustainability and identifies influences that foster TL
for sustainability and the development of their competency to assist in sustainability
transitions. Implications for the development of policy and praxis are discussed to
support and develop opportunities that enhance student learning in terms of knowledge,
skills and competencies for sustainability. With this knowledge, tertiary educators will
be better able to assist students to conceptualise and address sustainability challenges,
thus providing an array of societal benefits.
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Tuapawa, Kimberley. "An interpretation of key stakeholders' experiences using educational online technologies in blended tertiary environments: a phenomenological study." Thesis, 2017. http://hdl.handle.net/1959.13/1350943.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant challenges have impeded their effectiveness, preventing widespread implementation. The prevalence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders’ EOT needs. While it is critical that TEIs adapt to meet these needs, doing this effectively requires that they have current, in-depth knowledge of their stakeholders’ EOT challenges and experiences, at a level that enables the delivery of informed, relevant, and meaningful support. Using a phenomenological approach, this research aimed to build understandings of key stakeholders’ EOT experiences to determine their current EOT needs and challenges, and provide a basis from which to recommend methods for effective EOT support. It was completed in two stages. Firstly, the preliminary research aimed to establish a robust foundation of current knowledge. It verified and updated key issues in the literature through a qualitative analysis of data from 13 blended learning experts in New Zealand, Australia, and Canada. Secondly, the phenomenological research aimed to make an interpretation of key stakeholders’ EOT experiences. It examined and classified the experiences of 10 students and 10 teachers from New Zealand and Australia, and interpreted their phenomenological meanings through an abstraction, articulation and synthesis of local and global themes. These interpretations, which included descriptions of stakeholders’ EOT challenges, helped to inform a set of recommendations for effective EOT use with different key entities, and assist TEIs to address EOT challenges and meet stakeholders’ needs. The research also proposed the development of a digital tool that could conceptualise phenomenological data and further help TEIs make practical application of stakeholders’ EOT experiences. This research developed and unified two extensive systems of data, aggregating a collection of highly contextualised phenomenological interpretations with a spectrum of expertly-verified literature, to form an elaborate and multi-dimensional structure of knowledge. Its output was richly narrated across a dual modularised set of publications, which illuminated and synergised a wide array of contemporaneous EOT issues with compelling firsthand insights into the phenomena of EOT use.