Journal articles: 'Re-entry students'

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Lenhardt, Ann Marie C. "Support Services for Re-Entry Students." NASPA Journal 32, no. 1 (October 1, 1994): 55–66. http://dx.doi.org/10.1080/00220973.1994.11072379.

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BAUER, DAVID, and DEAN MOTT. "Life Themes and Motivations of Re-Entry Students." Journal of Counseling & Development 68, no. 5 (May 6, 1990): 555–60. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01410.x.

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Brubaker, Cate. "Re-thinking Re-entry: New Approaches to Supporting Students After Study Abroad." Die Unterrichtspraxis/Teaching German 50, no. 2 (September 2017): 109–19. http://dx.doi.org/10.1111/tger.12036.

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Holfter, Gisela, and Maria Rieder. "Supporting Erasmus students through integrating reflective practicesin the curriculum." Study Abroad Research in Second Language Acquisition and International Education 5, no. 1 (February 24, 2020): 69–88. http://dx.doi.org/10.1075/sar.18006.hof.

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Abstract There is considerable evidence that suitable preparation for the Erasmus experience can make a significant difference to students. Often, however, institutions have to battle to provide in-depth pre-departure training, and re-entry events or training are too seldom available. Following Erasmus there is rarely space in the curriculum of the home university for reflection, assessment and the integration of the experiences and multi-faceted learning that took place abroad. This article argues that the challenge is therefore to integrate meaningful reflections and assessment into more traditional modules, such as literature-based ones. Accordingly, this article presents some options of how to integrate re-entry reflections in the form of a module on travel literature as well as a voluntary re-entry module that can be offered to returning students irrespective of their course of study. Components of the Erasmus+ CONNECT training programme serve as an example of training material.

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Hay, Marion. "Learning at a distance: Women, re-entry and retention in Senior English." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 33–51. http://dx.doi.org/10.1017/s1037291100002259.

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This research project at the Brisbane School of Distance Education investigated demographic characteristics of adult females enrolled for Matriculation English and their attitudes towards institutional processes for advertising, advising, teaching and supporting students during their studies. Three groups were sampled – those who continued their studies into second semester (Stayers), those who dropped out during first semester (Starters), and those who enrolled but did not start the course (Non-Starters). Non-starters were significantly more likely to be younger, have no children and register more changes of address. There was no significant difference in prior educational level between the three groups nor was there any significant difference between country and city based students. Stayers were significantly more likely to be caring for young children and have work responsibilities as well. Changes to school processes for advertising, advising and supporting students were recommended as a result of attitudes expressed by respondents. New methods for obtaining pre-enrolment counselling and maintaining communication links with the school were devised to address the attrition problem. Theories of distance education and school management principles are examined in the light of other research findings regarding retention in distance education.

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Klein, James D., Nancy Nelson Knupfer, and Steven M. Crooks. "Differences in Computer Attitudes and Performance Among Re-entry and Traditional College Students." Journal of Research on Computing in Education 25, no. 4 (June 1993): 498–505. http://dx.doi.org/10.1080/08886504.1993.10782069.

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Ryken, Amy E. "Multiple Choices, Multiple Chances: Fostering Re-entry Pathways for First Generation College Students." Community College Journal of Research and Practice 30, no. 8 (September 2006): 593–607. http://dx.doi.org/10.1080/10668920500210217.

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Thacker, Charlene, and Mark Novak. "Student Role Supports for Younger and Older Middle- Aged Women: Application of a Life Event Model." Canadian Journal of Higher Education 21, no. 1 (April 30, 1991): 13–36. http://dx.doi.org/10.47678/cjhe.v21i1.183092.

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This paper is a report on a study of 276 women aged 35 to 64 who have re-entered university. We used the life-event framework to focus on the stress of university life, on the methods these women use to cope with stress and on their adaptations to the demands of school. We compared the re-entry experience of two sub-groups in our population: students aged 35 to 44 (with young families) and those aged 45 to 64 (with mature families). We found that each group had different motives for attending school, each group felt different strains during the school year and each group used different methods and resources to cope with the demands of student life. The paper concludes with a review of the literature on programs that meet the needs of re-entry women. We note the applicability of these programs to the distinct needs of younger and older re-entry women and we encourage the development of more programs to meet both groups' needs.

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Karunaratne, Prashan Shayanka Mendis, Yvonne A. Breyer, and Leigh N. Wood. "Transforming the economics curriculum by integrating threshold concepts." Education + Training 58, no. 5 (June 13, 2016): 492–509. http://dx.doi.org/10.1108/et-02-2016-0041.

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Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

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DePompei, Roberta, and Jean Blosser. "Strategies for Helping Head-Injured Children Successfully Return to School." Language, Speech, and Hearing Services in Schools 18, no. 4 (October 1987): 292–300. http://dx.doi.org/10.1044/0161-1461.1804.292.

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Each year approximately 75,000 individuals sustain a closed head injury (CHI). The head injuries may be the result of motor vehicle accidents, falls, sports injuries, or abuse. It is estimated that as many as 18,000 of those injured are children. Often, head-injured children return to the educational setting following physical recuperation. The communication, physical, cognitive, emotional, and/or behavioral changes which have resulted from the head injury may interfere with successful re-entry into school. This article will present information that may be helpful in implementing the CHI student's successful return to school. Specific topics to be discussed include: types of deficits in CHI students, initiating the return to the educational setting, reasons for involvement of the speech-language pathologist in the re-entry process, suggestions for establishing effective networks between the rehabilitation setting (hospital/clinic) and the educational setting; and, specific recommendations for implementing the return.

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Janus, Patricia L., Lois W. Mishkin, and Sue Pearson. "Beyond school re-entry: addressing the long-term needs of students with brain injuries." NeuroRehabilitation 9, no. 2 (October 1, 1997): 133–48. http://dx.doi.org/10.3233/nre-1997-9205.

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Alsulami, Naif Daifullah Z. "Characteristics of the Re-Entry Experiences of Returning Saudi International Students after Studying Abroad." International Journal of Higher Education 9, no. 3 (May 12, 2020): 309. http://dx.doi.org/10.5430/ijhe.v9n3p309.

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The main purpose of this research is to describe the characteristics of the re-entry experiences of Saudis returning to Saudi Arabia after studying abroad. The total number of participants in the study was 21 Saudi returnees, consisting male (n=13, 61.90 per cent) and female participants (n=8, 38.09 per cent)returning from studying in the U.S. U.K. and Australia. By conducting semi-structured individual interviews with the participants, the findings showed six themes that answered the main question of this research. These themes include motivations for returning home, preparing for returning home, feelings on returning home, the nature of relationships with family, the nature of relationships with friends and sense of belonging. Implications of the findings and directions for future research are provided.

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Alsulami, Naif Daifullah Z. "Challenges Of The Re-Entry Experiences Of Returning Saudi International Students After Studying Abroad." Journal of Comparative & International Higher Education 13, no. 4 (September 25, 2021): 101–17. http://dx.doi.org/10.32674/jcihe.v13i4.2833.

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This research aims to describe the challenges of Saudis' re-entry experiences returning to Saudi Arabia after studying abroad. The total number of participants in the research was 21, consisting of 13 male and eight female participants returning from studying in the U.S., U.K., and Australia. With semi-structured individual interviews, the overall findings of this study showed that the returnees experienced some socio-cultural challenges that eventually dissipated over time and few educational challenges related to their work field. Implications of the findings and directions for future research are provided.

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ضيف الله زائر السلمي, نايف. "Factors affecting the re-entry experiences of returning Saudi international students after studying abroad." المجلة التربوية لکلية التربية بسوهاج 69, no. 69 (January 1, 2020): 1049–93. http://dx.doi.org/10.21608/edusohag.2020.64547.

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Janus, P. "Beyond school re-entry: addressing the long-term needs of students with brain injuries." Neurorehabilitation 9, no. 2 (September 1997): 133–48. http://dx.doi.org/10.1016/s1053-8135(97)00023-1.

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Lancione, Cenz, and Margaret Secombe. "Second Chance Learning in the Experience of Students in an Adelaide Adult Re-Entry Campus." Learning and Teaching 7, no. 1 (January 1, 2014): 25–39. http://dx.doi.org/10.7459/lt/7.1.03.

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Sherman, J., I. St-Cyr, and J. Tuck. "REW - re-entry workshops: Supporting students to integrate their global health experiences upon their return." Annals of Global Health 81, no. 1 (March 12, 2015): 171. http://dx.doi.org/10.1016/j.aogh.2015.02.892.

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Kelley, Danielle Swanston. "International school students, cultural homelessness and home culture re-entry: a brief review of the literature." International Journal of Teaching and Case Studies 9, no. 4 (2018): 364. http://dx.doi.org/10.1504/ijtcs.2018.095917.

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Kelley, Danielle Swanston. "International school students, cultural homelessness and home culture re-entry: a brief review of the literature." International Journal of Teaching and Case Studies 9, no. 4 (2018): 364. http://dx.doi.org/10.1504/ijtcs.2018.10017068.

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Galán, Santiago, Catarina Tomé-Pires, Rubén Roy, Elena Castarlenas, Mélanie Racine, Mark P. Jensen, and Jordi Miró. "Improving the Quality of Life of Cancer Survivors in School: Consensus Recommendations Using a Delphi Study." Children 8, no. 11 (November 7, 2021): 1021. http://dx.doi.org/10.3390/children8111021.

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Successful school re-entry is important for children following cancer treatment. However, this process is a challenge for teachers. Objectives: To identify (1) the difficulties and needs that teachers have in helping youth cancer survivors be successful in school, (2) the most effective resources that teachers are currently using for helping them, and (3) the ideal contents for a program that could help teachers in this area. Methods: Twenty-eight teachers participated in a Delphi study. Results: A lack of knowledge regarding how to best help and having to deal with the student’s problems were identified as difficulties. Specific training, psychological support, and advice from health professionals were the most commonly reported needs. Maintaining contact with the family and the students and providing personalized attention were viewed as the most useful resources. Finally, knowledge about the disease itself and how to facilitate successful school re-entry were identified as important program components. Conclusion: The findings provide important new information regarding the lack of both resources and support for teachers who seek to help youth cancer survivors. The findings can be used to inform the development of an intervention to help teachers become more successful in facilitating successful school re-entry.

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Dane, Arif. "Differences in Mathematics Anxiety by Sex, Program, and Education of University Mathematics Students in Turkey." Psychological Reports 96, no. 2 (April 2005): 422–24. http://dx.doi.org/10.2466/pr0.96.2.422-424.

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In this study, we aimed to re-examine sex-related differences in mathematics anxiety and to investigate the effects of two different programs associated with mathematics education applied in Turkish universities on mathematics anxiety. Mathematics anxiety scores were assessed in 221 male and 142 female students, 238 in the education faculty and 125 in the science faculty. There were no sex-related mean differences for mathematics anxiety scores, and scores were not related to faculty program. The lower mean mathematics performance on the university entry examination of the students of science faculty may be associated with the mathematics anxiety.

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McLaughlin, Patricia, and Anthony Mills. "Construction Pathways: Attracting the Missing Students and Workers to University." Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 94. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3159.

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The Commonwealth Government has the increased participation of under-represented groups to a 20% diversity target for Australian universities. It also has minimum targets of 40% of all Australians (25-34 years) holding a Bachelor’s degree by 2020. These targets are baseline items in a government agenda of improving educational outcomes for Australians and pivotal in addressing skill shortages in industries such as construction. In construction there is a skewing of skill shortages to the higher order or post entry level skills. Demand for higher skilled occupations such as construction managers, outstrips demand for construction trades (DEEWR, 2010). But whilst 41% of the industry have VET qualifications, only 10% possess HE qualifications in construction. Movement between the VET and HE sectors is low: of all construction students qualifying at AQF 4, less than 10% continue on to higher education and less than 1% of VET qualified persons in the construction workforce seek re-entry to university. This paper examines national data in construction education pathways and evaluates, using the DEMO matrix, the enablers in pathways to HE qualifications. The evaluation is based upon survey responses of two cohorts entering higher education from non-traditional pathways- articulating VET students and mature-aged workers. The results indicate that pathway programmes into construction degrees can attract non-traditional cohorts, but elements such as learner engagement, confidence, people-rich resources and collaboration are critical features of successful pathways.

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Collett, Ian. "Perceptions of Suspended Secondary Students Towards their School Disciplinary Absences." Australian Journal of Guidance and Counselling 9, no. 2 (November 1999): 39–54. http://dx.doi.org/10.1017/s1037291100003939.

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The study was a qualitative analysis of secondary students' perceptions towards their school disciplinary absence, the wider context in which it occurred, and its impact on their behaviors and re-entry to school. Findings showed that suspensions had mixed effects on the students. Many of the students including those wanting to improve their behavior, reported no change or worsening behaviors on return to school. Those who reported improved behaviors and greater self-control had, in most cases, received support or participated in alternative programs during and after their suspension. Students identified factors that impacted on the success or otherwise of their returning to school and improving their behaviors. Suspension experiences varied considerably indicating their individual meaning for students and the need for individual approaches to address their needs. A teacher reference group reflected many students' perceptions. Implications for the use of suspensions and reducing the number of school disciplinary absences were discussed.

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Picon, Patrícia, Gabriel J. C. Gauer, Vânia N. Hirakata, Lourdes M. Haggsträm, Deborah C. Beidel, Samuel M. Turner, and Gisele G. Manfro. "Reliability of the Social Phobia and Anxiety Inventory (SPAI) Portuguese version in a heterogeneous sample of Brazilian university students." Revista Brasileira de Psiquiatria 27, no. 2 (June 2005): 124–30. http://dx.doi.org/10.1590/s1516-44462005000200010.

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OBJECTIVE: To evaluate internal consistency and temporal stability trough test re-test reliability of the Portuguese version of the Social Phobia and Anxiety Inventory (SPAI) in a heterogeneous Brazilian sample. METHODS: After informed consent, the translated and adapted version of the SPAI Portuguese was tested and re-tested at a 14-day interval in a sample of 225 university students, both genders, from 4 different undergraduate courses. After double data entry, statistical analysis included Cronbach's alphas, Pearson and intra-class correlation coefficients. RESULTS: The studied sample consisted of 213 students from 4 sub-samples: 95 law students, 31 social communication students, 54 civil engineering students and 33 dental medicine students. The mean age was 23 (±6) years and 110 (51.6%) were female. The Cronbach' alpha was 0.96, no difference for both genders. The differential (total) score of the SPAI Portuguese showed Pearson coefficient 0.83 (95% CI 0.78-0.87) and Intra-class coefficient 0.83 (95% CI 0.78-0.86). There was no statistical difference in Pearson coefficients between genders (p = 0.121) and the 4 sub-samples (p = 0.258). CONCLUSION: The results do not ensure validity, however, the SPAI Portuguese version presented a good content homogeneity with satisfactory level of internal consistency. The temporal stability evaluated was substantial. The results showed that the Portuguese SPAI presents perfectly acceptable reliability for both genders and suggest that it can be used in Brazilian populations

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Peterson, Chip F. "Preparing Engaged Citizens: The Models of Experiential Education for Social Justice." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (December 15, 2002): 165–206. http://dx.doi.org/10.36366/frontiers.v8i1.99.

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To serve effectively, programs should engage in re-entry preparation. Students must be continually pushed to think of how their own lives relate to the conditions that they are studying. What does a commitment to justice and sustainability imply for their future roles as consumers, as citizens, as parents, as professionals? As members of a privileged class within an hegemonous world power, how does their own behavior contribute to, or challenge, systems of domination and oppression? In short, how will their learning through CGE, HECUA, or MSID affect the way they lead their lives?

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Missiuna, Cheryl, Helene Polatajko, and Marilyn Ernest-Conibear. "Skill Acquisition during Fieldwork Placements in Occupational Therapy." Canadian Journal of Occupational Therapy 59, no. 1 (April 1992): 28–39. http://dx.doi.org/10.1177/000841749205900105.

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A critical shortage of occupational therapy fieldwork placements has led therapists to pose the question: how many hours of fieldwork are actually required in order for a student to acquire the breadth and depth of clinical competence required for entry level practice? In this study, student scores on the Performance Evaluation of Occupational Therapy Students, gathered over a four year period, were utilized to address this question. The level of competence expected of a new graduate on the CAOT Occupational Profile (Bridle, 1981) was used as the criterion against which student scores were judged. Statistical analyses were performed to determine the level of acquisition of occupational therapy skills and techniques, by item and by groups of items; to identify “core” and “specialty” items; and to determine whether 1200 hours of fieldwork is the optimal choice for students to be able to demonstrate clinical competence in the field. Results indicate that, while most students attain many of the skills and techniques pertinent to occupational therapy, competence is reached only on those core skills which are frequently encountered and which have actually been experienced by the student across a number of placements. Recommendations include a re-examination by the profession of the expectations which have been set for an entry-level graduate.

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Wang, Yan, and Tom Pilarzyk. "Understanding Student Swirl: The Role of Environmental Factors and Retention Efforts in the Later Academic Success of Suspended Students." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (August 2009): 211–26. http://dx.doi.org/10.2190/cs.11.2.c.

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“Student swirl,” or the inconsistent flow in and out of college coursework from term-to-term, institution-to-institution, reflects the non-traditional nature of many community college students. Swirl can be triggered by such stressors as: balancing work, school, and family obligations; financial challenges; and health problems. In turn, it influences irregular enrollment and lack of academic success. Swirl also occurs intra-institutionally, affected by college re-entry policies once students are suspended for academic reasons. Three initiatives serve as pathways back into college for suspended students at one Midwestern institution. This study explores their effects on success, as well as the role of life challenges, academic-related skills, and student background and commitment to succeed. While retention initiatives affect later performance, factors contributing to intra-institutional swirl playa stronger role. Implications for both student retention and institutional effectiveness are discussed.

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Nguyen, Annie. "Intercultural Competence in Short-Term Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (November 16, 2017): 109–27. http://dx.doi.org/10.36366/frontiers.v29i2.396.

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Assessment is growing for short-term study abroad as the majority of students (63.1%) continue to choose this option (Institute of International Education, 2016). This study examines possible gains and factors influencing such gains in students’ overall intercultural competency following participation in a short-term program. Using the Intercultural Effectiveness Scale (IES) survey distributed before, after, and three months following the study abroad experience, data was analyzed for fifty-five students across eight different short-term programs at three distinct institutions within the state of Texas. Document analysis of program syllabi also looked at connections to structured activities and assignments. The results demonstrate the potential for short-term study abroad programs ranging from two to five weeks to have significant impacts on students’ self-perceived intercultural competency that appear most affected by intentional structures. These findings support recommended practices of using well-defined activities and assignments, incorporating opportunities for meaningful local interaction, and providing planned re-entry.

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Kittilaksanawong, Wiboon, and Margaux Afanyan. "Uber technologies Inc.: re-entering the South Korean Taxi hailing service after the eviction." Emerald Emerging Markets Case Studies 8, no. 1 (March 26, 2018): 1–29. http://dx.doi.org/10.1108/eemcs-04-2017-0070.

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Subject Area Competing in Emerging Markets; Internationalization of Service Firms; Global Marketing. Study level/applicability Senior undergraduate or graduate students in business schools. Case overview Uber first entered the South Korean taxi hailing service in Seoul in September 2013. In March 2015, the company shut down its operations after being charged for operating an illegal service. However, in January 2016, Uber decided to re-launch Uber’s premium service, UberBLACK after working with the city government. Given the country’s unique characteristics, was the decision to re-enter the market justifiable? Would Uber’s new strategies including partnering with a local company be sufficient? How could Uber gain more market share against its local powerful competitors? Expected learning Outcomes This case allows students to understand the challenges of internationalizing services of a global company in an emerging market that has strong national cultures and domestic preferences. The students will learn how to analyze the country and industry external environment as well as internal resources and capabilities to formulate the appropriate market entry strategies and to effectively implement them. The students will also learn the critical role of host country government and how to manage its relationship, the first- and second-mover advantages/disadvantages and the sustainability of innovative business models. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy

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Konduru, Rajesh Kumar, Amit Kumar Mishra, Manikandan M., and Joy Bazroy. "ROME: a tool to train under graduate medical students as community health care providers." International Journal Of Community Medicine And Public Health 5, no. 3 (February 24, 2018): 1181. http://dx.doi.org/10.18203/2394-6040.ijcmph20180781.

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Background: Re-Orientation of Medical Education (ROME) program is relatively a new teaching and learning method for undergraduate medical students which enables them to achieve the knowledge and skills to provide effective community health care. Objective of this study was to find out which of the various activities that were carried out during the ROME posting helped them to achieve the required knowledge and skills to provide effective Community Health Care.Methods: A descriptive study was conducted among 101 undergraduate MBBS students who participated in the ROME posting under the Department of Community Medicine of a medical college in Puducherry. Predesigned and pretested questionnaire was used to get the feedback regarding the various teaching-learning methods applied during this ROME posting which was carried out for one full month and about various activities that were carried out by the students such as clinical examination, data collection, data entry and analysis, development of IEC materials and their administration, organizing medical camps, maintaining drug inventory, sanitation campaign and report writing under the supervision of Intern, PG and faculty.Results: “Learning through performing individual tasks” was the most popular teaching-learning method. “Conducting survey” and “data entry” were the most sought after activities by the students.Conclusions: ROME posting helps in motivating undergraduate medical students to apply the principles of comprehensive approach towards various medical problems and thereby fulfill the ultimate aim of creating efficient Community Health Care Providers.

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Tadese, Mesfin, and Abebe Mihretie. "Attitude, preparedness, and perceived self-efficacy in controlling COVID-19 pandemics and associated factors among university students during school reopening." PLOS ONE 16, no. 9 (September 2, 2021): e0255121. http://dx.doi.org/10.1371/journal.pone.0255121.

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Introduction The coronavirus disease 2019 (COVID-19) pandemic remains a significant public health problem globally. In Ethiopia, the number of infected peoples and deaths due to COVID-19 has increased dramatically in the past. Currently, students are resuming to face to face education with strict prevention measures. University students are more dynamic and more susceptible to acquiring and spreading the virus. Objective To assess the attitude, preparedness, and self-efficacy to prevent and control COVID-19 and associated factors among university students during school reopening, Northeast Ethiopia. Method A cross-sectional study was conducted among Debre Berhan University (DBU) students from December 1 to 15/2020, when students return to campus. A multistage sampling technique was applied to recruit 682 participants. The ReadyScore criteria were used to classify the level of preparedness. Epi-Data version 4.6 was used for data entry, while SPSS version 25 for analysis. Descriptive and Binary logistic regression analysis was computed, and a p-value < 0.05 was considered statistically significant. Result The overall level of favourable attitude, good preparedness, and high self-efficacy among students were 67.2%, 17.9%, and 50.4%, respectively. Only mothers’ education was associated with attitude. Female gender, open relationships, health science faculty, heart disease, and favourable attitude were significant preparedness factors. Whereas being undergraduate, parents’ education, residing in dorm being four and above, having kidney disease, having friend/family history of COVID-19 infection and death, favourable attitude, and good preparedness were predictors of self-efficacy. Conclusion The level of attitude, preparedness, and self-efficacy towards COVID-19 among students during campus re-entry were low. Managing chronic illnesses and raising the attitude and preparedness of students is essential to reduce the burden of COVID-19 pandemics. Besides, emphasis should be placed on male, unmarried, postgraduate, and non-health science students to increase the level of preparedness and self-efficacy.

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Onosu, Gloria. "The Impact of Cultural Immersion Experience on Identity Transformation Process." International Journal of Environmental Research and Public Health 18, no. 5 (March 7, 2021): 2680. http://dx.doi.org/10.3390/ijerph18052680.

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This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

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KARPINSKA, KASIA, KÈNE HENKENS, and JOOP SCHIPPERS. "The recruitment of early retirees: a vignette study of the factors that affect managers' decisions." Ageing and Society 31, no. 4 (December 3, 2010): 570–89. http://dx.doi.org/10.1017/s0144686x10001078.

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ABSTRACTRetirement is characterised as a dynamic process that has several different outcomes, from early retirement to re-entry to the labour force. Recent studies of the Dutch population show that a substantial number of early retirees re-enter the workforce after early retirement, but others do not succeed even though they want to return to paid work. An often-named reason for their failures is bias in the selection process. This raises the questions as to what restrictions do early retirees face in the labour market and what are the characteristics that enhance or limit their hiring chances? The aim of this study was to identify the individual and organisational characteristics that influence managers' hiring decisions, and for the purpose a vignette study among Dutch managers and business students was conducted. Profiles of hypothetical early retirees were presented to the respondents who were then asked to make decisions whether of not to employ the individual. The results show that hiring early retirees is of low priority to both managers and students, and depends to a large extent on organisational factors (such as personnel shortages) and the age of the retiree. The findings suggest that despite equal opportunities policies, age discrimination is still present on the Dutch labour market and that managers generally hinder the re-employment of workers approaching the retirement age.

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Maina, Joy Joshua, and Rakiya Haruna Ibrahim. "Socialisation Mediates The Relationship Between Learning Environments and Architecture Students' Academic Performance." International Journal of Built Environment and Sustainability 6, no. 3 (August 29, 2019): 43–52. http://dx.doi.org/10.11113/ijbes.v6.n3.416.

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Good learning environments are often directly linked with academic success though controlling for other factors such as socioeconomic status and entry qualifications are constantly required. This study, re-examines the above premise using qualitative open-ended responses from 29 students majoring in architecture from Ahmadu Bello University as studies investigating this category of respondents are sparsely undertaken. Results from qualitative content analyses of 81 phrases reveal that although learning environment influences academic performance, a number of respondents, particularly males, categorically stated that it has no influence on their academic performance. The findings thus assert that providing conducive learning environments may not always translate into good grades to students. Socialisation and interactions between staff and students as well as student-to-student interactions emerged as mediators in the learning environment-academic performance relationship. The need for socialisation and support was pertinent for lower levels, while inadequacy of facilities notably classrooms and studio space influenced postgraduate students more. IEQ variables such as noise and thermal comfort, security as well as assessment modalities also influence academic performance.

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Williams, Ginger. "Supporting Today’s Students in the Library: Strategies for Retaining and Graduating International, Transfer, First-Generation, and Re-Entry Students. Ngoc-Yen Tran and Silke Higgins, eds. Chicago, IL: Association of College and Research Libraries, 2020. 275p. Paper." College & Research Libraries 82, no. 1 (2021): 135. http://dx.doi.org/10.5860/crl.82.1.135.

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This collection brings together research from the library and student affairs fields to present a thorough look at methods for increasing student success among populations with distinct needs and characteristics: international, transfer, first-generation, and re-entry students, with international and first-generation populations receiving the most attention. It is a welcome addition to the academic library literature. The theories of well-established student affairs scholars, such as George Kuh and Vincent Tinto, are highlighted in many chapters’ literature reviews and appear in the bibliographies of nearly all chapters. Familiarity with this literature is key in engaging outside units within the academy and building the kinds of partnerships suggested by many authors in this work. Common themes include robust partnerships with academic writing centers, collaborating with graduate programs to increase ESL students’ research and writing skills, and deliberately structuring assignments to aid student comprehension and skill development.

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Gowans, Margot C., Lee Glazier, Bruce J. Wright, Fraser R. Brenneis, and Ian M. Scott. "Choosing a Career in Psychiatry: Factors Associated with a Career Interest in Psychiatry among Canadian Students on Entry to Medical School." Canadian Journal of Psychiatry 54, no. 8 (August 2009): 557–64. http://dx.doi.org/10.1177/070674370905400808.

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Objective: To report the proportion of Canadian medical students interested in a career in psychiatry at medical school entry and to describe the unique demographics and career influences associated with this early interest. Methods: From 2001 to 2004, during the first 2 weeks of medical school, a 41–item survey of career choice, demographics, and attitudes toward various aspects of medical practice was distributed to all students in 18 classes at 8 Canadian medical schools. Associations between early career interest, demographics, and career influences were explored. Results: Of the 2096 completed surveys, 3.2% of students named psychiatry as their first career choice. While 34% of students considered psychiatry a possible career option, 54.9% stated that they had not considered this option. Students interested in psychiatry were more likely than other students to have an undergraduate education in the arts, to have close family or friends practicing medicine, and to have worked voluntarily with people with mental illness. Students interested in psychiatry had a lesser social orientation than students interested in family medicine but had a greater social orientation and lesser hospital orientation than students interested in other specialties. Conclusions: Enhanced psychiatric care may be aided by the selective recruitment into medical school of students with a demonstrated empathy toward people with mental illness, an educational background in the arts, and a strong social orientation. As career influences change throughout medical school, participants in this study will be re-surveyed at graduation to better understand the evolution of career choice decision-making throughout medical school.

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Brace-Le Bigot, Suzette. "“Cultural Re-Entry”: Pedagogical application of a simple descriptive analysis of the dynamics of cross-cultural encounter for students of International Commerce." ASp, no. 5-6 (December 1, 1994): 217–22. http://dx.doi.org/10.4000/asp.4093.

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Chakraverty, Devasmita, Donna B. Jeffe, and Robert H. Tai. "Transition Experiences in MD–PhD Programs." CBE—Life Sciences Education 17, no. 3 (September 2018): ar41. http://dx.doi.org/10.1187/cbe.17-08-0187.

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MD–PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD–PhD students’ experiences during each transition. This study examined transition experiences reported by 48 MD–PhD students who had experienced at least one of these transitions during their training. We purposefully sampled medical schools across the United States to recruit participants. Semistructured interviews were audio-recorded and transcribed for analysis; items focused on academic and social experiences within and outside their programs. Using a phenomenological approach and analytic induction, we examined students’ transition experiences during their MD–PhD programs. Five broad themes emerged centering on multiple needs: mentoring, facilitating integration with students in each phase, integrating the curriculum to foster mastery of skills needed for each phase, awareness of cultural differences between MD and PhD training, and support. None of the respondents attributed their transition experiences to gender or race/ethnicity. Students emphasized the need for mentoring by MD–PhD faculty and better institutional and program supports to mitigate feelings of isolation and help students relearn knowledge for clinical clerkships and ease re-entry into the hospital culture, which differs substantially from the research culture.

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Fetherston, Catherine Mary, Caroline Browne, Prue Andrus, and Sharryn Batt. "Renewal of an entry to practice baccalaureate nursing curriculum: Adapting to complexity." Journal of Nursing Education and Practice 8, no. 2 (October 22, 2017): 104. http://dx.doi.org/10.5430/jnep.v8n2p104.

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Curriculum re-design in entry to practice nursing degrees requires a rigorous and multifaceted approach to align the needs of students, professional and industry stakeholders, community needs, the faculty’s vision and university and regulator requirements. This paper relates the initial steps in the process taken to achieve this re-design in one Australian university’s Bachelor of Nursing program, and describes our experiences in two parts. The first part outlines the context in which the need for curriculum renewal was triggered and the ensuing processes undertaken in the development of our new course aim, course outcomes and graduate attributes. The second part discusses how undertaking these activities then came to influence the adoption of Complexity Thinking in the design of our conceptual model, which then guided our program structure and overarching learning and teaching approaches. We share these experiences to illustrate the steps we undertook on this journey, to outline and example the program we created, and to continue the scholarly discussions around the design of baccalaureate nursing program structures, especially those that implement pedagogies inspired by the concepts related to Complexity Theory. The choice of complexity thinking as a guiding theory was key in providing the lens through which we were inspired to graduate nurses with the skills to provide care in complex situations and value the learning that comes through uncertainty, reflection, adaptation and emergence.

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Ghazzawi, Issam, Angie Urban, Renee Horne, and Claire Beswick. "Standard bank: exploring opportunities to make Côte d’Ivoire ‘home’." Emerald Emerging Markets Case Studies 10, no. 3 (September 9, 2020): 1–37. http://dx.doi.org/10.1108/eemcs-01-2020-0009.

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Learning outcomes After completion of this case, students will be able to: define and understand the external and internal components of the strategic management process; define and explain various alternative strategies that help companies create a sustainable competitive advantage; understand and explain the five main choices of entry mode that are available to organisations when considering entry into a foreign market, suggest an entry mode that is relevant to Standard Bank and explain the pros and cons of each entry mode; and understand how a company can offer or phase in its service offerings. Case overview/synopsis This case situates Sola David-Borha, CEO for the Africa Region at the Standard Bank Group, in April 2018, considering whether and how to expand into personal and business banking in Cote d’Ivoire – a country that Standard Bank had just re-entered, having exited there in 2003 because of the civil war. The bank has operations in 20 sub-Saharan African countries and its growth strategy is focussed on Africa. This strategy is reflected in its slogan: “Africa is our home. We drive her growth”. David-Borha has a number of questions on her mind. These include: can the bank offer financial services that will meet the needs of the Ivorian people, how can the bank expand into personal a business banking – indeed is rapid expansion into this sector the right decision for now? Complexity academic level Advanced/graduate courses in strategic management and international business. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 5: International business.

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Michie, Frances, Martin Glachan, and Diane Bray. "An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education." Educational Psychology 21, no. 4 (December 2001): 455–72. http://dx.doi.org/10.1080/01443410120090830.

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Stanlee, Tracy Joann, and Soon Singh Bikar Singh. "Effectiveness of Using Technology Based Songs to Enhance Vocabulary Competency among Year Two Undergraduate Students at Universiti Malaysia Sabah (UMS)." Sains Insani 6, no. 1 (June 1, 2021): 162–66. http://dx.doi.org/10.33102/sainsinsani.vol6no1.269.

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The general standard of English among Malaysian students is poor considering that they receive 11 to 13 years of formal English lessons at both primary and secondary levels. As a result, they often need to re-take the Malaysian University English Test (MUET) in order to fulfill the English proficiency requirements for university entry. The unsatisfactory level of students’ English has attracted the attention of educators, becoming a topic of concern for the government and local communities. Advances in technology that have signaled Industrial Revolution 4.0, prompted the researchers to explore the effectiveness of employing technology-based songs to enhance vocabulary competency among students taking English subjects. A total of 65 students took part in a seven-week research study based on a quasi–experimental design. From the sample, 35 students were placed in the experimental group and taught English vocabulary via music videos as a form of intervention. The remaining 30 students were placed in a control group and taught via traditional methods. Pre and post-tests involving vocabulary questions were distributed to all 65 students. Paired Sample T-Tests were then conducted and analyzed: the findings indicated that the mean score for the experimental group was statistically higher than that for the control group. This research may help educators to gain more ideas about employing technology to deliver teaching more effectively and has indirectly demonstrated more effective procedures for enhancing 21st Century skills which align with the aims of Industrial Revolution 4.0.

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Hodgman, Matthew R. "Understanding For-Profit Higher Education in the United States Through History, Criticism, and Public Policy: A Brief Sector Landscape Synopsis." Journal of Educational Issues 4, no. 2 (July 14, 2018): 1. http://dx.doi.org/10.5296/jei.v4i2.13302.

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Despite their uniquely innovative and long-standing history within the United States higher education landscape, for-profit higher education institutions (FPHEIs) remain controversial academic entities. Criticism of the for-profit sector maintains that these institutions are not preparing students for successful entry into the workforce. In light of numerous recent struggles, sector growth has significantly receded while FPHE practices and policies continue to be questioned. In the wake of sector decline, FPHEIs have an important opportunity to reimagine their role as educational providers to better serve students and society at large. At this critical transitional moment, this article briefly reviews the literature surrounding the overall FPHE landscape to date in terms of the historical background of the sector, criticisms leveled against FPHE, and important public policies surrounding the for-profit sector. Gaps in the FPHE landscape literature are noted and suggestions for additional sector research are offered with respect to generating future scholarship that may be useful when (re)considering the role that FPHEIs might assume going forward.

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Hickey, Ellen M., Monica McKenna, Celeste Woods, and Carmen Archibald. "Ethical Concerns in Voluntourism in Speech-Language Pathology and Audiology." Perspectives on Global Issues in Communication Sciences and Related Disorders 2, no. 2 (September 2012): 40–48. http://dx.doi.org/10.1044/gics2.2.40.

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There is growing interest in short-term volunteering (i.e., volunteer tourism) to contribute to the development of speech-language pathology (SLP) and audiology (AUD) in global contexts. While this is exciting, professionals and students must be properly prepared for such trips to ensure cultural safety and avoid potential ethical concerns and pitfalls of neo-colonialist perspectives in working in resource-poor contexts. There is a burgeoning literature on volunteer tourism and medical tourism that can be used to assist us in planning and preparing for such work. Some examples from the first author's experiences in Malawi, Tanzania, and Kenya are used to illustrate some of the ethical concerns in SLPs' and AUDs' voluntourism. This article suggests that we attend to the motivations of volunteers, conduct training to ensure culturally safe and sustainable practices, and assist volunteers in coping with culture shock and re-entry shock. Research is needed to understand best practices in assessment and treatment in global contexts and best practices in pre- and post-trip training for SLP/AUD volunteers and students.

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Pretorius, Adri, Nuresha Karunaratne, and Susan Fehring. "Australian physiotherapy workforce at a glance: a narrative review." Australian Health Review 40, no. 4 (2016): 438. http://dx.doi.org/10.1071/ah15114.

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Background The ability of the physiotherapy workforce to meet the growing demand in the Australian community is uncertain, despite increasing tertiary students and numbers of registered physiotherapists annually. Objectives The present narrative literature review investigates what is known about the Australian physiotherapy workforce, what factors contribute to attrition from the profession and what strategies could be implemented to improve retention of skilled physiotherapists. Methods A literature search of five databases identified 24 articles that informed the content of the present review. The articles were reviewed and content summarised according to focus areas and results discussed in the current Australian healthcare context. Results Although many factors of attrition are inevitable, the present review identified some potentially modifiable factors of attrition. Strategies to improve retention of skilled physiotherapists were broadly grouped into improving professional support in the workforce and assisting the re-entry process for physiotherapists seeking to return to the workforce. Conclusion Increasing retention of qualified and skilled physiotherapists nationally will help build workforce capacity, meeting the needs of the growing, changing and aging community. What is known about the topic? The demand for physiotherapists is growing significantly in Australia and the ability of the workforce to meet growing demands is uncertain. What does this paper add? Many physiotherapists in Australia leave the workforce and the profession early in their careers. Addressing modifiable factors of attrition could help improve the retention of practitioners and skills in the profession, building workforce capacity. What are the implications for practitioners? Professional support for current physiotherapists is crucial. Re-entry physiotherapists should be supported with flexible return-to-work programs, refresher training and mentorship.

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Park, Yun-Kyoung, Eun-hyang Kim, Eun-Joo Lee, and Ji-Eun Chang. "Who enters the University of Education?: Implications for the Elementary Teacher Education Curriculum." Korean Journal of Teacher Education 38, no. 4 (July 30, 2022): 155–75. http://dx.doi.org/10.14333/kjte.2022.38.4.07.

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Purpose: The purposes of this study are to explore what changes appear in the characteristics of students entering the university of elementary education from 2011 to 2020, and to provide implications for the future elementary school teacher training curriculum. Methods: For these purposes, descriptive statistical analysis was conducted on the survey data of freshmen at ‘A’ National University of Education in the Chungbuk area. The survey content included 1) students’ demographic characteristics, 2) family backgrounds, 3) motivation for entering an elementary teacher education and perception of teaching profession, 4) expectations for teacher educators, and 5) their perception on social issues. Results: First, while the ratio of male students was maintained at about 30% or more, the average age, the ratio of re-entry students and those from the metropolitan area keep increasing. Second, the level of parental education and family SES is steadily rising. Third, in terms of motivation for entering teacher education, the ratio of intrinsic motivation considering aptitude and interest was high, and the overall perception of teaching profession was positive. Fourth, as for university professors, responses to expecting academic guidance rather than human ties increased significantly, while interest in political and social issues is continuously declining. Conclusion: Based on the main results, the implications for the future curriculum of elementary teacher education were discussed.

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Mahmud, Najihah, Nor Hazwani Munirah Lateh, Nazirah Mahmud, Ariezal Afzan Hassan, Amaal Fadhlini Mohamed, and Siti Amirah Ahmad Tarmizi. "Washback Impact of the MUET: The Before and After Effect of a High-stake University English Test in Malaysia." International Journal of Learning, Teaching and Educational Research 20, no. 8 (August 30, 2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.8.1.

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This study seeks to explore the washback effect of the Malaysian University English Test (MUET), a high-stakes compulsory university entry test in the context of Malaysia. As simple and linear as it commonly appears, washback has been found to be far more complex than simply looking at the impact that a test might or might not have on the stakeholders. Therefore, this study aims to fill in this knowledge gap by systematically re-examining the beliefs on washback by investigating the relationship between the students’ perceptions of the MUET in terms of its importance and difficulty, with their language learning strategies whilst preparing for the test and after sitting the test. Using a mixed methods approach, a student questionnaire and student interview were utilised to elicit data from 30 male and 46 female students. The students were further divided into two groups, specifically those who were preparing for the MUET and those who had already sat the MUET. The findings suggest that preparing for the MUET encouraged the students to utilise a certain language learning strategy more compared to the others, specifically focusing on language skills that had not been formally tested before. Although the students’ perception did not significantly shape the students’ course of action when preparing for the test, it still had an impact on their overall view of the whole test-taking matter. This study is intended to add more insights to the less explored areas of washback, specifically the students’ perceptions and washback over time.

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Riccardi, Jessica Salley, Libby Crook, Brenda Eagan-Johnson, Monica Vaccaro, and Angela H. Ciccia. "Serving Students With Acquired Brain Injury: Understanding Long-Term Need and Outcomes After the BrainSTEPS Program." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1762–75. http://dx.doi.org/10.1044/2021_persp-21-00059.

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Purpose: The purpose of this study was to inform school-based services for children with acquired brain injury (ABI) by describing and analyzing functional student-outcome data from a state-wide, school-based, school re-entry consultation program, BrainSTEPS (Strategies Teaching Educators, Parents, and Students), in Pennsylvania. Method: A nonexperimental, retrospective analysis was conducted with data collected during a pilot follow-up survey for BrainSTEPS. Caregivers reported on 337 students with ABI participating in BrainSTEPS. Results: Most students post-ABI who were participating in BrainSTEPS were enrolled in regular education and reported no ongoing symptoms, as well as no parent perception of need for additional BrainSTEPS consultation during the time period of the follow-up survey. Current receipt of therapy was significantly associated with injury type, χ 2 (1, n = 329) = 16.72, p < .001. A multiple logistic regression was significant ( p < .001) in predicting the need for additional BrainSTEPS consultation. More severe injuries, educational placement postinjury of regular education with a 504 plan (compared to regular education), and current receipt of therapy significantly increased the odds of need for consultation. Conclusions: Due to the wide range of experiences of students in this sample, hospital-to-school transition services, educational supports and services, and long-term follow-up must be individualized for children with ABI. Speech-language pathologists are critical members of the school-based academic team for students with ABI to decrease long-term unmet needs.

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Flint, Maureen A. "Co-Implicated Disruptions." International Review of Qualitative Research 11, no. 2 (May 2018): 210–30. http://dx.doi.org/10.1525/irqr.2018.11.2.210.

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A vehicle careening off the road, a drunk student breaking and entering an apartment, a burning trash can. The stories of these events were shared in succession during a focus group exploring the notion of belongingness in higher education. These disruptions produce simultaneous moments of recognition and misrecognition and suggest different entry points for exploring belonging in college. Specifically, this article explores disruption through these three encounters and their telling as well as the process and ethics of transcribing and (re)presenting these moments. Through exploring the notion of disruption in multiple contexts, this article argues that as higher education researchers continue to explore the environments that allow diverse groups of students to thrive in higher education, a dynamic and relational conception of belonging is needed. A starting point for this reconceptualization is to reconsider our roles as researchers as co-implicated in the contexts and subjects of higher education.

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Huerta, Adrian H., Cecilia Rios-Aguilar, and Daisy Ramirez. "“I Had to Figure It Out”: A Case Study of How Community College Student Parents of Color Navigate College and Careers." Community College Review 50, no. 2 (January 26, 2022): 193–218. http://dx.doi.org/10.1177/00915521211061425.

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Objective: Community colleges, which can lead students to job opportunities and well-paying careers, are one of the main entry points to higher education for student parents. We use a conceptual framework that bridges career capital and community cultural wealth to understand student parents’ college and career trajectories. This study asks (a) How do student parents of color navigate community college? (b) How do student parents of color make educational and career decisions?, and (c) What, if any, institutional resources do student parents of color utilize to learn about career planning and workforce transition resources at their campus? Method: This qualitative case study draws from individual and focus group interviews with 67 student parents of color to better understand how they tap into their cultural knowledge and lived experiences to navigate college and make career decisions. Results: Data speaks to (a) student parents’ difficulty maneuvering life as a college student and parent; and (b) the importance of students’ familial and institutional support networks as they seek college and career information. Contributions: We hope these findings will encourage community colleges to (re)consider their current practices relating to the student parent population which includes identifying and tracking student parents, implementing guided pathways with their unique needs in mind, communicating services offered to student parents, and creating a more welcoming environment for students and their families.

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Journal articles on the topic 'Re-entry students'

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