Journal articles: 'Student Employment Office'

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Foley, Dennis. "Perspectives on Effective Student Support for Indigenous Students in a Tertiary Institution." Australian Journal of Indigenous Education 24, no. 2 (1996): 53–55. http://dx.doi.org/10.1017/s1326011100002477.

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In 1994 I was employed as a consultant in the Office of HRM working on a DEET (Department of Employment Education and Training) funded project in the compilation of an Indigenous employment strategy which resulted in the development of the university ‘Recruitment and Career Development Strategy for Indigenous Australians’.

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Bengtsson, Lyndsey. "Client Newsletters within Clinical Legal Education and Their Value to the Student Participants." International Journal of Clinical Legal Education 27, no. 2 (June 30, 2020): 103–34. http://dx.doi.org/10.19164/ijcle.v27i2.961.

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The employment law client newsletter project (the Project) runs during each academic year within the Student Law Office (SLO) at Northumbria University. Under the supervision of their clinical supervisor the students research and design a newsletter for distribution to HR professionals employed by an external organisation. The students participate in the Project alongside their live client work. The aim of the Project is to enrich the students’ clinical experience and develop their skills whilst at the same time update and educate the client recipient. Through a pilot study the value of participating in the Project is explored. The findings of the study suggest that the students develop their professional skills from a different perspective, increase their employment law knowledge, gain the commercial awareness of the importance of a well drafted newsletter in practice, and really value the experience.Key Words: Client Newsletter, Employment Law Updates, Clinical Legal Education, Legal Education

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Shuyler, Kristen. "“Make it more fun”: Residence life employees' insights on hosting and advertising outreach programs for undergraduate students." Journal of Library Outreach and Engagement 2, no. 1 (July 12, 2022): 82–96. http://dx.doi.org/10.21900/j.jloe.v2i1.874.

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What can library workers learn about student-centered programming and outreach from student employees who design, advertise, and lead programs for college students as part of their employment in a student housing or residence life department? This study draws on cognitive work analysis to understand how employees of the Office of Residence Life (ORL) at a public research university host outreach programs for students. Fourteen interviews were conducted and analyzed to ascertain the definition and purpose of RA-led programming, challenges in this work, and strategies for overcoming challenges. Findings indicate that as these student employees do their programming work, they build community while meeting ORL’s requirements, assess students’ needs, design relevant or fun programs, and advertise programs in multiple ways. This study offers recommendations for program planners in libraries and extends the literature on co-curricular programming, offering detail from student employees’ perspectives.

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Malaney, Gary D., and Quint Thurman. "Student Opinions regarding the Mandatory Use and Ownership of Personal Computers." Journal of Educational Technology Systems 17, no. 4 (June 1989): 297–306. http://dx.doi.org/10.2190/dyrc-e26c-tde7-3l6j.

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Several institutions of higher education recently have adopted policies requiring students to take computer courses and/or own personal computers. Typically, these decisions have been made by faculty and administrators without input from students. The purpose of this study was to analyze student opinion regarding such policies. To this end, the Student Affairs Research and Evaluation Office at the University of Massachusetts at Amherst conducted a telephone survey of a random sample of 308 undergraduates. The results show that students generally favor mandatory computer instruction but not mandatory computer ownership. Subsequent regression analyses of these data indicate that whether or not computer proficiency is seen as a salient skill for future employment is a key explanatory variable that determines support for either computer policy.

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Robert, Catherine. "Clerical Turnover in the K–12 Campus Office." Journal of Education Human Resources 40, no. 2 (March 1, 2022): 204–27. http://dx.doi.org/10.3138/jehr-2021-0032.

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Clerical staff in the campus office (secretaries and registrars) perform critical functions essential to the operation of schools, yet do not receive research attention regarding their contributions. This study describes turnover rates of K–12 campus clerical employees in order to establish base information in the field. Eight years of employment data within a large suburban school district in Texas are examined to determine the number of clerks moving to different positions and/or leaving campus clerical employment. Findings reveal that the average clerical employee in this district is female, 50 years old, White or Hispanic, has 11 years of experience, changed positions at least once, and earns $15.61 an hour. The demographics of clerical staff more closely resembles student demographics that of than the teachers within the district. Turnover averaged 22% per year, with 16% representing leavers and under 7% representing movers; 25% of clerks left in their first year. Although teacher turnover is more frequent in high-poverty schools and varies based on level of campus, clerical staff turnover is significantly based on the level of position and pay. Results confirm findings from research on paraprofessionals (who have similar levels of pay) that level of pay and perceived lack of support are reasons for leaving. By providing induction activities and additional training, districts can reduce turnover costs of clerical staff despite the added cost of training.

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Biringan, Julien, and Maxi Ventje Keintjem. "Analysis of Student Satisfaction on Service Performance of Education Personnel at the Faculty of Social Sciences, Manado State University." SHS Web of Conferences 149 (2022): 01056. http://dx.doi.org/10.1051/shsconf/202214901056.

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The purpose of this study was to determine the level of student satisfaction who received the services of education personnel at FIS Unima in the fields of student affairs, academics, general affairs, and finance/employment. For processing and analyzing data in this study, two approaches were used, namely,the quantitative approach, which a descriptive approach to describe the data is obtained by researchers in the field. The point is that before the data is interpreted qualitatively, it is presented in the form of percentage tables, then the existing data will be analyzed qualitatively with descriptive statistical analysis, total sampling of all employees in FIS, and student samples taken randomly stratified. The results of the study indicate that students show very high satisfaction with the services provided, where employees work to show real performance in providing services, discipline in entering the office and doing work, perseverance in work, commitment to decisions, and fairness in providing services to students by not discriminating attitudes and behaviors.

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Gill, Robert Joseph. "Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (December 10, 2020): 146–58. http://dx.doi.org/10.21153/jtlge2020vol11no1art946.

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During the COVID-19 pandemic many students undertaking professional placements and internships had to leave their physical place of employment due to restrictions. Some students doing professional experiences lost their placement, while others entered work arrangements where they worked online remotely. This paper investigates the potential advantage from their experiences in terms of now being more capable in online work skills due to remote working, as the professional world potentially moves to a more flexible working arrangement that may include a remote working environment mixed with an office environment. It investigates, through a case study methodology analysing assessment content from student experiences, the type of new professional purpose that may evolve as a result of a changing workforce environment.

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Maccabe, Rebecca. "A whole provider approach to widening participation: a phenomenographic case study exploring the perceptions and experiences of staff and students working in a widening participation role." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 5–30. http://dx.doi.org/10.5456/wpll.23.1.5.

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The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.

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Green, Mark A., and Malcolm G. Semple. "Occupational inequalities in the prevalence of COVID-19: A longitudinal observational study of England, August 2020 to January 2021." PLOS ONE 18, no. 4 (April 5, 2023): e0283119. http://dx.doi.org/10.1371/journal.pone.0283119.

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The COVID-19 pandemic has reinforced, amplified and created new health inequalities. Examining how COVID-19 prevalence varies by measures of work and occupation may help to understand these inequalities. The aim of the study is to evaluate how occupational inequalities in the prevalence of COVID-19 varies across England and their possible explanatory factors. We used data for 363,651 individuals (2,178,835 observations) aged 18 years and over between 1st May 2020 and 31st January 2021 from the Office for National Statistics Covid Infection Survey, a representative longitudinal survey of individuals in England. We focus on two measures of work; employment status for all adults, and work sector of individuals currently working. Multi-level binomial regression models were used to estimate the likelihood of testing positive of COVID-19, adjusting for known explanatory covariates. 0.9% of participants tested positive for COVID-19 over the study period. COVID-19 prevalence was higher among adults who were students or furloughed (i.e., temporarily not working). Among adults currently working, COVID-19 prevalence was highest in adults employed in the hospitality sector, with higher prevalence for individuals employed in transport, social care, retail, health care and educational sectors. Inequalities by work were not consistent over time. We find an unequal distribution of infections relating to COVID-19 by work and employment status. While our findings demonstrate the need for greater workplace interventions to protect employees tailored to their specific work sector needs, focusing on employment alone ignores the importance of SARS-CoV-2 transmission outside of employed work (i.e., furloughed and student populations).

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Schamberger, Kerem. "tripleC-Interview with Kerem Schamberger about Occupational Bans, Left-Wing Communication Studies and Critique of German Academia." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 15, no. 1 (January 27, 2017): 82–90. http://dx.doi.org/10.31269/triplec.v15i1.840.

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Kerem Schamberger is a doctoral student at the Ludwig Maximilian University of Munich’s Department of Communication Studies and Media Research. He is also a left-wing activist and member of the German Communist Party (DKP). In the course of his appointment, the Bavarian Office for the Protection of the Constitution (Verfassungsschutz), based on Bavarian legislation, assessed whether Kerem should be considered as being a threat to the constitution and whether he should be denied employment. In German media sociology, there was a comparable case in the 1970s when an occupational ban was carried out against Horst Holzer. tripleC interviewed Kerem and asked him to explain the background in more detail. Christian Fuchs and Thomas Allmer conducted the interview in German and translated it into English.

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Abidin, Saidatul Akmar Zainal, Asiah Hj Jamil, and Normah Abdullah. "Expectation vs Reality : A Study on the Significance of Practical Training for Future Graduates." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 141–46. http://dx.doi.org/10.5901/jesr.2017.v7n2p141.

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Abstract This paper reports the significance of an internship experience which is intended to assist students to obtain jobs as soon as they graduate. It also discusses some of the reasons graduates fail to obtain jobs after graduation. Feedback from employers (from place of internship) via questionnaires and interviews was analysed to gain insight into what employers expect from graduates, how the graduates performed during the internship and what is expected of them in the future. One of the common problems cited by stakeholders/employers is graduates do not have the necessary skills to perform certain jobs. It was discovered that employers expect the graduates to posses a high communicative ability, to be well motivated, to have positive attitude, willingness to learn and interpersonal skills. In addition, some of these future graduates were found to be lacking in commitment, perseverence and knowledge of office etiquette. This paper highlights the crucial role that internship plays in ensuring that graduates secure employment after graduation. Internships greatly increase the chances that a student will gain full time employment after graduation. Reports often reveal that while prospective employers have specific expectations of the interns and that some are willing to provide training, they are confronted with issues relating to candidates’ language proficiency and their competence in a number of soft skills.

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Sholikah, Mar'atus, Muhyadi Muhyadi, Setyabudi Indartono, Olzhas B. Kenzhaliyev, and Gulzhaina K. Kassymova. "Self-Efficacy and Student Achievement for Enhancing Career Readiness: The Mediation of Career Maturity." Jurnal Pendidikan Teknologi dan Kejuruan 27, no. 1 (April 14, 2021): 15–25. http://dx.doi.org/10.21831/jptk.v27i1.35657.

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Increasingly dynamic and volatile employment trends and the rapid development of the globalization era resulted in the transformation of the world of work to be faster, diverse and challenging to predict. Therefore, individuals are encouraged to have a flexible attitude to adapt and work according to their current career development. The purpose of this study was to determine the effect of self-efficacy and academic achievement on career readiness outside the profession through career maturity as a mediator. The survey method with a quantitative approach was applied in this study using a sample of 80 students. This study selected the sample based on purposive sampling on all Office Administration students of the State University of Semarang. Data analysis performed using Smart PLS 3.0. This study tested the proposed model through two aspects: measurement and structural models. This study found that self-efficacy and career maturity positively and significantly affected career readiness outside the profession. Academic achievement, in this case, also affects career readiness, but not considerably. The role of career maturity as mediation has an effect on self-efficacy on career readiness partially. Thus, it can conclude that self-efficacy influences career readiness. These findings make an essential contribution for lecturers and institutions to pay more attention to student career readiness so that their opportunities as university graduates to be accepted into the world of work can run smoothly.

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Retallick, John, Doug Hill, and Colin Boylan. "Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 25–33. http://dx.doi.org/10.47381/aijre.v5i1.393.

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The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.

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Tsvetkova, Nadezhda A., Pavel A. Kislyakov, and Elena A. Volodarskaya. "FEATURES OF THE SEMANTIC SPHERE OF PERSONALITY AND DAILY STRUCTURING OF EMPLOYMENT OF STUDENTS WHO HAVE HAD COVID-2019." Siberian Journal of Life Sciences and Agriculture 13, no. 5 (October 29, 2021): 285–306. http://dx.doi.org/10.12731/2658-6649-2021-13-5-285-306.

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Background. The COVID-19 pandemic and the mass self-isolation associated with it had a significant impact on the features of the semantic sphere of personality formed by students at its beginning. And the more the changed living conditions affected the life and health of the students themselves, the more likely their life-meaning orientations, basic beliefs, as well as the practice of filling the time of their own life have changed. It is important to determine what differences in these parameters are observed in those students who have had this viral infection, when compared with those students who have not had it. The purpose of the study was to identify the features of the meaning-of-life orientations of the individual, basic beliefs and the daily structuring of life time during the period of self-isolation of students who were ill with the COVID-2019 viral infection. Materials and methods. The sample consisted of 180 students who studied at the 4th year of several Moscow universities (MSPPU, RSSU, MSOU, etc.) at the faculties of social and humanitarian orientation. A group of students who had been ill with COVID-19 was selected from this randomly compiled student sample. Two student groups were compared: 1) students who have had COVID-19; 2) students who have not had it. Empirical data are collected on the basis of the test “Life orientations” by D.A. Leontiev, the scale of basic beliefs (WAS) by R. Yanov-Bulman in the adaptation of M.A. Padun and A.V. Kotelnikova and a specially developed methodology for students ‘ self-assessment of the structure and volume of daily employment during the period of restrictive measures related to the COVID-19 pandemic. The list of types of daily employment was developed by students of the 4th year of the Faculty of Extreme Psychology of the Moscow State Psychological and Pedagogical University during training sessions in an online format. It included the following types of daily employment: sleep, educational activities, housework, time at the computer for non-educational purposes, lying in a horizontal position, maintaining physical fitness, watching TV, other employment-its own version, which could include work, volunteer activities, etc. The students participating in the study were given instructions as subjects: “Please remember what exactly you were usually busy with during the day during the period of self-isolation and express it in % ratio, based on the total amount of 100%. In the line: “Other employment” – list what exactly you were doing.” Mathematical and statistical data processing is carried out on the basis of the MS package Office Excel, IBM SPSS Statistics 23. The reliability of the differences in the indicators of the two student groups was determined by the Mann-Whitney U-criterion. Results. It is established that ill virus COVID-19 students differ from students without a history of them, the higher the overall level of meaningfulness of life; although the structure of the General level of meaningfulness of life in them is the same (in first place is the goal of life, followed by: locus of control life, the process of life, the result of life; this completes the hierarchy of locus of control, “I”), but the students had been ill with the virus COVID-19, live with a more pronounced sense of the efficiency of life and are more motivated people; they also have a relatively higher indicators of locus of control life, the process of life, locus of control “I”; ill with the virus COVID-19 students have similar levels of belief in the benevolence of the world and control the events in their life events without a history of them students. At the same time in their cognitive models of the world was formed more than a high, but not beyond the normative values, the level of basic beliefs – in their own luck and luck, the value and significance of their own “I”, there is justice; students who recover from the virus COVID-19, more varied structure of his employment during the day, compared to without a history of them students. Conclusion. The data obtained empirically confirm the presence of differences between the student samples: students who have had the COVID-19 virus infection differ from their peers who have not had it, both by the peculiarities of the semantic sphere of the individual and by the peculiarities of structuring the time of their own life. In order to scientifically explain these identified differences, additional research is required with a large coverage of students.

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Moore, Clive. "Greg Weir." Queensland Review 14, no. 2 (July 2007): 56. http://dx.doi.org/10.1017/s1321816600006620.

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How do political activists begin? What is their motivation? For quiet Greg Weir, just graduated as a trainee school teacher from Kelvin Grove College of Advanced Education in 1976, it was being refused employment by the Queensland government because he was a spokesperson for a gay student support group. Minister for Education Val Bird said in Parliament that ‘student teachers who participated in homosexual and lesbian groups should not assume they would be employed by the Education Department on graduation’. With his future as a teacher destroyed, Greg became one of Queensland's best-known political activists. His cause was taken up by the Australian Union of Students and he became a catalyst in developing awareness of gay and lesbian issues all over Australia. Greg was then employed as a staff member in the office of Senator George Georges and later Senator Bryant Burns, and became a Labor Party activist, influential in the peace, anti-nuclear, education and civil liberties movements in the 1970s and 1980s. He also helped set up HIV/AIDS awareness groups in the 1980s, and went on to become one of the central organisers of the campaign for gay law reform in 1989–90, which culminated in the decriminalisation of male homosexuality in 1990. In 1991 Greg was involved in campaigns to include homosexuality as a category in new antidiscrimination legislation.

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MALIK, S., P. VRANKEN, M. SILIO, R. RATARD, and R. VAN DYKE. "Prevalence of community-associated methicillin-resistantStaphylococcus aureuscolonization outside the healthcare environment." Epidemiology and Infection 137, no. 9 (March 4, 2009): 1237–41. http://dx.doi.org/10.1017/s0950268809002222.

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SUMMARYCommunity-associated methicillin-resistantStaphylococcus aureus(CA-MRSA) infections are increasingly recognized in persons without established risk factors. Population-based prevalence studies of CA-MRSA colonization in persons without risk factors are relatively limited. Subjects aged 2–65 years were enrolled from a student recreation centre, public office building, and out-patient clinics. Persons or close contacts with a history of hospitalization, nursing-home residence, surgery, emergency-department visit, or healthcare employment during the previous year and persons with chronic debilitating illness, indwelling catheter, or surgical device were excluded. Swabs of anterior nares were obtained. Demographic and clinical information was collected. During January–June 2005, three (1·2%) of 259 subjects were colonized with MRSA. All three subjects were adults enrolled at the recreation centre. Healthy persons living in households without recent exposure to healthcare environments were at low risk for MRSA colonization. Studies from other geographic locations are needed to elucidate differences in prevalence of CA-MRSA.

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Percy, Alisa, Nona Press, Martin B. Andrew, and Vikk Pollard. "Reframing theory of, and for, practice in higher education." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 2–7. http://dx.doi.org/10.53761/1.18.4.1.

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When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

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Martin, Patricia E., and Barry G. Sheckley. "Indicators of Client Satisfaction in Academic, Career, and Personal Counseling in Higher Education." Journal of College Student Retention: Research, Theory & Practice 1, no. 4 (February 2000): 289–310. http://dx.doi.org/10.2190/nhkq-cff6-3ug7-hx3d.

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There will be an increasingly older cast to American society during the next twenty to thirty years. Middle-aged and older Americans will face numerous changes in the workplace, including technological change, a global economy, lack of promotional opportunities, and layoffs. As a result of these changes, many adult workers will chose to enter or re-enter college programs to upgrade their employment skills. Personnel within institutions of higher education, including those in the counseling office, may not be fully prepared to serve these older students who will need assistance with their transition to college. Without such aid, these students might drop out of higher education, exacerbating the retention problem faced by many colleges. The retention literature indicates that the identification of and commitment to career goals as well as the development of relationships with the institution are two important contributors to the retention of college students. Additionally, the literature on the adult student has focused on the need for supportive counseling 1) to help adult students establish and navigate their personal relationship to the institution, and 2) assist them to resolve conflicts that may accompany their transition to college. If they are to help adults persist in their college programs, counselors need to know how to best address the problems and issues these older learners face. Counselors need to know the outcome of their counseling sessions with adults, so they can ascertain the best methods and processes to utilize; a common method used to assess outcome is client satisfaction, a form of self-report. This study explored three research questions: Among students who use counseling services, 1) To what extent can a combination of environmental (i.e., social climate), demographic (i.e., age, individual differences), and process (i.e., number of sessions) variables predict client satisfaction; 2) To what extent does client satisfaction differ between men and women; 3) To what extent can reason for attending counseling sessions (i.e., personal, vocational, educational) predict client satisfaction. Analyses were conducted using hierarchical multiple regression (Question 1), ANOVA (Question 2), and standard multiple regression (Question 3). The research sample consisted of 199 students at a comprehensive state university who attended at least one session of counseling. The results indicated that the relationship (cohesion) between a counselor and client is the most significant factor in a student's satisfaction with counseling, whether the student is an adult student or one of traditional age. For this reason, institutions of higher education should strive to develop a sense of cohesion, in the form of close relationships, with its students. Programmatic strategies, including those for adult students, are discussed.

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Rian Cahyadi, Alya Nurul Aulia, Alfitriani Aulia, and Wiwin Herwina. "COMMUNITY EMPOWERMENT THROUGH TRAINING IN APPLICATION OF CODEIGNITER FRAMEWORK TEMPLATE IN WEB-BASED APPLICATION PROGRAMMING." Qardhul Hasan: Media Pengabdian kepada Masyarakat 9, no. 2 (August 5, 2023): 132–39. http://dx.doi.org/10.30997/qh.v9i2.8471.

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Technological developments are growing rapidly and have brought many benefits to mankind. Its presence can alleviate all the difficulties that arise in work and human activities. Technological developments also open up employment opportunities, especially in today's digital era, many startups need jobs to create and develop a technology, just like the programmer profession. This community empowerment program through training aims to equip job seekers to have skills in applying bootstrap templates to a website in order to simplify the website design process. This program was implemented at the Tasikmalaya City Manpower Office on Thursday, October 13, 2022 with the target of fresh graduate job seekers, unfamiliar with programming, and having the desire to learn about programming in Tasikmalaya City. The curriculum used for this program is based on the standard curriculum contained in the SKKNI, namely Installing Programming Software Tools. The stages carried out are preparation, introduction, delivery of sub-topics, conclusions, applications, evaluations, additional assignments, and class arrangements. The approach used is an andragogic approach with direct learning strategies (Direct Instruction) with lecture, demonstration, practice and discussion/question and answer methods with an inductive learning model centered on the trainees (student centered learning). The evaluation process on empowerment is carried out through interview and observation techniques.

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Lingling, Wu, Yuriy Danko, Artem Artyukhov, Tetiana Dluhopolska, and Iryna Markovych. "communication strategies of colleges and universities based on spatial and temporal distribution of s." Academic Review 2, no. 57 (November 25, 2022): 59–68. http://dx.doi.org/10.32342/2074-5354-2022-2-57-5.

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The development of marketing strategies based on temporal and spatial student’s distribution is extremely important in order to win a niche in the market of educational services. The object of the study is information about the place of origin of the Henan Institute of Science and Technology students in 2016 and 2020. The data used are provided by the Office of Academic Affairs of Henan Institute of Science and Technology, which selects identity data of students admitted and registered at the university in 2016 and 2020. The temporal and spatial distribution and spatial aggregation characteristics of the student enrolments are analyzed, as well as factors affecting the quality of the student flows, such as geographic location, total number of students per year, and publicity. The paper uses spatial data analysis (ESDA), which determines the spatial weight between districts. Global Moran’s I index was used for spatial analysis. The analysis carried out on the example of Henan province showed that the number of graduates in each city in a given year directly affects the number of university entrants (in 2020, the largest number of school graduates was recorded in the cities of Zhoukou and Nanyang, which had the highest number of university entrants). The spatial arrangement of colleges and universities is identified as the main factor influencing the recruitment of students of each educational institution. The choice of colleges and universities by applicants and their parents in China is also determined by proximity to large cities, convenient transportation, and employment opportunities. It has been established that advertising educational services of universities is also an additional factor in their popularization and attraction of students. The important achievements and characteristics of the school should be highly summarized to ensure that all the information on the school brand is spread in the whole domain in a comprehensive manner. Different media should be selected for different students from different places. Attention should be paid to the use of new media such as WeChat, Micro-blog, Tiktok etc. Also, a significant role should be given to interpersonal communication and mobilization of the enthusiasm of graduates to increase the popularity of a particular educational institution. Colleges and universities should reflect on themselves, correct in time, and actively establish a complete, effective, and dynamic evaluation mechanism for marketing, to improve marketing strategies, including through surveys of graduates, students, parents and other stakeholders of higher education.

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Croft, Paul J. "Assessing “The Excitement of Meteorology!” for Young Scholars." Bulletin of the American Meteorological Society 80, no. 5 (May 1, 1999): 879–92. http://dx.doi.org/10.1175/1520-0477-80.5.879.

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The National Science Foundation Young Scholar Program “The Excitement of Meteorology!” successfully brought the atmospheric and related sciences to high school students in Mississippi. The four-week summer program was administered through the Jackson State University Meteorology Program in the Department of Physics, Atmospheric Sciences, and General Science and was supported by the Mississippi Science Partnership program office. This commuter program provided an opportunity to learn, study, and research the field of meteorology. Through instructional sessions, laboratories, field trips, and peer contact participants were exposed to the concepts of atmospheric motion, the development of storms, and the practical application of meteorology during a one-month period. The program was intended to help students make their own career decisions and to foster their interest in the sciences and meteorology. The goals and objectives of the program were to develop basic science skills; make participants aware of the interdisciplinary nature of meteorology; provide participants with the opportunity to see and hear the meteorologist as a researcher, teacher, and communicator; provide the information and incentive necessary for participants to choose a career in meteorology or the sciences; make participants aware of the various employment opportunities in the field; and show the moral and ethical responsibilities and importance of atmospheric science to society. Thirty sophomore and junior high school student participants (22 females and 8 males, nearly all of whom were African–American) completed the program. All were tested on their meteorological knowledge and skills gained during the program and questioned about their field and lecture experiences. They also “graded” the effectiveness of all speakers, presentations, videotapes, and laboratory sessions. Through surveys it was found that the participants' desire to pursue a science career and to go to college were increased by the program. They also indicated that the program objectives had been met and that the program had met their expectations. They were particularly pleased with the opportunity to work in a college setting and with professional scientists.

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Raby, Rosalind Latiner. "Celebrating the Last 10 Years of Community College Internationalization." Journal of International Students 10, no. 4 (November 15, 2020): x—xiv. http://dx.doi.org/10.32674/jis.v10i4.2362.

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In the United States, about 36% of all community colleges offer international student programs, of which, about 13% also offer education abroad programs (Malveaux & Raby, 2019). Documentation on community college international education has existed since the 1950s. Advocacy for community college international education is also not new and is found in numerous American Association of Community Colleges publications, association reports, and addresses given by multiple generations of community college leaders who view internationalization as an important way to serve the community college missions of open access, to support gainful employment goals, and to support student success initiatives (American Association of Community Colleges, 2018; Boggs & Irwin, 2007; Gleazer, 1975). In celebration of the Journal of International Students 10th year anniversary, this essay outlines the advances made in community college mobility programs over the past decade. Mobility here refers to both inbound (international student programs) and outbound (education abroad programs). Community colleges play a critical role in training adults to gain skills needed for participation in a global economy where required job skills change rapidly. This global economy is a context in which international and cross-cultural skills are in high demand. This demand is being addressed by community colleges adding international learning in their academic and in career training curricula and programs. It is also addressed by fostering access to international programs and activities for all students. In 1996, Raby and Tarrow discussed how “with the current recession, the fate of international education is in jeopardy” (p. 20). In 2012, another recession became the backdrop against severe budget cuts that severely impacted periphery programs such as international education (Raby, 2012). Today, the economic context of COVID will once again redefine the number of students who can afford to travel, the ease of travel, and how much infrastructure support will be given by institutions to support international programs. Yet, in learning from the past, it is evident that …when the global economy stabilized so did internationalization efforts. Even more importantly is that after each crisis period, a new generation of individuals emerged as international advocates and who continually seek to implement changes in the college. Herein lays the promise of the future. (Raby, 2019, p. 16) The promise of the future rests on research previously conducted on community college internationalization as this research embeds advocacy and best practices so that patterns that work do not need to be reinvented. The community college mission does not have a singular focus as it was designed to serve multiple purposes. Internationalization is one of these missions (Ayers, 2015; Gleazer, 1975; Raby, 2019). This works in harmony with a local mandate to prepare graduates to gain local jobs, even those jobs that are located outside the geographic boundary of the college (Ayers, 2015). Internationalization is included in missions (Whatley & Raby, 2020) and in strategic planning policies (Copeland, 2016). Open access is a guiding principle that allows enrollment opportunities for all who want to learn. Open access supports current equity agendas. However, equity in international education while encouraging wide-spread enrollment also has limitations. For international students, there are minimum qualifications, including international testing scores and English language proficiencies. Other limitations occur when international students are labeled as a privileged group, which skews the services that they receive (Viggiano et al., 2017). For education abroad, minimum qualifications include grade point average requirements, code of conduct, financial ability, and deficit narratives that stereotype non-traditional students (Whatley & Raby, 2020). Today, there are dedicated offices and dedicated mid- and senior-level leadership positions that oversee internationalization. This includes partnerships with senior administration (Brennen & Dellow, 2013), with academic departments and campus services (Smith, 2019), and with campus assessment practices (Wood, 2019). There are also known areas for augmentation of support services. For international students, this includes office policies (Lau et al., 2019), student advising practices (Zhang, 2016), addressing marginalization resulting from prejudice and discrimination (Hansen et al., 2018), and understanding the heterogeneity of international students (Bennani, 2018). For education abroad, this includes creative financing (Giammarella, 2012), addressing deficit student labels (Raby, 2019; Robertson, 2019; Whatley, 2019), re-examining entry requirements, including planning time (Amani & Kim, 2017), and understanding when curriculum limits and when it expands free time (McKee, 2019). Decreased state and federal funding for community colleges complicates the financing of international education offices and accentuates marketing to increase the number of students who enroll in programs, which in turn, directly impacts the larger college budget. Research explains why the college needs to recruit international students (Bohman, 2014), why students want to study in community colleges (Zhang & Hagedorn, 2013), and why myths can negatively impact student success (Budd et al., 2016; Viggiano et al., 2018). Research also shows that international programs positively influence student success that lead to increased persistence, transfer, and completion. This is true for students who study abroad (Raby et al., 2014; Whatley, 2019) and for international students (Benneni, 2018; Slantcheva-Durst & Knaggs, 2017) whose high academic aspirations help them to overcoming personal challenges (Friedman, 2018). Since the 1980s, national associations, practitioners, and researchers used advocacy and research to develop and implement best practices. As a result, community college student mobility programs expanded in number and in scope. Today, it is common for colleges to include “international” or “global” in their mission, vision, and annual priorities. There is an increase in full-time dedicated positions for those leading international education, increased access for students to participate in various international programs, expanded use of technologies that further broaden access, and collaborations that extend beyond the campus. Most importantly, students choose to attend community colleges to better themselves, and they make sound decisions to engage in college programs to expand their knowledge, which includes international mobility programs. In the post-COVID period, it is likely that severe state funding challenges, lower overall and international student enrollments, and high turnover of senior administrators will once again challenge community college international education. I propose that the significant research about community college internationalization has taught five points that will be important drivers in moving international education forward. First, advocacy needs to reinforce that local is not the opposite of global and that international education is indeed one of the community colleges’ missions as it encapsulates an academic shift that promotes international literacy as a critical employability and educational skill. Second, avoid haphazard implementation of services that reinforce hegemonic patterns in which some students are given access to life-altering experiences while others are denied those experiences. Third, eliminate student stereotypes that feed into a negative narrative. Fourth, use caution when designating students as a desirable source of revenue. Finally, understand that the limits of student success are connected to a lack of supportive institutional practices rather than to a lack of student interest. Above all, “Change is a choice needed to be made by visionary leaders who must prioritize and then lead these reform efforts that are sustainable and not impacted by the shifting of time and institutional circumstances (Raby, 2019, p. 17).

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Laponis, Ryan, Patricia S. O'Sullivan, Harry Hollander, Patricia Cornett, and Katherine Julian. "Educating Generalists: Factors of Resident Continuity Clinic Associated With Perceived Impact on Choosing a Generalist Career." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 469–74. http://dx.doi.org/10.4300/jgme-d-10-00227.1.

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Abstract Background Fewer residents are choosing general internal medicine (GIM) careers, and their choice may be influenced by the continuity clinic experience during residency. We sought to explore the relationship between resident satisfaction with the continuity clinic experience and expressed interest in pursuing a GIM career. Methods We surveyed internal medicine residents by using the Veterans Health Administration Office of Academic Affiliations Learners' Perceptions Survey—a 76-item instrument with established reliability and validity that measures satisfaction with faculty interactions, and learning, working, clinical, and physical environments, and personal experience. We identified 15 reliable subscales within the survey and asked participants whether their experience would prompt them to consider future employment opportunities in GIM. We examined the association between satisfaction measures and future GIM interest with 1-way analyses of variance followed by Student-Newman-Keuls post hoc tests. Results Of 217 residents, 90 (41%) completed the survey. Residents felt continuity clinic influenced career choice, with 22% more likely to choose a GIM career and 43% less likely. Those more likely to choose a GIM career had higher satisfaction with the learning (P = .001) and clinical (P = .002) environments and personal experience (P < .001). They also had higher satisfaction with learning processes (P = .002), patient diversity (P < .001), coordination of care (P = .009), workflow (P = .001), professional/personal satisfaction (P < .001), and work/life balance (P < .001). Conclusions The continuity clinic experience may influence residents' GIM career choice. Residents who indicate they are more likely to pursue GIM based on that clinical experience have higher levels of satisfaction. Further prospective data are needed to assess if changes in continuity clinic toward these particular factors can enhance career choice.

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Zakharova, L. V., O. N. Moskovchenko, U. Solimene, N. V. Tretyakova, N. V. Bannikova, N. V. Lyulina, and O. A. Kattsin. "Organisation of physical education in universities for students with disabilities: Modular approach." Education and science journal 22, no. 7 (September 7, 2020): 148–75. http://dx.doi.org/10.17853/1994-5639-2020-7-148-175.

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Introduction. Traditional approaches to the implementation of physical education (PE) curriculum for students with disabilities in higher educational institutions do not allow students to fully develop their psychomotor activities and to keep at full preparedness to be involved in health preservation activities. The lack of scientifically grounded provisions and effective methods of educational process organisation of students’ physical education affects the quality of physical education at the university. The key to the problem solution is the idea of realisation of continuing health preservation education principles in the framework of PE curriculum. This allows educators to organise physical education curriculum content as ranging from rehabilitation and correctional activity to physical fitness, and later by doing sports and training activities.The aim of the present publication is to reveal the essence of developing and designing a modular-based physical education curriculum for university students with disabilities.Methodology and research methods. The current study is based on the guiding principles in the field of adaptive physical education, which demonstrate the possibility of motor activity development of a person with disabilities, taking into account the biological patterns of functioning of a human body. The application of person-centered and activity-based approaches allowed the authors to consider a student as an actor of educational activity, who is capable of independent development and realisation of personal growth strategy through physical improvement. A differentiated approach to PE educational process construction made it possible to provide reasonable distribution of physical activity in accordance with the student’s functional and psycho-physiological characteristics and own level of fitness. The employment of modular approach to the curriculum building helped develop the PE system, taking into account the principles of continuing health preservation education. In the course of the research the following methods were applied: content analysis of scientific and methodological literature and normative documentation, pedagogical testing, pedagogical experiment, the cardiovascular and respiratory systems for a body functional state assessment with the help of “OMAS”1 hardware and software complex and Medicor KTD-2. Also, the authors used the methods of mathematical statistics to process the study results. The received data were processed with Microsoft Office Excel. The evaluation of the validity of differences in the average values of the studied indicators was performed according to Student’s t-test at a significance level of 5%. The growth rates of indicators were calculated according to Brody’s formula.Results and scientific novelty. On the basis of a modular approach, the authors developed and presented PE curriculum in higher educational institutions adapted for students with disabilities. The curriculum consists of three modules: indicative, corrective and specialised. The content of each module is revealed through four continuous periods of academic training – evolving, leading, basic and supporting. Such structure allows for gradual increase in the volume and intensity of physical activity through basic testing methods: pedagogical assessment, current check, progress check, intermediate assessment, as well as solution of specific issues of adaptive PE. The implementation of the proposed curriculum helps significantly increase adaptive and resource potential of a student with special needs.Practical significance. The proposed model of modular-based PE curriculum in higher educational institutions adapted for students with disabilities can be applied for development and implementation of PE curricula in educational organisations of any educational level.

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Pepper, Ian K., and Ruth McGrath. "Teaching the College of Policing pre-employment “Certificate in Knowledge of Policing” to undergraduate students." Higher Education, Skills and Work-Based Learning 5, no. 2 (May 11, 2015): 196–206. http://dx.doi.org/10.1108/heswbl-10-2014-0047.

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Purpose – The purpose of this paper is to assist in identifying the value to the student of the College of Policing approved Certificate in Knowledge of Policing (CKP), whilst identifying some of the challenges encountered by both students and staff. Design/methodology/approach – The research involved students completing self-administered questionnaires both on commencing their study of the CKP and completing the programme. Written student feedback was also collected and a focus group was facilitated with the academic teaching staff. The research approach adopted was aimed at influencing the development of the programme, whilst establishing the value of the CKP to students. Findings – The research suggests that completing the CKP did not significantly influence the students’ career choice, however, it did have a positive impact on the development of their confidence in terms of applying for the role of a police officer. Both staff and students identified the quantity of the knowledge to be taught and learnt, with staff also reporting the additional benefit to them of refreshing their subject knowledge. Research limitations/implications – The external validity of this research beyond the sample group is limited, due to, for example, different programmes of study at different institutions, etc., however, the findings are informative. The reliability of the research is good, however, it must also be considered the behaviour of respondents may have been influenced by taking part in the research. Further longitudinal research should be conducted following cohorts of students completing the CKP through initial application to employment. Practical implications – The CKP is currently viewed by many as an educational package to be completed prior to an application for employment as a police officer, whereas consideration should be given to using the CKP as a way to inform and build an individual’s confidence that the police officer role is the career for them, or otherwise. Originality/value – This research has identified how, amongst this group of students, completing the new concept of a pre-employment CKP, approved by the College of Policing, has increased their confidence in applying to become a police officer. As such, this is of value to those teaching the CKP and the College of Policing.

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Grigal, Meg, Clare Papay, Frank Smith, Debra Hart, and Rayna Verbeck. "Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs." Career Development and Transition for Exceptional Individuals 42, no. 1 (December 17, 2018): 17–28. http://dx.doi.org/10.1177/2165143418813358.

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The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

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Czapski, Grzegorz, Stanisława Nazaruk, and Barbara Sokołowska. "The Situation of Graduates and Students in the Polish Labour Market." Economic and Regional Studies / Studia Ekonomiczne i Regionalne 16, no. 4 (December 1, 2023): 656–75. http://dx.doi.org/10.2478/ers-2023-0040.

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Abstract Subject and subject of work The subject of the study is to indicate the situation of students and graduates on the Polish labour market, taking into account data on the number of students and graduates, as well as employment and unemployment statistics in selected years. Materials and methods The study used the method of analysis of legal acts, data of the Central Statistical Office and analysis of the literature on the subject. Based on the qualitative analysis of the available documents, the main changes in the employment of university and secondary school graduates were indicated, taking into account the main factors limiting their employment. Results People with higher education are in a particularly good situation on the labour market compared to secondary school graduates. In the process of hiring employees, the age, the field of study of the candidate and the actual situation on the labour market are important. Conclusions Factors limiting employment were identified, both on the part of employers and the graduates themselves, taking into account the selected time period and the situation on the labourmarket.

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Yen, Tsai-Fa(TF). "The Role of Office Hours in Supporting Students in Ethnic Universities: An Empirical Study on Human Resource Management." Asian Journal of Education and Social Studies 50, no. 8 (July 24, 2024): 145–53. http://dx.doi.org/10.9734/ajess/2024/v50i81514.

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Office Hours not only solve problems left over in class stimulate students' learning motivation and overcome students' learning obstacles, but also build a closer relationship with teachers and get professional advice on further study and employment. However, most teachers and students lack understanding and recognition of this system. Therefore, how to establish a set of Office Hours system and implement it in a reasonable and orderly manner has become a critical research topic. The purpose of this study is to explore the implementation of Office Hours in colleges and universities in ethnic areas; the curriculum learning problems perceived by students; the suggestions perceived by students; the effects of Office hours perceived by students, and to provide relevant recommendations. This study obtained data through a literature search and the implementation of Office Hours. A total of 56 students were selected to participate in the interview. Big data analytics was adopted to get useful words and interpret them later. The results show that in terms of curriculum, the respondents perceive the problem course as advanced mathematics and computer. In addition, the respondents' perceived recommendations included building interests, practising, and writing notes. In addition, only 17% of students received help, on average, when only academic issues were discussed. Therefore, this study puts forward useful and feasible suggestions for universities in minority areas and follow-up research.

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Alonso, Laura, Gemma Delicado, Rocío Tosina, and Rocio Perez Guardo. "Belbin’s Team Role Theory and Shared Leadership for Universities Employment Services: New Bridges Between Graduates and Employers." International Journal for Leadership in Learning 23, no. 1 (December 26, 2023): 28–47. http://dx.doi.org/10.29173/ijll31.

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Nowadays, higher education institutions are required to have a more significant role in society, especially by leading mediation among stakeholders and transferring their research results. In Spain, universities still do not have a substantial role in linking potential employers and graduates. In this indispensable context of transferability and collaboration, The University of Extremadura and the state Employment Office of the region of Extremadura signed an agreement with the aim of becoming bridges between students, former students and employers. To do so, the Internship and Employment Office (SEPYE) was launched to develop actions and projects that will increase the employability of students. In order to optimize the SEPYE, a diagnosis and capacitation process that allowed the training of the service’s staff was developed. This process was designed under a shared leadership perspective using Belbin’s team roles theory as a diagnosis tool. In this article, the description of the creation of the service, the training of its staff and the results of the strategy using Belbin’s theory will be described with the idea that this common leadership collaboration can be transferred to similar contexts.

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Zhou, Dongsheng, Yang Lu, and Min Wei. "Curriculum Reform and Practice Exploration of "Foundation of Innovation and Entrepreneurship" for College Normal Majors." Journal of Education, Teaching and Social Studies 5, no. 4 (November 24, 2023): p101. http://dx.doi.org/10.22158/jetss.v5n4p101.

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According to the statistics of the Ministry of Education, the scale of ordinary college graduates in 2023 is expected to reach 11.58 million, an increase of 820,000 compared with 2022 (General Office of the State Council of China, 2015). This figure once again hit a record high in employment, and the employment situation is becoming more and more severe. All walks of life in society have higher and higher expectations for the comprehensive ability of college students, and college students are facing greater pressure and challenges in the process of job-hunting. This paper will discuss the curriculum design, teaching mode, education and teaching reform strategy, experimental research, conclusions and prospects, so as to provide some useful references for the education and teaching reform of innovation and entrepreneurship management courses for college students, and improve the quality of graduate training and employment competitiveness.

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Sinha, Neeta, and Neelam Kshatriya. "Gen Y’s Workplace Expectations on Employment Terms and Conditions: Comparative Analysis of Collegians and Office Goers." Scholedge International Journal of Management & Development ISSN 2394-3378 3, no. 8 (November 26, 2016): 137. http://dx.doi.org/10.19085/journal.sijmd030801.

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Over the past few years, an increase in stress has been witnessed amongst employees of various generations, working together at the workplace. In the process of settling at work, Millenials (Gen Y) are demonstrating new behaviors with the intent to gain success, which is starkly different from their predecessors. The objective of the study is to make a comparative analysis of the workplace related expectations of Gen Yers first as students and then as employees in order to analyze if these expectations change with time and experience, or remain the same. Data was collected through “Two Stage Stratified Random sampling” from Millennial MBA students from four major districts of Gujarat. Out of 843 respondents, 555 i.e. 65.8 percent were students and 288 i.e. 34.2 percent being the young working professionals. The students rated “Salary” as the first selection criteria and “job security” being second whereas Professionals rated “Job Security “as the most important factor and “Salary” was rated second, thereby stressing on the importance of these two variables in their selection criteria. “Location of the job” was rated as the least important variable both by the Students and Professionals thereby indicating that they are mobile and interested in taking up assignments that can help expand their outlook irrespective of the location. For these five variables; the average ranking given by the respondents was cross tabulated with 1.Age, 2.Gender and 3. Status, in order to bring out the comparative importance assigned to each variable.

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Deng, Meilin. "Research on the impact events of the main stressors of college students based on the analytic hierarchy process." Region - Educational Research and Reviews 3, no. 2 (May 12, 2021): 18. http://dx.doi.org/10.32629/rerr.v3i2.296.

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A Likert scale questionnaire was used to investigate the stress level of 386 college students in a university. According to the difference analysis of the survey data, it is found that male college students are significantly more stressed than girls in terms of love emotions, and junior students study The pressure is significantly higher than other grades. Further, establish a hierarchical analysis model of the psychological pressure sources of college students, analyze the main impact events and weights of the five aspects of college students’ social, study, love, employment, and family pressures, and conclude that the employment pressure accounted for the highest proportion, mainly due to the lack of competitive advantage of the undergraduate degree, but the difficulty of the postgraduate entrance examination has been increasing year by year, etc. Followed by the pressure of study, and then family, social interaction and love. In terms of information application, it has a certain guiding role in the psychological education and guidance of University Management Office.

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White, Graeme L., Paul A. Jones, Alex Hons, Ron Edgar, Mark Suchting, and Chris Burdett. "The New Teaching and Public Access Observatory at the University of Western Sydney, Nepean." Publications of the Astronomical Society of Australia 11, no. 2 (August 1994): 188–90. http://dx.doi.org/10.1017/s1323358000019871.

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AbstractA grant from the Department of Employment, Education and Training and matching funding from the University of Western Sydney, Nepean, has allowed the construction of a teaching and public access observatory on the University’s Werrington North campus. The observatory consists of a lecture theatre for about 50 students, an office for administration and project/souvenir sales, and an enclosed office for research activities. The 6·5 m dome will house a fork-mounted 0·6 m (24 inch) Ritchey-Chrétien telescope working at f/10. There will also be two outside observation areas for tripod-mounted telescopes. The expected completion date for the entire project is mid-1994.

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Browne, Barbara. "Learning Through Internships: A Refugee Resettlement Program." Practicing Anthropology 9, no. 2 (April 1, 1987): 9. http://dx.doi.org/10.17730/praa.9.2.06115m47j2pj8gj1.

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Training and researching outside the United States can be very rewarding and an opportunity to work internationally can be exciting. Realistically, however, many students of applied anthropology do not have the freedom to live outside the United States. Therefore, they must look for employment closer to home which can be just as satisfying, both professionally and personally. This paper will briefly discuss my work as an intern for the Office of Refugee Resettlement, Region IV, located. in Atlanta, Georgia, and my subsequent employment with the Refugee Health Care Program for the State of Georgia. Pros and cons of both interning and working for federal and state agencies will be examined.

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Han Hee-JIn and Jung-Ho Yang. "Analysis of university life and employment performance of university students admitted by Admission Officer System." Journal of Education & Culture 24, no. 5 (October 2018): 309–27. http://dx.doi.org/10.24159/joec.2018.24.5.309.

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Podoska-Filipowicz, Elzbieta, and Andrzej Michalski. "DETERMINANTS OF PROFESSIONAL CAREERS OF BACHELOR’S DEGREE GRADUATES – THE FACULTY OF TOURISM AND RECREATION." Tourism and hospitality management 14, no. 1 (2007): 69–78. http://dx.doi.org/10.20867/thm.14.1.6.

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: Tourism has recently been one of the fast developing industries in Poland and all over the world. It is an important source of job opportunities. The estimated global rate of employment in tourism management is 10% of the total employment rate. It also makes a significant contribution to the gross domestic product. Globally, it is estimated as 10%. Tourism has recently been one of the fast developing industries in Poland and all over the world. It is an important source of job opportunities. The characteristics of the contemporary labour market with regard to tourism include: • seasonal character of employment, • part-time employment, • high percentage of women employees, • demand for employees of different fields and occupations, who may be employed in tourism management directly (hospitality, catering, direct tourist traffic service) or indirectly (trade, transport, banking, administration, manufacturing of: sports and tourist equipment, foodstuffs and other) – complementary employment in the sphere of tourist traffic service, • options of professional activity for the retired and the pensioners (seasonal character of employment), • seasonal and part-time job opportunities for pupils and students. All the characteristics of the tourist labour market must be taken into consideration by students taking up education at the faculty of tourism and recreation, when they plan their professional careers. The bachelor’s degree studies at this faculty are provided by many schools: university schools of physical education, universities of economics, other universities and many private schools. According to data provided by the Central Statistical Office (GUS), the estimated number of students of this faculty is approx.28 thousand, which makes approx. 1,5 % of the total number of students in Poland.

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Mašošins, Jurijs. "Netipiska nodarbinātība (pamatveidi un organizācija)." Sabiedrība un kultūra: rakstu krājums = Society and Culture: conference proceedings, no. XXIV (March 24, 2023): 69–76. http://dx.doi.org/10.37384/sk.2022.24.069.

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New forms of work based on new technologies are emerging in the EU economy. One of the significant changes in the labor market is the pluralization of the type of employment relationship and changes in the way work is done. The article deals with atypical employment – employment relationships that do not meet the standard full-time, permanent work for an indefinite period and office work. Atypical employment is also an employment relationship where the employee works for different employers. Non-standard forms of work played an increasingly important role in the labor market, especially during the pandemic; they became especially important, noting the increase in the proportion of atypical contracts. Job instability is a new way of life today. Part of the unresolved labor market problem is structural unemployment and uneven integration of all groups into the labor market: people with disabilities, young students, and the elderly. Legal protection of non-standard workers is relevant. Such persons are not always well insured in terms of social security, unemployment insurance, or access to pensions.

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Reegård, Kaja. "Creating Coherence." YOUNG 25, no. 2 (June 6, 2016): 141–56. http://dx.doi.org/10.1177/1103308816639390.

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This article considers how young people actively participate in their own socialization process by following their journey through the weakly institutionalized vocational education and training (VET) programme for office work in Norway. The article explores the meaning-making strategies students use to construct coherent narratives when faced with uncertain school-to-work transitions. The study is based on qualitative longitudinal interviews, following the same students over a three-year period. They enter vocational education open-minded, yet confident in its future labour market advantages. Initially, they thrive and consider office work a viable career path; however, this enthusiasm is dampened gradually. Deprived of employment opportunities, they complete the apprenticeship and face poor job prospects in a labour market that favours higher education credentials. By reinterpreting vocational education as being of general utility within a discourse where extended transitions are considered normal, they neither appear regretful nor consider themselves deceived.

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Rafindo, Yanuar, M. Salam, Nurmalia Dewi, and Yetniwati Yetniwati. "Perspektif Guru dan Siswa SMKS Fania Salsabila Kota Jambi tentang urgensi pembelajaran hukum ketenagakerjaan untuk membangun entrepreneurship Alumni." Academy of Education Journal 15, no. 1 (March 20, 2024): 734–43. http://dx.doi.org/10.47200/aoej.v15i1.2288.

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This research aims to find out the perspective of teachers and students of Fania Salsabila Vocational School, Jambi City regarding the urgency of learning employment law to develop entrepreneurship alumni. To find out the importance of your rights and obligations as a worker, then regarding existing employment laws. This research was conducted at Fania Salsabila Vocational School, Jambi City. Research data was obtained by observing, interviewing and documenting teachers, students and the head of the Jambi Province official vocational school assessment curriculum section. The informants used as subjects included: 2 teachers, 3 students and 1 Jambi provincial office. The approach used is a descriptive qualitative approach with descriptive qualitative research type narrative research. The research results can be concluded that the perspective of vocational school teachers and students regarding the urgency of learning labor law is that teachers and students do not know enough, understand labor law but know it is important and agree that learning labor law is important. From the results of this research, it is recommended that teachers and students work together to realize labor law learning in the curriculum and vocational high schools.

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Archvadze, Joseph. "TRANSFORMATION OF THE FORMAT OF STUDY AND WORK IN THE CONTEXT OF THE CORONAVIRUS PANDEMIC." Economic Profile 15, no. 20 (December 25, 2020): 8–21. http://dx.doi.org/10.52244/ep.2020.20.01.

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Despite the fact that the coronavirus pandemic caused an economic crisis and a significant reduction in demand and supply, it gave a strong impetus to the development and massive use of information technology, in the beginning of a new long wave of the economic cycle. The pandemic is not a challenge only to the world community, but it also tests it - to what extent it is able to quickly and efficiently digitize the economy, transfer production to a new technological level, and ultimately, implement the fourth technological revolution. The Internet, telecommunications already have the opportunity to improve their qualifications in their own or promising specialties of interested persons through appropriate online courses. In countries with developed market economies and before the pandemic, the number of students in such courses was almost equal to the number of university students, and in the coming years, in all likelihood, it will significantly exceed it. This fully fits into the life-long learning trend caused by rapid technological changes, which nullifies the "eternal status" of the acquired profession. In less than a year since the beginning of the global coronavirus pandemic, there have been significant changes in the organization of forms of study and teaching in universities. The latter have to seriously revise their teaching methods in the "rapid chess" mode and abandon outdated forms of teaching. COVID-19 has paved the way for distance learning and work, online lessons, lectures, video conferences. However, the distance, online form of training and work has not only advantages, but also disadvantages, the ultimate level of efficiency. At the same time, at present, not all students, students and even educational institutions have the technical and material capabilities to provide online learning. Knowledge is a multifunctional tool with the help of which a person copes with certain tasks. Taking this into account, the university should equip young people with such knowledge that will have not only informational load, but also great applied value. In the context of the pandemic, universities are faced with serious challenges, most of them are like a downward spiral orbit: on the one hand, online teaching saves money on the maintenance and operation of classrooms, but on the other hand, this means reducing the costs of students (their parents, sponsors, etc. etc.), the appropriate adjustment of their mobility plans, which makes the administration and the state the need to pursue a new, changed educational and economic policy. In the context of a pandemic, the implementation of these tasks faces a serious danger: traditional forms of study and knowledge transfer are disrupted and the market requirements become not entirely clear due to its significant narrowing. The question of the need to reduce the dependence of the cost of studying at universities on the contributions of the students themselves (their parents, sponsors, etc.) is becoming increasingly acute. Such expenses in state universities should be completely borne by the state, which will practically reduce to zero the motivation of the universities to maintain undisciplined students within the walls of the university and will significantly increase the demand towards them (and, accordingly, the quality of education). Which place can online learning take in a pandemic period? In general (without taking into account the mention in the context of the pandemic), the advantage of online education is unambiguous for those specialties, the perspective of which presupposes predominantly the same format. However, it should be remembered that the online format is a specific, actually surrogate form of social relations and professional and personal self-confidence and communication skills are practically not based on it. So, instead of a tug of war between online and offline forms, it is necessary to find the optimal balance between the forms of their complementarity and not interchangeability. Online courses for stakeholders are no less mobilizing. Listening to a lecture in this format is possible at a convenient time (at home, while traveling, while waiting for a bus or waiting in line for purchases, etc.). These courses are a subjective choice of everyone and are not a forced form for gaining some number of so-called credits. Due to high motivation, the degree of development is more stable and higher. Over time, the knowledge gained through such courses will become more valuable in the selection of an employee for a vacant position. Distance learning, in spite of the fact that it has a number of advantages (convenient, economical - it saves costs on transport, time, egalitarian, etc.) is still a substitute - it only partially replaces, but does not replace fully relations between the lecturer and student (as well as between academic staff). It does not replace such aspects of full-fledged student life as the living relations of students, their joint participation in public events. In the online format, it is possible to transfer knowledge, but not the nuances of culture, behavior, creativity, national and regional sensitivity, humor, etc. Online learning and relationships is, figuratively speaking, a movie shot on a flat screen, while classroom learning is a movie in 3D. The focus on distance learning has one very significant side effect: it creates a danger to the level and frequency of mutual communication of academic staff. Because of this, departments and social and professional unions can undergo a serious deformation of their significance. Accordingly, this will increase the degree of alienation of the academic staff from the universities that provided them with jobs. The problem of socialization, from a slightly different perspective, is also faced by persons engaged exclusively in scientific work - how will scientific links, "chained" by common ideas and goals, be formed? The final effectiveness of the chosen training format (online vs. offline format) is determined by the effectiveness of the training process. The latter is largely determined by compliance with the requirements of the labor market. In turn, this compliance is largely predetermined by the systemic (instead of episodic) contact of potential employers with universities. The coronavirus pandemic is directly reflected in the scale and format of employment - it reduces the overall contingent and significantly changes the employment situation, "throws" a significant part of the employees who have retained their jobs online. Remote forms of work, which were already pioneered by higher and general education schools, will develop even more, new, more sophisticated forms of intensification of work of employees employed at remote locations will appear. Here, as in other spheres of economic and social life, the boundaries between the traditional division of working and non-working (free) time will actually be erased. However, online work has refrained level of efficiency. For example, it is very problematic to create a workplace at home - not everyone has the opportunity to organize a separate office, a desk for such work, which creates psychological and, often, physical discomfort. The fact is that online work has a concomitant negative effect. It causes the atomization of the collective, the corrosion of its unity. To the extent that representatives of higher education and the academic sphere can lead the students who have switched online, not only in their studies, but also in the development of skills and feelings of socialization and empathy in them, the future and the maturity of civil society will largely depend on this. It is necessary to find a kind of "golden mean" of relations both between students and academic staff, and with representatives of "their own cluster", in which direct live relationships may not be as intense and daily as before. The rest of the time will be completely transferred to their self-organizing and self-fulfilling "box of time". The final victory over the pandemic will eliminate or significantly alleviate most of the above problems, however, the need to adapt everyday life, study, work to the online format of relationships will remain highly relevant.

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Laws, Kaitlyn, and Ravichandran Ammigan. "International Students in the Trump Era." Journal of International Students 10, no. 3 (August 15, 2020): xviii—xxii. http://dx.doi.org/10.32674/jis.v10i3.2001.

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We’ve all seen the numbers—In 2016, the Institute of International Education (2020) reported a 3% decrease in first-time enrollment of international students in the United States, amounting to nearly 10,000 students. This initial dip, a first since the Institute for International Education began collecting data in 2005, has continued in both 2017 and 2018 (see Table 1). Some in the field have attributed the trend to an increase in the price of education, heightened global competitiveness, and a decrease in sponsored scholarships from key markets. However, many have also pointed to the U.S. political climate following the election of President Donald Trump (Glum, 2017; Rose-Redwood & Rose-Redwood, 2017; Saul, 2018; Smith, 2017). While some international educators have called the impact of Trump immigration policies on international college students trivial, other institutions have noted concerns over the experiences of international students (Deruy, 2017; Pottie-Sherman, 2018). In response to the 2016 election, a number of institutions quickly reacted with messages of support to their international community. Universities across the nation leapt to action. Most notably, the #YouAreWelcomeHere campaign swept the nation, with more than 380 institutions of higher education participating (NAFSA, 2020). With its “America First'” vision, the Trump administration has focused its efforts in three main areas of immigration: border security, interior enforcement, and employment (The White House, 2018). The President has encountered setbacks in achieving some of his goals, but many proposed changes in immigration law have succeeded (Pierce, 2019). Among his most recent actions are presidential proclamations that suspend certain employment-based visas to preserve domestic jobs and support the U.S. economic recovery amid the Coronavirus pandemic. In order to pursue its aggressive immigration agenda, the administration has crafted and adopted a powerful narrative for the American public that has been distributed through digital and news media. It can be argued that this narrative, employed as a tool for supporting policy change, has had an impact on the feelings of safety, security, and belongingness for many people, including international students and scholars in the United States. The Narrative Policy Framework (Shanahan et al., 2018) argues that stories are integral in shaping the entire policy cycle, from agenda setting through implementation. It acknowledges a narrative’s four main structural elements: setting, characters, plot, and the moral of the story. Beyond its structure, the Narrative Policy Framework also suggests that policy actors may utilize strategies to move their audiences in one direction or another, serving as a powerful catalyst for change (Shanahan et al., 2018). Burgeoning literature in the field of international student services hints at this connection between an increasingly unwelcoming environment for international students and their growing feelings of insecurity (Bartram, 2018; Mathies & Weimer, 2018; Rose-Redwood & Rose-Redwood, 2017). International student support offices across the world may vary in organizational structure and the range of services they provide, but all share the responsibility of assisting international students in their educational and cultural transition to campus (Ammigan & Perez-Encinas, 2018; Briggs & Ammigan, 2017). As international educators, it is our responsibility to reach across disciplines for tools that help us better understand and serve our communities. While some of us have institutional responsibilities to administer regulatory compliance with shifting immigration policies and procedures, we must also acknowledge that the support model for our students may need to be recalibrated so we can directly address the potential impact of other environmental factors, including political narratives. Below, we offer a few recommendations for administrators and support staff to consider as they bolster support for their international community. Incidentally, these propositions might also be relevant to many non-U.S. institutions that are addressing similar situations and issues on their respective campuses internationally. Provide access to accurate immigration advising. Amid confusion and varying perspectives on changing immigration policies, it is important for designated university officials to remain accessible to students and scholars who seek timely and factual guidance on their visa status and employment options as per official government regulations. Establish an open forum for addressing concerns. Some students, despite struggling to understand the effects of a changing political climate, may experience social withdrawal and hesitate to come forward. Institutions must consider creating a safe and supportive space for dialogue. This also includes regularly assessing the needs and challenges of their students. Partner with service offices, academic units, and student organizations on campus to develop collaborative resources that can help address the overwhelming fears and anxieties among international students and scholars, and ensure their wellbeing and academic success. Develop initiatives with local government and community organizations to create a welcoming home and friendly setting for international visitors. International student support offices can play a leadership role in developing supportive networks and connections with the wider community. Implement culturally sensitive orientation programs and early interventions that support international students during times of high stress to help them with their academic, social, and cultural adjustment to campus. As university administrators and staff recognize the impact of political narratives on the wellbeing of our international communities, it is critical that we remain proactive in providing support services that are intentional and inclusive in nature. Such initiatives not only enhance the student experience but can help advance diversity and internationalization efforts across the institution.

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Ikpeama, F. U., O. W. Nwaokokorom, and V. N. Ezeyi. "Entrepreneurship opportunities in business education as a means of reducing social vices." Journal of Professional Secretaries and Office Administrators 25, no. 1 (December 31, 2017): 128–38. http://dx.doi.org/10.69984/jopsoa.v25i1.33.

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The study was carried to identify the entrepreneurship employment opportunities in business education and how they can curb societal crimes in Nigeria. Data collected from 200 respondents were analyzed using mean and ANOVA statistics. The findings showed the entrepreneurship opportunities in office education, marketing education and accounting education are rated slightly high in curbing societal crimes. The test of hypothesis showed that there is no significant difference among the mean responses of the respondents with different qualifications on how entrepreneurship opportunities in business education can curb societal crimes. Based on the findings it was recommended among others that tertiary institutions should acquire necessary ICT equipment and adequate teaching facilities for effective teaching business education oriented courses and that business education students should acquire the necessary skills, knowledge and attitudes that can sustain self and gainful employment ventures.

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Mosiek, Piotr. "Współczesna szkoła wobec dylematów codzienności – oblicza wsparcia dla samodzielności i rozwoju." Kwartalnik Pedagogiczny, no. 66/3 (December 13, 2021): 83–102. http://dx.doi.org/10.31338/2657-6007.kp.2021-3.5.

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Contemporary Polish school, subjects to constant reforms, faces the difficult task of preparing students to function in a dynamically changing reality. Apart from tasks in the field of education and care, it seems to be of key importance to fulfil the pro-employment function. The changing labour market entails a change of strategy to support students. It must additionally be focused on building internal relations and community and on cooperation of the school with various institutions of the local environment (poviat labour office, social welfare centre, health service, church, non-governmental organisations, etc.). On the other hand, school cannot remain indifferent to the difficult life situations of its students. Hence, a school serving to optimise human opportunities should be at the same time a school that minimises critical life situations and their effects through its pro-employment and supporting activities. Such a sociopedagogical model of the functioning of contemporary school meets the axiological, social and educational challenges of today’s society, in which the attempts at regulating human existence find support in careful upbringing. The article takes a sociopedagogical stand, in which strong emphasis is placed on social support for students (pro-social activity of the institution) treating concepts of altruism and recognition as crucial to new pedagogical tasks.

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Dibbari, John Celestina, and Lawrence Patience. "Business Educators Perception of Digital Skills Required by Office Technology and Management Students for Employability." International Journal of Research and Innovation in Social Science VII, no. IX (2023): 1917–25. http://dx.doi.org/10.47772/ijriss.2023.71054.

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The management of any organization be it private or public expects its employees to possess relevant digital skills to perform effectively in this dispensation. The study examined business educators’ perception of digital skills required by Office Technology and Management students for employability. Based on the objectives of the study, two research questions guided the study. The study adopted descriptive survey research design. The population of the study consisted of 111 business educators drawn from Polytechnics in North-East Nigeria. The entire population was studied, no sample since the population was manageable. A structured questionnaire developed on a five point Likert rating scale tagged ‘’Business Educators perception of Digital Skills Required by Office Technology and Management students for Employability’’ (BEPDSOTMSE) with 23 items was used to elicit data from the respondents. The instrument was validated by three specialists in the field. The reliability of the instrument was determined using Cronbrach Alpha which yielded a co-efficient of 0.77 signifying that the instrument was reliable. Data collected were analyzed using mean and standard deviation. The findings of the study revealed that all the skills were highly required for employability by OTM students’ based on the perception of business educators. The researchers recommended among others that Management of institutions should ensure that orientation be given to prospective candidates which is vital in the early stage of entry into the Polytechnics about the skills required for employment.

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Lee, Kyoungmi. "A Case Study on the Grow path and Continuous Learning Activities of SMEs innovative technical manpower." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 381–400. http://dx.doi.org/10.22251/jlcci.2022.22.23.381.

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Objectives The purpose of this study is to investigate the effectiveness of programs at high vocational schools and universities in a view of technical manpower mastering their entry jobs, and the growth path and people who gradually attempted innovative learning activities in and out of the organization and the local consortium. The learning performance researched according to the Kirkpatrick Model. Methods Individual interviews with college professors, Delphi surveys to develop performance indicators, and questionnaires with high school students, college students, teachers, professors, graduates, and corporate official were conducted. Being participated in the business meeting, it recorded the document, opinions and debates presented by public officer and researchers. Results In the individual learning process, job identity education was important for long-term employment in SMEs. To get certificates was effective in cultivating learning habits, the professional way of thinking was naturally acquired in close contact and communication with the professor. Although the role of companies does not meet the students and school officials’ expectation, employment contract decreased the energy waste and make student concentrate on preparing entry job. Group self-efficacy by observing alumni for a long time affect investment plans for R&D personnel growth. SMEs is easy to acquire experience as a president with undifferentiated job duties. To note, there is less social prejudice against technicians from vocational high schools and disadvantage to get qualified by post learning. Conclusions It analyzed the overall project evaluation, insufficient to view the learning that can be classified as an innovative technical manpower in this sample. A follow-up study is requested on how technical personnel occupy a high power position in technology, management, and education fields out of view that consortium unit as organizational learning.

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Turanov, Yuriy, Volodymyr Rak, Iryna Lutsyk, and Yuriy FRANKO. "CHANGES IN THE TRENDS IN THE USE OF INFORMATION AND COMMUNICATION TOOLS FOR FUTURE PROFESSIONAL AND TECHNOLOGICAL EDUCATION SPECIALISTS." Physical and Mathematical Education 33, no. 1 (April 2, 2022): 52–56. http://dx.doi.org/10.31110/2413-1571-2022-033-1-009.

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Formulation of the problem. The study aims to substantiate and determine the dynamics of changes in the use of information and communication tools in the process of training future specialists in vocational and technological education. Materials and methods. The study used theoretical analysis, surveys (questionnaires, interviews), observations, systematization, analysis of data, comparisons, and generalizations. Results. The analysis of a survey of future specialists in vocational and technological education conducted in 2016-2021 at TNPU named V. Hnatyuk is presented. Despite the high and medium levels of grades in the school computer science course, before the COVID-19 pandemic, some of the students rated their readiness to use computer technology as low, which was explained by gaps in practical training, software updates, and occasional use of digital technology in the classroom. The locations of students' work with computer equipment in the 2019/2020 academic year (at home, in offices and laboratories, with friends, at the place of work of parents, in Internet clubs, at the place of employment, etc.) were studied. The COVID-19 pandemic has led to the prompted introduction of distance learning, the use of computer technology and software in all classes, which has helped to increase the IT skills of participants in the educational process. Conclusions. Analyzing the research data, it can be argued that the COVID-19 Pandemic has led to the rapid development of ICT in education. The dominant means of ensuring the educational process were laptops (99.2%) and mobile devices (98.4%). Most used software - Microsoft Office, Google cloud services; online platforms - Zoom, Google Meet, digital board Padlet; social networks - Viber, Telegram, WhatsApp; LMS systems (Google Class, Moodle). Further research is needed on the optimization of tasks for students, compliance with sanitary and hygienic standards of work with information and communication tools.

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Sugilar, Sugilar. "The online examinations at Universitas Terbuka: an innovation diffusion viewpoint." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 82–93. http://dx.doi.org/10.1108/aaouj-01-2017-0004.

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Purpose The purpose of this paper is to provide insight into the students’ adoption rate of the online examinations at Universitas Terbuka (UT), which is a hotbed of technological innovation in higher education, by analyzing the students’ adoption rate of the online examinations related to their academic factors (program of study, GPA, credit earned), socioeconomic status (age, sex, marital status, employment status), and residential factor. Design/methodology/approach This is an in-depth case study of 1,540 first-year students for the period ranging from the start of the second semester of 2013 to the first semester of 2016 at Bengkulu Regional Office of UT. During the term, quantitative data were set up with ordinal regression to measure the extent to which the adoption rate categories were influenced by such demographic characteristics as academic attainment, personal background, and current residence. Findings The results showed that while the program of study, grade point average, credits earned, sex, and residence had systematic effects on adopter categories, employment and marital status did not. The highlights of the results were that students with GPA less than or equal to 2.9 were 2.02 times likely to fall into a higher adopter category as compared to those with GPA above 2.9, and students residing in city were 2.50 times more likely to hit the higher levels of adopter category, compared to those residing outside city. Research limitations/implications As this is a case study of the students enrolled in the second semester of 2013 and because there has been a rapid change in the way people access information technology, further work should be done, in particular on the sample of students who have enrolled lately. Practical implications The institution of open and distance learning (ODL) should accelerate the introduction of new learning resources based on diffusion of innovation modeling. Social implications It is also recommended to especially encourage the new students of ODL to have a feeling of easiness and self-confidence regarding online examinations, and understand their importance. To achieve this objective, regional office staffs can guide the students to try out the online examination in the orientation study activities for new students. Originality/value Despite the extensive research on diffusion model for the past decades, this field of study has much more to offer in terms of describing and incorporating such current innovation as an online examination in ODL platforms with which to associate students’ academic and demographic profiles.

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Miller, Antony D., Enkhbayar Batsaikhan, Zolzaya Gankhuyag, and Jargalmaa Ganbaatar. "The Chinese Graduate Unemployment Crisis 2023. A Comprehensive Geo-Educational Study." International Journal of Scientific Research and Management (IJSRM) 11, no. 11 (November 24, 2023): 1603–18. http://dx.doi.org/10.18535/ijsrm/v11i11.sh05.

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It is said that “Graduation marks the end of one era and the beginning of a new one.” Lemire, S. (2023). As for Graduates of the People’s Republic of China, the new means a future employment struggle. As this is one of the most discussed topics in Asia, this comprehensive research study investigates the trials and tribulations involved in the pursuit of work for graduating students in one of the most competitive job markets in the world. Unearthed within this body of work, the team of researchers discovered that a bachelor’s degree is not sufficient even to obtain a first position. Many company recruiters in 2023 now seek postgraduate students instead, due to the intense competition of the recently graduated pool of alumni to apply for first-tier office-oriented positions. In addition to this burdensome or arduous outlook, to find gainful employment. i.e., These graduates have requested higher salaries in the major cities to be proportional to the rising standard of living costs, as recruiters usually offer a standardized lower wage for newcomers at job fairs. Therefore, the psychological effects and ramifications for the new generation in China, have both been delineated and discussed in this paper.

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Lottan, Thunusha Pillay, and Caren Brenda Scheepers. "YES: leading a Youth Employment Service towards increasing impact." Emerald Emerging Markets Case Studies 14, no. 1 (March 6, 2024): 1–24. http://dx.doi.org/10.1108/eemcs-06-2023-0229.

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Learning outcomes The learning outcomes for this case study are as follows: learning outcome 1: evaluate the environmental context of Youth Employment Service (YES) and ascertain whether YES is a social enterprise. Students will provide an analysis of what is happening around the business, and why addressing youth unemployment is an urgent matter to address; learning outcome 2: apply basic financial principles to evaluate the basic profit and loss statement of YES. In a business management class, students need to recognise the importance of applying basic financial principles to ensure the financial sustainability of a business. Therefore, the objective is for students to evaluate the basic profit and loss statement in the case’s exhibit. The focus is not necessarily on the numbers, but rather on the insight that students will gain into the organisation’s strengths and development areas; and learning outcome 3: create recommendations by considering the exploitation of existing opportunities and the exploration of new opportunities to innovate. Students should understand the principles of organisational ambidexterity and provide suggestions on how they can be used by organisations to reshape their desirable future. Case overview/synopsis On 31 March 2022, Leanne Emery Hunter, the chief operating officer of the YES, was considering how YES could increase their impact. Hunter considered how to convince more corporations to sponsor their efforts in creating work experiences for South African youth. In addition to exploiting these efforts that they were already involved with, YES could explore new opportunities to increase their impact, such as focusing on the community hubs and the innovative products they were developing. Expanding YES’s community hubs to serve as support to the youth would require a capital investment in technology and specific skills within the next six months. Hunter, therefore, faced the dilemma of managing the tensions between focusing on YES’s existing offering, which had a social impact, while paying attention to secure their future by focusing on the financial sustainability and expansion of YES. Its ceremonial inauguration in March 2018 was ushered by President of South Africa Cyril Ramaphosa, followed by its registration in October 2018. YES was challenged to look for new ways of creating a proactive growth strategy. YES had a social mission to address youth unemployment, students will, however, need to ascertain whether YES is a social enterprise. The case shares financial results and students have an opportunity to calculate profit and loss and offer recommendations on the financial viability of YES while fulfilling their social mission of contributing to youth employment. Students must give recommendations to resolve the dilemma of Hunter in managing the tension between their existing social impact and the future financial sustainability of the business. Complexity academic level The case is suitable for post-graduate courses in business management in business administration programmes. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

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Divina, Leonora V. "Placements and Sustainability Program of Business Courses in Selected Higher Educational Institutions in Metro Manila: Basis for Academic and Industry Partnership Plan." International Journal of Scientific Research and Management 11, no. 01 (January 30, 2023): 4491–96. http://dx.doi.org/10.18535/ijsrm/v11i01.em9.

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The present professional climate for graduates is very volatile, owing to the unpredictability of corporate restructures, technological advancements, outsourcing, and remote working, among other factors. This new professional context has prompted a philosophical rethinking of what constitutes acceptable employability learning. Due to restrictions imposed by the COVID-19 epidemic, many students doing professional placements and internships were force to leave their actual location of employment. Some students completing professional experiences lost their orders, while others accepted job arrangements that required them to work remotely online. Work readiness and preparedness played a vital role in business goal in today’s pandemic since it influences graduate success in the workforce. Many businesses want to hire new graduates because they believe they will bring new and innovative ideas to the company, but it is essential that the graduates be work-ready and prepared to do the job properly. The business provides work preparation and pre-employment training to freshly graduated employees. Furthermore, as the professional world moves toward a more flexible working arrangement that may include a remote workplace environment mixed with an office environment, this paper examines the potential benefit of their experiences in terms of being more capable in online work skills as a result of remote working.

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Journal articles on the topic 'Student Employment Office'

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