Journal articles on the topic 'Universities and colleges Graduate work Zambia'

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

Although some students choose to work while enrolled in college, others may have no choice but to work, even if work may be detrimental to their chances of succeeding in college. Leveraging 17 years of statewide student-level records from Tennessee, the authors examine the relationship between working while enrolled and degree completion, time to degree, credit accumulation, and grade point average. The authors aim to increase understanding of how the timing and intensity of work relate to student outcomes and to explore how these relationships differ by college sector, industry of employment, and student characteristics. The authors find consistent negative associations between work and academic success, especially at higher levels of work intensity. Working students attempt and earn fewer credits and are 4 to 7 percentage points less likely to complete college. Among completers, working students take longer to graduate, even though they earn similar grade point averages and complete their attempted credits at similar rates to nonworking students.

Abstract The purpose of this study was to ascertain the number of ASHA accredited graduate Communication Sciences and Disorders (CSD) programs offering specific course work addressing school-based issues for the speech-language pathologist. This research was conducted through e-mail survey distribution to 250 universities and colleges across the United States. The results are presented with pedagogy development and program planning suggestions.

Studies on work–family conflict amongst university faculty members indicate that women experience significantly more conflict in balancing their dual roles than their male counterparts. Research suggests that female faculty may be disadvantaged because of the norms structuring academic environments, which seemingly accommodate the life courses of men. Interestingly, the experience of work–family conflict for graduate students, who are besieged by many of the same environmental forces as female faculty, has been largely ignored within the scholarly literature. In the present study, qualitative responses regarding work–family conflict from 65 academic women (32 faculty; 33 graduate students) from universities and colleges across Canada were submitted to thematic analysis. Results revealed three interconnected themes: masculine workplace norms, the need to choose between work and family, and consequences of work–family conflict. The findings point to the need for academic institutions to critically examine their cultures surrounding motherhood in an effort to provide hospitable environments for faculty and graduate students who are, or who will become, parents.

Graduate unemployment is one of the serious challenges in China, including the graduates of a large number of public and private higher education institutions. The collection of entrepreneurial employment education resources in colleges and universities is a basic project and a key link to promote the rapid development of education informatization. Data mining has various applications in different fields such as health care, smart agriculture, smart cities, smart businesses, and education, but is playing a vital role in the field of education and businesses. The applications of data mining provide new technical tools and development directions to realize the common construction, sharing, and collection of entrepreneurial employment education resources in colleges and universities. The closed nature of teaching resources within colleges and universities leads to the inability of external search engines to search them, which hinders the search and access of teachers and students and seriously affects the smooth implementation of current innovation and entrepreneurship employment work. Aiming at the real demand of entrepreneurial employment education resource collection in colleges and universities and the characteristics of on-campus resources, this study proposes a data mining-based algorithm for entrepreneurial employment education resource collection in colleges and universities. The algorithm obtains entrepreneurial employment demands from the academic affairs system, collects on-campus online teaching resources through internal crawlers, and provides services for teachers, students, and employees through online teaching resource collection drive subalgorithm and quick recommendation subalgorithm. We also compared the proposed model with the CLR model. The case analysis and performance experiments show that the proposed algorithm has a good resource mining effect, high user satisfaction, and high recommendation efficiency, occupies fewer system resources, and shows high performance as compared to the CLR model.

The graduate profile is the role of the graduate of the study program or field of expertise / field of work planned after completing education from the study program. The determination of the profile of study program graduates is generally carried out based on the results of the assessment of stakeholder needs. Based on data from the Ministry of Research, Technology and Higher Education, the IT study program is one of the most majors or study programs in Indonesian universities and the highest number of enthusiasts choose this study program each year. Each year, graduates of IT study programs have a large number of graduates, both vocational and non- vocational colleges. The number of IT graduates is large but they have low graduate competencies, even they do not have competencies in the IT field so that their work is not in accordance with the graduate profile that has been designed. Therefore, it is necessary to conduct research to classify the profile of graduates who have worked based on tracer study data using the Naïve Bayes Classifier method. This study uses attributes, namely study program, value criteria, gender and field of work and the labels used are status (Linear and Non-Linear). The results of the study on the classification of the profile of graduates using the Naïve Bayes Classfier method show that alumni work not according to the profile of graduates by 73% and according to the profile of graduates by 23%, with a data accuracy rate of 87% and are included in the good classification category.

The author, a recent graduate of the Doctor in Public Administration program, shares his thoughts about what it means to study public administration in the twenty-first century. He hopes his insights, born out of more than a forty year-long career in the field—decades of work in colleges and universities as a faculty member, dean, provost, vicepresident, and acting president, as well as his extensive experience in teaching public administration at the graduate and undergraduate levels—will help doctoral students in their academic pursuits. More specifically, he hopes that his remarks will make Ph.D. students think more deeply about the promise of their endeavors and, on the other hand, give them advance warning about perils of the process and ways to avoid them.

<p style="text-align: justify;">To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.</p>

Low carbon economy makes effect on employment. It shows that low carbon is not only a kind of life philosophy. With the development of new energy technology, it has risen to national economic strategy, and may become a new economic growth point. At the same time, the adjustment of energy structure, not only benefits to the sustainable development road of economic development to" green" , and also brings in new hope for improving the current employment situation. The employment situation of college graduates is an important index of social inspection and evaluation of the quality of running a school; it is one of the core competitiveness of schools. Graduate employment status relates to the school reputation directly. This paper studies that how colleges and universities do the employment work of graduates.

In order to make effective use a large amount of graduate data in colleges and universities that accumulate by teaching management of work, the paper study the data mining for higher vocational graduates database using the data mining technology. Using a variety of data preprocessing methods for the original data, and the paper put forward to mining algorithm based on commonly association rule Apriori algorithm, then according to the actual needs of the design and implementation of association rule mining system, has been beneficial to the employment guidance of college teaching management decision and graduates of the mining results.

Within the National Collegiate Athletic Association (NCAA) Football Bowl Subdivision (FBS) and Division I men’s basketball many profit-athletes travel to Predominately White Institution (PWI) work sites for “pre-professional” sport opportunities. At most PWIs the Black male student population is less than ten percent, while football and men’s basketball rosters are overwhelmingly comprised of Black athletes. This study—using multiple regression models—examines the relationship between athletic success and profit-athletes’ graduation rates. The main dependent variable is the Adjusted Graduation Gap (AGG) as a measure of academic success. Results indicated Black profit-athletes who play for the most successful FBS football and NCAA D-I men’s basketball programs graduate at significantly lower rates than full-time male students. However, at Historically Black Colleges and Universities (HBCU) Black football and men’s basketball players graduate at higher rates than full-time male students.

Abstract Colleges and universities that can withstand the fallout of the COVID-19 crisis will need to redouble their efforts to engage students in the kinds of intellectual and social experiences that cannot be attained remotely or in isolation. Public humanities, which promotes collaboration, civic and community engagement, and inter-institutional alliances, can be one such reparative force for the reconstructed university. This essay describes the work of graduate student researchers in an interdisciplinary public humanities seminar at Emory University who partnered with a large regional theater on a project involving dramaturgy and audience engagement for a spring 2020 production of Lynn Nottage’s play Sweat (first performed in 2015). The graduate seminar and the project—both before and in the wake of the COVID-19 outbreak—offer a compelling model for critical humanistic pedagogy and research that counteracts the isolation and insularity exacerbated by the pandemic.

In recent years, colleges and universities have seen an increase in a relatively new model of Catholic campus ministry: missionary organizations. As these missionaries grow in number, there is also an increase in the number of campuses that simultaneously use missionaries and long-term, professional ministers with graduate degrees. Drawing upon two national studies of Catholic campus ministers and the work of a national task force, this article will illuminate the obstacles these blended teams face in crafting a more holistic engagement with the Catholic tradition. It will also outline the steps to promote a more integrated ministerial vision and to become more pastorally effective. Implications for ministry more broadly are discussed.

To secure the information systems and safeguard the personal and social data, experts engaged in the IT security departments should be increasingly turned out. Many universities have incorporated information security courses at the undergraduate and graduate levels as part of information systems or computer science majors, and some high vocational colleges set the IT security specialty to train the information security operators. However, most graduates are lack of practical operations and they don't have the qualifications to do the job. To train the IT security experts, appropriate methods should be developed. We propose a training mode based on project_based learning team. In the team, students work together in small groups aiming at a project topic, which is pertinent to their real contexts. Through analyzing the quality of the ability improving of each individual in the project team, the professional skills and practical experiences of most students are greatly improved.

Tracer study is needed to understand how well a university has performed in terms of developing the competencies of its students and in preparing them for the world of work. This study was conducted to determine the employment characteristics and job experiences of the graduates of VSU's graduate degree programs, and their feedback on their educational experiences in the university. Data were gathered by sending online questionnaires to graduates with active email accounts, handing in questionnaires to alumni working in VSU and nearby agencies and institutions, and conducting interviews and focus group discussions with graduates working in some institutions in Bohol. Of the 73 respondents, 78% finished master's degree only at ViSCA/LSU/VSU, while 16% finished both master's and doctorate degrees from the university. Almost all (99%) are employed, 84% have regular or permanent positions, 78% are working in academic institutions/state universities and colleges either as faculty members, researchers, extension workers or administrative staff, 27% occupy supervisory positions, and 64% got promoted after earning their graduate degrees in VSU. A great majority of the respondents (92%) considered the graduate degrees they earned as highly relevant to their current jobs. The top five skills they learned in VSU which they found useful included teaching (78%), communication (69%), critical thinking (63%), problem-solving (55%), and human relation skills (52%). The graduate programs were rated high by the respondents in terms of seven criteria, including relevance of the program to professional requirements (4.65), teaching/learning environment (4.33), teacher-student relationship (4.31), quality of program delivery (4.29), range of courses offered (4.20), library, laboratory and other facilities (4.10), and work placement (4.07). This suggests that the respondents were generally satisfied with the university's graduate curricular offerings. However, they gave some suggestions to further improve the delivery of graduate degree programs by VSU.

Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore the relationship between graduate employment, pre-university educational attainment and degree classification achieved. The study also explored student choice with respect to university prestige. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, Universities and Colleges Admissions Service (UCAS) tariff points and degree classification. The data were analysed to establish whether there was a difference in the choices and highly skilled graduate employment of the joint honours students, focussing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings For any UCAS tariff band, the higher the POLAR4 quintile the higher the rate of highly skilled destination. Russell Group outperform the Post-92 graduates in their rates of highly skilled destinations, for any tariff band and for both joint and single honours degrees. Higher POLAR4 quintile graduates are more likely to study at the Russell Group, with this effect increasing the higher the UCAS tariff. With the exception of first class honours graduates from Post-92 universities, joint and single honours from the Russell Group have a higher rate of highly skilled destination than Post-92 in the next higher degree classification. Social implications Low POLAR4 quintile students with high UCAS tariffs are “under-matching” and there is an impact on their graduate employment as a result. Originality/value This study adds new insights into joint honours degrees and also reinforces the literature around educational advantage and achievement prior to university, and the impact on graduate employment. Educational disadvantage persists over the course of a university degree education, from the perspective of gaining graduate employment. Higher quintile graduates are proportionately more likely to achieve the highest degree classifications, and proportionately less likely to achieve the lowest classifications, than graduates from the lower quintiles. Joint honours graduates are less likely to achieve a first class honours degree than single honours, and this will affect their rate of highly skilled destination.

Art is a very practical activity, especially music art. Quality music education at colleges and universities is vital for the ideological and moral schooling of students. Owing to the rapid expansion of music education at graduate level, the building of therapeutic evaluation of music instruction is critical. In fact, most of the music instruction in colleges and universities has not built a scientific and appropriate evaluation system based on the actual teaching quality of the classroom. This work combines the emerging neural network (NN) technology with standard method of music teaching evaluation and proposes a novel method—Music Teaching Quality Evaluation Network (MTQEN). To effectively improve performance of the model, the method uses a one-dimensional convolutional neural network (1D-CNN) being optimized from three aspects: expanding the receptive field, reducing training parameters, and enhancing operationality. Instead of the traditional convolution layer, the dilated convolution layer is utilized to increase scope of local receptive field and to improve the feature extraction efficacy. To improve training rate and to eliminate dependency on batch size, the filter response normalization (FRN) is used. Moreover, global pooling is used to reduce the requisite training parameters and to improve the training efficiency. Results of the evaluation show that performance of MTQEN in term accuracy (95.6%) and recall (93.3%) is better than the other contemporary models. The method proposed has great significance in pedagogy of music and arts, whereas the network designed may be enhanced to effectively evaluate teaching in related domains as well.

The current climate of criminal justice agencies reveals eroding community trust of local police advanced by growing attention to violence among police and citizens, differential justice in our courts, limited governmental accountability, and decades of overreliance on the correctional system and the mass incarceration of our most vulnerable citizens. The policies and practices of criminal justice agencies coupled with the conditions in which many Americans live have contributed to an overrepresentation of African Americans/Blacks within police interactions and arrests, in courts and sentencing, corrections, and juvenile justice. Similarly, the underrepresentation of African American/Blacks as practitioners and workers within these agencies have yielded a dichotomized view in which African Americans represent “the most of the worst and least of the best.” In effort to reverse these trends, the Florida Historically Black Colleges and Universities Expanding the Bench Project utilizes the consortium of Florida’s Historically Black Colleges and Universities (FL HBCUs) as an effective mechanism to educate and train criminal justice, sociology, social work, education, psychology, and STEM science faculty and students on performance management using the Results-Based Accountability framework. The purpose of the Annie E. Casey Foundation sponsored project is to increase the representation of people of color with knowledge and expertise in program evaluation. With approximately 3,000 students (undergraduate/graduate) and 30+ faculty members represented among the social, education, and behavioral science disciplines of FL HBCUs, the consortium is uniquely positioned to develop and train current and future human service professionals, leaders, and experts in Florida and nationally.

Э. К. Вирсаладзе - профессор Московской государственной консерватории имени П. И. Чайковского, пианистка с более чем полувековым концертным стажем, ученица выдающихся музыкантов А. Д. Вирсаладзе, Г. Г. Нейгауза, Я. И. Зака, продолжающая их артистические и педагогические традиции. Ее преподавательская деятельность началась в 1967 году, еще во время обучения в аспирантуре Московской консерватории, и продолжается по сей день. В данной статье представлены рекомендации Э. К. Вирсаладзе по работе над произведениями Ф. Листа, имеющие высокую художественную и практическую ценность. Буквально по тактам она разбирает нюансы динамики, штрихов, аппликатуры фортепианных Сонаты-фантазии «По прочтении Данте» и Сонаты h-moll. Статья рекомендуется студентам музыкальных колледжей, училищ и вузов, а также всем интересующимся музыкантам. E. K. VirsaLadze is a Professor at Tchaikovsky Moscow State Conservatory, a pianist with more than half a century of concert experience, a student of outstanding musicians A. D. Virsaladze, G. G. Neuhaus, Ya. I. Zak, continuing their artistic and pedagogicaL traditions. She began her teaching career in 1967, while still studying at the graduate school of Moscow Conservatory, and continues to this day. This article presents the recommendations of E. K. Virsaladze on working on the sonatas of the F. Liszt that have high artistic and practical vaLue. Literally by the measures, she anaLyzes the nuances of dynamics, strokes, fingerings of the Sonata-Fantasy “After Reading Dante” and the Piano Sonata in B minor. The articLe is recommended for students of music colleges, colleges and universities, as well as for all interested musicians.

Using data from a longitudinal survey of college students from over 400 institutions, we examine the impacts of occupational internship programs and voluntary academic leave on returning academic achievement, post-college ambitions, and general facets of the college experience. Previous literature on college internships has focused on labor market effects and the literature on academic leave has emphasized its causes. Much less has been done to analyze effects of these occurrences on collegiate outcomes. College internships are found to have a positive effect on grades, increase desires to work full-time or attend graduate school immediately following graduation, and slightly increase ambitions to have administrative responsibilities and be financially well off. Voluntary academic leave is found to have only negative effects on collegiate outcomes, including study habits and academic achievement upon return. Implied policy implications are that colleges and universities should champion internship programs but discourage college tenure interruption for other reasons.

Background: There is limited research on the impacts of smoke-free policies on students’ attitudes and smoking behaviors at Historically Black Colleges and Universities (HBCUs) in the United States. This study examined African American students’ attitudes toward differential smoke-free campus policies and their smoking behavior at two HBCUs in the Mid-Atlantic region. Methods: In this original study, 202 African American undergraduate and graduate students enrolled at two urban HBCUs participated and completed the online and in-person surveys conducted between October and December 2019. Descriptive statistics (Chi-square χ2 and t-statistics) and multivariable logistic regression were used to examine differences in smoking attitudes and behaviors by smoking-free policies. Results: One of the two surveyed HBCUs supported a comprehensive smoke-free policy (CSFP), which prohibits any tobacco use, including smoking, anywhere on campus at any time. The other HBCU followed a regular smoke-free policy (RSFP), which limits smoking to certain designated areas. The majority of students at the two schools reported that the smoke-free policy had not affected their smoking behavior. The multivariable analysis did not indicate a statistically significant association between students’ attitudes toward smoke-free policies and their smoking behavior. Furthermore, the difference in smoking prevalence between the two schools was not statistically significant by policy type. Conclusions and Implications for Translation: Smoke-free polices have the potential to educate about smoking and impact attitudes toward smoking. Implementing and enforcing a comprehensive or regular smoke-free policy is an essential initiative to ensure a healthy learning environment for students. Understanding the context-specific factors that contribute to smoking behaviors among African American students provides additional important insights into developing programs for students at HBCUs. Key words: • Comprehensive or Regular Smoke-Free Policy • Health Equity • Health Disparities • Historically Black Colleges and Universities (HBCU) • Tobacco Control • Student Copyright © 2020 Martin, Jr. et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.

Role of talent management in higher education has improved in the first years of the21st century all over the word. Prior to the social-economic transformation, the Hungarian higher education was characterized by special elite education. Only 10-15% of students with GCSE (General Certificate of Secondary Education) were admitted to the universities or colleges. Due to the stricter selection system the eminence was sort of precondition of continuing the studies at higher levels. At the same time the students’ scientific activity was introduced more than sixty years ago, and developed at higher educational institutions as a further screen: the ambitious students could take part in special activities in addition to their compulsory curriculum studies, they could carry out research works independently or within the frame of teamwork. Following the post-socialist transition the number of students in higher education swelled significantly: almost 50% of high school graduate students were admitted to universities or colleges. The increased number of students in higher education and the three-cycle transformation of training also urged the reconstruction of the framework of former talent management. In the paper we give a short outlook of the popular forms of talent management, their experimental results, as well as the related problems. We examine the questions that need to be answered in the transformed higher education. These could lead back to the problems induced by the Bologna-system (multi-cycle training). They are the followings: problems of selection of talents in the shortened training time, respectively the shortened time available for those students’ research works which lasted for several years previously, problems of changing tutorial and student scales of values and attitudes, questions of requirements of continuity in the training chain of bachelor – master – PhD level etc. The situation of the students’ scientific research work– a unique movement in Europe – was the focus of the study, furthermore its results and connection with the third level (Ph.D.) of the Bologna-system higher education. Key words: competition, eminence, mass education, students’ scientific activity.

Aim/Purpose: The purpose of this paper is to understand how one graduate program shaped doctoral students’ scholarly identities as interdisciplinary scientists. Background: Scholarly identity refers to the ways individuals see themselves as legitimate, contributing members of their academic community. However, much of the research on scholarly identity focuses on students and faculty within traditional, discipline-bound contexts. We therefore know little about how doctoral students develop scholarly identities that are interdisciplinary in nature. By interdisciplinary, we refer broadly to scholarly work that uses methods, concepts, frameworks, or perspectives from two or more academic fields or disciplines, or scholarly work aimed at addressing research problems that spans multiple academic fields or disciplines. Methodology: This qualitative, ethnographic case study focuses on the University of Maryland’s Language Science Center (LSC), which houses a National Science Foundation Research Traineeship (NRT) Program for doctoral students in the interdisciplinary language sciences, which includes fields such as linguistics, hearing and speech, computer science, and neuroscience. The LSC is nationally and internationally known for its interdisciplinary graduate training program and thus provides a platform for understanding the components of graduate training that contribute to students’ scholarly identity development as interdisciplinary scientists. We draw from four years of qualitative data collection, including student interviews, student and faculty focus groups, ethnographic observations, and document analysis. Contribution: Across the public and private sectors, there is a strong push for developing interdisciplinary solutions to society’s problems. However, many colleges and universities are not organized to encourage interdisciplinary collaboration and research. Focusing on the ways one graduate program facilitated interdisciplinary scholarly identity development for doctoral students therefore provides graduate programs with a potential roadmap for navigating the barriers that may block the development of students with interdisciplinary research interests. Findings: We found curricular and co-curricular NRT program activities contributed to students’ scholarly identity development as interdisciplinary scientists by connecting them (or “plugging them in”) to a pre-existing, interdisciplinary network of students and faculty; increasing doctoral student competence in the methods, cultures, and perspectives of other disciplines; encouraging doctoral students to find common ground with scholars from different disciplinary backgrounds; and broadening doctoral students’ views of the potential impact and application of their work. Recommendations for Practitioners: Graduate training programs in the interdisciplinary sciences should think strategically about the kinds of activities that help students develop a scholarly identity and the conditions and contexts in which scholarly identity development might be undermined. We offer multiple examples of the kinds of activities graduate programs can consider using to facilitate scholarly identity development and the underlying mechanisms that make such activities successful. Recommendation for Researchers: Developing a scholarly identity is an important component of doctoral student success and should be considered as a useful potential theory for individuals who study graduate education. Impact on Society: Graduate programs play a critical role in training not only the next generation of faculty, but also the next generation of scientists in government and industry. If more graduate programs can successfully train doctoral students to be interdisciplinary scientists, societal benefits could include more responsive and adaptive solutions to pressing social problems. Future Research: Future researchers should consider how different graduate training elements produce students with different types of interdisciplinary scholarly identities, how the scholarly identity of students trained in interdisciplinary graduate programs continues to evolve as they transition into both academic and non-academic careers, and the strategies and experiences of faculty members who mentor students from outside of their own disciplines.

PurposeAs part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs contribute to diversity work in their programs.Design/methodology/approachA case study approach was used to understand the nature of diversity work in four STEM doctoral programs that have enrolled and graduated women and/or underrepresented students of color at rates significantly higher than their disciplines, despite being located in states with affirmative action bans. This study analyzes qualitative data from 24 semi-structured interviews and four focus groups with students from across the four departments.FindingsData reveal that underrepresented students are simultaneously positioned as representatives of progress and uncompensated consultants in their departments’ ongoing equity and diversity efforts. As a result, student contributions to diversity work are experienced as an ongoing process of emotional labor in which institutional ethos and/or feeling rules in the department shape how students manage their internal and external emotions.Originality/valueAlthough diversity-related work is widespread and growing within colleges and universities, this study shows how student engagement in diversification efforts can lead to significant emotional burdens that go unnoticed and uncompensated. In highlighting the invisibility of emotional labor and the skew of its distribution toward minoritized groups, this research calls attention to how tacit feeling rules can undermine the ultimate goal of diversity initiatives within graduate departments and programs.

Our nation’s colleges and universities have frequently adapted their educational approaches and their relationships with society to respond to new social, economic and environmental challenges. The increasingly interconnected patterns that link together our lives on a global scale have created a new reality. Globalization offers an especially exciting and challenging blend of generational change combined with the emergence of a set of complex, multi-faceted problems created by the global context in which we all now live and work. How shall we educate our students for life in this new era? What can we expect of our graduates in a global world? The answer to these questions is straightforward but will require our institutions to make significant changes in their approach to educating their students and in their interactions with the broader communities that they serve. The approach is shaped by a clear sense of what a globally prepared graduate knows and can do, guided by clear learning outcomes exercised along a sequential pathway of experiences extending from the first year of college through to graduation. These experiences are supported by the use of engaged learning practices that draw students into work that is both personally and socially meaningful cross-disciplinary inquiry that focuses on Big Questions with the goal of finding ways to address those questions in ethical and responsible and effective ways.

Zambia like many other countries has not been spared from the destructive impacts of climate change. Climate change awareness creation is pivotal to adaptation and mitigation strategies. Effective dissemination of knowledge among the citizens during formal school years and later on in teacher training programs is crucial to that end. This paper investigates the quality of climate change education that students receive in secondary schools as well as the adequacy of the content taught from the teachers’ and pupils’ perspectives. It further investigated teachers’ and pupils’ opinions on the effects of embracing compulsory climate change education in secondary schools and teacher training colleges and universities. It is based on responses from secondary school students and teachers in Lusaka District. A descriptive survey design utilizing a structured questionnaire was administered to 152 randomly selected respondents drawn from 8 secondary schools within Lusaka. Data analysis involved chi-square tests and thematic analysis of respondents’ qualitative responses. Results also show that the level of climate change knowledge among secondary school teachers in Lusaka was not significantly low (χ2 = 9.488, n = 152, df = 4). Factors such as tertiary level qualification and teaching subject combination emerged as some of the major reasons for varying degrees of climate change knowledge among teachers and pupils respectively. It was recommended that the Ministry of Education should undertake climate change capacity building among teachers through the introduction of compulsory climate change training programs for all teachers at the college or university level, as well as comprehensive and compulsory climate change subject training at secondary school. Curriculum formulation agencies such Curriculum Development Centre and the Ministry of Education should work with teachers and university lecturers to come up with a detailed but easy-to-understand climate change curriculum content.

Entrepreneurship is recognized as a beacon of business start-ups. It drives individuals to realize their synergy, visualize and strategize / focus towards entrepreneurial path. It is a vibrant process aimed at creating economic returns through innovations. This study sought to determine the influence of internship exposure on entrepreneurial engagement between food and beverage diploma graduates from tertiary institutions. The study was informed by Human Capital Theory. An explanatory research design was adopted. Apart from graduates, lecturers from tertiary institutions that offer food and beverage courses also formed part of the respondents. Specifically, 14 institutions from Nairobi County were targeted for the study, which included two public universities, four private universities, three government technical institutions and five private training colleges. Fishers formula was used to derive the sample size from the population. Using purposive sampling technique and self-administered questionnaires, qualitative and quantitative data was collected. Descriptive and inferential procedures were used in data analysis. For quantitative data, Statistical Package for Social Sciences (SPSS) software was used, while for qualitative data, thematic analysis was used. From the inferential analysis, the findings indicated that internship exposure do not have significant effects on entrepreneurial engagements. The study concluded that internship exposure nurtures the graduates towards starting their own entrepreneurial engagement. Internship enables the graduate to build confidence, it is an eye opener for viable ventures and it’s a network through interaction with diverse personalities. The study recommends that it should be essential that industry representatives work closely with hospitality programs and educators to ensure that students are developing realistic advancement expectations and positive perceptions of their future in the hospitality industry. Keywords: Internship Exposure, Entrepreneurial Engagement, Tertiary Institutions

Objective – To study the ways in which novice academic librarians’ perceptions of librarianship develop from the time they decide to attend library school through their first 6 to 24 months of library work. Design – Grounded theory method utilizing two qualitative research techniques: one-on-one, face-to-face interviews and document analysis. Setting – The libraries of three Texas universities, three Texas four-year colleges, and one Texas community college. Subjects – 12 professional academic librarians who graduated from eight different graduate schools. Participants were 6 to 24 months into their professional careers and had little or no pre-professional experience. Methods – The researchers sought participants through mailings, emails, electronic mailing list postings, and referrals from other participants. They conducted a small pilot study with two novice librarians to refine their research methodology. The researchers interviewed additional participants and analyzed the interview transcripts until categories of interest were identified and saturated. Saturation occurred at 12 participants, not including the pilot participants. Each interview was 30-45 minutes. The researchers recorded the interviews and systematically coded the transcripts using activist imagery. Four of the participants gave the researchers their “statement of purpose” essay that they used when applying for graduate school. These documents were also discussed with participants and analyzed. Main Results – From the data they collected, the researchers identified six categories of interest regarding librarians’ perceptions of librarianship: deciding upon a career, experiencing graduate school, continuing education, defining the work, evaluating the work, and (re)imagining the future. In considering librarianship as a career, the participants had not been entirely sure what it entailed, but they utilized what they did know about libraries and librarianship to generally deem the profession solid, safe, and/or noble. They had further explored librarianship to determine its compatibility with their personal characteristics. Such personal reflection had led participants to graduate school where they gained a real understanding of librarianship. The participants had not generally found graduate school to be academically challenging. They had also valued practical over theoretical instruction. Once in the workplace, the participants noted the value of continuing education to strengthen the skills they had learned in graduate school. Participants benefitted the most from informal mentoring and on-the-job training, i.e. “learning by doing” (p. 192). As novice librarians, the participants had learned to feel their way around their job expectations and note the differences between their responsibilities and those of paraprofessionals in the library. As the novice librarians further defined their work, they had also learned that academic librarianship is the sum of many parts, including collaboration with peers. In evaluating their work, the participants noted that they had come to distinguish “real” academic library work, that which uses their expertise and helps society, from “other” work such as clerical work (pp. 195-196). The sixth and final category was “(re)imagining the future.” Most of the participants predicted having advanced as academic librarians in the next five years but were otherwise unsure about what their futures would hold. Conclusion – The researchers made a number of valuable observations in their work with novice librarians. As the step of deciding upon a career seemed to be a murky quest, they thought it would be helpful to analyze public opinion of librarianship and use that information to offset misperceptions about what librarians do. This might help those considering librarianship to make informed and conscious decisions. The study data also provided insight into graduate school. The fact that the participants did not consider graduate school to be rigorous concerned the researchers. They feared that librarians entering the field might not deem it a serious profession. Because the participants favored practical over theoretical classes, the researchers thought it important for graduate schools to teach theoretical concepts in a way that is more satisfying to students. They felt that other applied fields, such as nursing, might provide examples of how to do so. The researchers also noted that graduate schools could do more to prepare students for life on the job. As new librarians reported favouring “real” work over “other” work, the researchers felt that students should hear it first in graduate school that all the work librarians do is an important and necessary part of academic librarianship. As most participants were uncertain about what their futures as academic librarians might look like, the researchers thought that graduate school professors should address that issue as well. Data from this study also gave insight into how employers might best serve new librarians. The researchers suggest looking to new teacher induction programs to get ideas for orienting new librarians to the profession. Orientation might include a combination of formal and informal techniques such as peer mentors, peer observation, new librarian training, and new librarian handbooks in the first year of employment. Finally, the researchers proposed ideas for future research. They believe it might be helpful to study experienced academic librarians or new public librarians for comparison to this study.

The purpose of this paper is to identify differences in the measurement of innovation competence among business school students as well as the relationship between their innovation competence and academic performance along with self-monitoring. 247 undergraduate students (18–21 years old) studying in the leading universities in Saint Petersburg, Russia participated in the study. Data were collected using the Snyder’s self-monitoring scale and a new “Innovative competence” scale. The latter was adapted for the Russian audience from the “Framework for Innovation Competencies Development and Assessment” scale by reducing the number of statements by means of a confirmatory factor analysis. The study showed that none of the five components of innovation competence (creativity, critical thinking, teamwork, initiative, and networking) is related to student academic performance. Overall, male participants showed higher levels of self-monitoring than female participants. Also, our regression analysis indicated a positive and statistically significant relationship between student levels of self-monitoring and all five dimensions of their innovation competence. The new “Innovative competence” scale can be used by institutions of higher educations as well as for-profit and non-for-profit organizations. When levels of participants’ innovation competence and self-monitoring are assessed together, approaches to developing innovation potential among employees or students could be identified. The scale should be further tested among participants of other age groups and involved in different levels of education (e.g., graduate students) or types of educational institutions (e.g., professional and career colleges). The new “Innovative competence” scale can be used to measure levels of innovation competence among individuals with or without work experience or employment status.

Purpose Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable by experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). The purpose of this paper is to understand the scope of project management curriculum in universities’ hospitality programs, to understand the scope of project management skill requirements in hospitality firms and to narrow the disconnect between project management in academia and in hospitality firms. Design/methodology/approach The study used a mixed method approach. On the side of academia, a quantitative collection method was used to gage which universities offered a project management course, how many universities offer these courses and how many project management courses each university had. On the side of industry, a survey was administered to industry professionals in senior management positions. It was a quantitative survey designed to gage the importance of having project management as part of university curriculum. The aim was to show what was expected to be a disconnect between the two sides – academia and industry. A total of 57 responses were collected. Out of them 49 were usable. The Human Subjects consisted solely of two populations: individuals who worked in the hospitality industry. This accounted for 12 of the responses; individuals who worked in academia – more specifically in higher education at schools that offer Hospitality Management curriculum. This accounted for 37 of the responses. The subjects were identified and recruited through the professional networking site LinkedIn (for subjects that were industry professionals) and through both LinkedIn and American Hotel Lodging and Educational Institute databases for the subjects in academia. There were no direct potential benefits to the subject. The potential societal benefits of the study were the advancement of knowledge within the disciplines of both Hospitality Management and Project Management. The authors used the University of Memphis’ Qualtrics system and changed settings to anonymize responses so IP addresses would not be collected. The Qualtrics’ default is to collect IP addresses and GPS coordinates of those who responded. By setting the survey to anonymized responses the investigators were not able to collect this identifiable information. This information was included in the confidentiality, methods/procedures and in any other necessary sections/documents noting that the investigators would set Qualtrics to anonymize responses. Findings H1 was supported. The findings showed that most colleges and universities did not require project management classes for degree completion. Preliminary research showed that of 68 of the top hospitality programs in the world that were researched, only 7.5 percent required taking project management centric courses in order to graduate (College Choice, 2019; The Best Schools, 2019; Top Universities, 2018). In total, 43.2 percent of respondents answered “yes” when asked if their school offers courses in project management based on this definition of project management: “A project is temporary in that it has a defined beginning and end in time, and therefore the defined scope and resources. And a project is unique in that it is not a routine operation, but a specific set of operations designed to accomplish a singular goal. A project team often includes people who do not usually work together – sometimes from different organizations and across multiple geographies. Project management, then, is the application of knowledge, skills, tools, and techniques to project activities to meet the project requirement” (Project Management Institute) (See Table A1). Of 43.2 percent that answered yes, 64.3 percent said that the courses were required for graduation (See Table AII). Meaning, only 27.8 percent of schools surveyed offered and required completing project management courses for graduation. It should be noted that this number may be lower as bias may have played a factor. It is evident that hospitality programs understand the importance of project management because 85.7 percent of the colleges and universities surveyed are teaching project management concepts in courses that are not project management centric, like Meeting and Event Planning (See Table AIII). H2 was supported. Only 9.1 percent of respondents believed that project management skills are not at all important to line level employees. Most, 54.6 percent, believed that project management skills are important to some extent for line level employees. In total, 9.1 percent believed that project management skills are not at all important for supervisory level employees; 27.3 percent believed they are needed to some extent and 36.4 percent believed they are needed to a moderate extent. As for management level employees, it was found that 63.6 percent believed project management skills were needed to a great extent. For director level employees, 63.6 percent believed project management skills are necessary. Finally, 72.7 percent of respondents believed project management skills are necessary for both VP level employees and executive leadership (See Table AIV). It should be noted that one person did not believe themselves qualified to answer questions regarding project management within their organization. More than half of respondents said that project management skills are used to a great extent within their organization. H3 was not supported. Both hospitality schools and hospitality companies agreed that project management skills have some level of importance in academia and in industry – most believed the skills were very important at both junctions (See Tables AV and AVI). However, in the preliminary research the authors found that 55 percent of the top 111 hospitality companies had project management positions, meaning that there was a potential need for project management courses in colleges and universities (Ranker, 2019). As stated earlier, only 7.5 percent of the top 68 colleges and universities required project management courses to be completed upon graduation. So, the discrepancy lies within the vastly different percentages between project management positions within companies and project management courses within schools. Research limitations/implications The data provided strong evidence that supported the idea that project management is not required in hospitality programs upon completion. This opens new avenues to research the reasons behind schools not offering project management courses or making it a requirement for degree completion. On the other hand, project management skills are considered to be needed by hospitality managers. This provides valuable information for future studies that look to close the gap between academia and industry. The results indicated that project management is important for hospitality companies and schools, but the lack of project management education in colleges and universities is evident. The results of this study provided good news to students that aim to work in hospitality companies, since they can improve their project management skills and encourage their programs to stay updated with the industry needs so that they can succeed in their professional lives. Though this was an exploratory study of the project management discipline within the hospitality industry – with a limited sample size – the data clearly justified that there is room for additional data collection and research in this area of study. Practical implications The results show that there is a disconnect between project management curriculum in schools and project management skill demand in the hospitality industry. The research should encourage schools to invest appropriate resources into required project management curriculum. The hospitality industry is vast in the types of businesses that fall under it. Project management is one skill set that can be useful across most of the different businesses in the hospitality industry. From a practical standpoint, providing students with a solid background in the project management discipline provides them an advantage in the highly competitive hospitality industry. It accomplishes this by providing the students with in-demand knowledge and competencies that are both universally accepted and highly regarded by hospitality management companies as a skill set that is widely used in the industry. Social implications There were limitations to this study. Some pieces may be improved in future research. The Qualtrics survey could have been reduced in number and order of questions for a better interaction and results. The use of the Qualtrics database might be helpful to reach a bigger population. Potential steps could be taken to reduce bias that may play a factor in the responses. For example, some respondents may have claimed that their schools offer project management curriculum when in fact they do not, or they do not know to what extent. Originality/value Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable through experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). Most graduate level curriculum at universities was found to hone skills like written and oral communications, problem solving and decision making, organization, time management and cost control (Steed and Schwer, 2003). It has been suggested that universities add project management curriculum and experiential learning to their programs for a more streamlined transition from academia to industry (Steed and Schwer, 2003). Existing research on this subject is a bit dated, so the objectives were: to understand the scope of project management curriculum in universities’ hospitality programs; to understand the scope of project management skill requirements in hospitality firms; to narrow the disconnect between project management in academia and in hospitality firms.

Disability Studies has experienced steady growth in the humanities, the social sciences, and education departments of a growing number of United States colleges and universities. One area of study that has remained static is undergraduate health science, where the number of schools offering a degree in disability studies has grown slightly from two in 2009 (Cushing & Smith, 2009b; Taylor & Zubal-Ruggieri, 2013) to four in 2015 (Zubal-Ruggieri, 2015). Some disability scholars believe that health science students are missing out on an opportunity to incorporate this perspective into their outlook and approach to disability. Longmore (1991) believes that "students interested in healthcare . . . need to have the opportunity to study this [disability] in the same way that they have the opportunity to study women's history or African American history or Asian history" (Stanford University News Service, Silent Screen Villains section, para.12). This opportunity can shape a group of healthcare professionals who view disability from a unique individual perspective. The purpose of this survey research study was to examine alumni self-perception of the impact of completing a one-semester (16 credit) disability studies concentration in an undergraduate health science major. Fifty-one alumni from a New York area public research 1 level university who graduated between 2006 and 2012 with a Bachelor of Science in Health Science and a concentration in Disability Studies were surveyed to examine their perception of the helpfulness of the curriculum in four areas: practice and/or post-graduate study, comfort level interacting with people with disability, confidence level in ability to work with people with disability, and sensitivity and awareness of disability issues. This survey research study used descriptive statistics to analyze the responses to 10 Likert questions. The paper also includes comments from one open-ended question that allowed respondents to add additional thoughts and comments. The results strongly indicated that the health science alumni perceived a positive increase in the four focus areas as a result of completing the disability studies concentration.

Today’s college student is endowed with enormous pressure to succeed; to graduate within four years, to work part-time, to be involved in extracurricular activities, curate friendships, pursue internships, and maintain a competitive grade point average. These pressures can wreak havoc on the physical, mental, psychological, and emotional well-being of students. Eurocentric and patriarchal ideals shape American values and standards exacerbate the social pressures faced by minoritized groups who are already distanced from the status quo. The university campus is no exception to this exacerbation. College and university campuses can be viewed as microcosms of society; which means the same types of social discrimination, racial privileges, and racial oppression observable in the greater society are also observable on a university campus and influence peer-to-peer interactions, student self-perception, students’ relationship with professors, and ability to succeed. College and university campuses that are comprised of a predominately White student body, with students of color comprising a smaller group, are often referred to as Predominantly White Institutions (PWIs). While some PWIs strive to create a diverse and inclusive campus culture, many university campuses are deemed as unresponsive to the needs to racial minorities (Gomer & White). Unresponsive colleges and universities exhibit the effects of institutional racism: equating success with cultural conformity through campus culture, maintaining a racially homogenous faculty, and exclusionary practices which lead minorities to feel excluded, inferior, or forced to assimilate. In these environments, minorities are pressured to meet societal standards, assimilate and defy stereotypes which decreases their mental bandwidth and limits their capacity to learn and succeed on a university campus (Verschelden, 2017). Institutional racism, which reduces the cognitive bandwidth of Black and Latino students, can be noted as a contributing factor to the discrepancies in retention and graduation rates of Blacks and Latino students compared to White students. Bandwidth can be reclaimed by decentering Whiteness and empowering marginalized students to define their own identities, name their own challenges, validate their own experiences, find community, and develop strategies to dismantle oppression through rejecting assimilation, cultural expectations, and master-narratives (Verschelden, 2017). These efforts of resisting the assimilation and marginalization are collectively referred to as counter-narrative storytelling, a form of self-actualization which validates the identities, experiences, and capabilities of traditionally oppressed groups. Counter-narrative storytelling has historically been used to uplift and encourage minoritized groups through validating their identities, dismantling stereotypes and stereotype threat and by providing community by creating space for sharing commonalities between individual experiences. Counter-narrative storytelling can help empower marginalized individuals to set and achieve the goals they set for themselves personally, professionally, academically or otherwise. Counter-narrative storytelling is grounded in Critical Race Theory (CRT). CRT provides a critical means of evaluating the relationships between the success of Black and Latino/a students and their ability to construct a counter-narratives and achieve collegiate success. CRT is referenced in the included research as it. CRT will also provide a framework for evaluating what university practices are most effective in promoting the success of Black and Latino students. This paper will examine the influence of counter-narrative storytelling on the success collegiate success Black and Latino students at PWIs. The phrase “success” shall be operationalized to mean college retention, feeling included and supported within the university, and graduation from college. The referenced articles examine the experiences of Blacks and Latino/a students enrolled in colleges and universities across the United States and the influence counter-narrative storytelling had on their experience.

The author of the article investigated the innovative aspects of the formation of non-state education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of non-state education in the successful implementation of democratic reforms and the development of civil society. The author of the article made an attempt to reveal the mission of non-state education in society, the tasks of preschool institutions, secondary schools, in the upbringing of the younger generation. The formation of private schools and an increase in the number of specialized schools where individual subjects are studied according to an in-depth program has become a form of an innovative approach in the process of improving non-state school education and teaching children. In the context of the development of civil society, highly qualified teaching staff working in private schools fulfill an important mission in the process of social policy, ensuring the improvement of the quality of the non-state educational process in schools, including increasing the number of students participating in international Olympiads. Graduates of non-state secondary schools carry out a social mission in the implementation of democratic reforms, in ensuring human rights. A modern graduate of a non-state secondary school is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. The paper investigates the role of non-state higher educational institutions and the importance of highly qualified personnel in the process of modernizing society. An integrated approach to work in the non-state education system shows that this work is closely related to the democratic reforms carried out in the country in the context of the deepening of the market mechanism in all spheres of socio-economic life. Improving the quality of the educational process in non-state educational institutions has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of non-state school and higher education, pupils and students are introduced to the knowledge necessary for the whole life of every person, which is considered a reference point for determining the future. The country has created equal conditions for admission to higher educational institutions for graduates of non-state secondary schools.

Think not of those who are slain in God’s way as Dead. Nay, theylive, finding their sustenance in the presence of their Lord;Holy Qur’an III:169 The Muslim World and the academic community in the United Stateswere shocked on the nineteenth day of Ramadan (Tuesday, May 27, 1986)when news reached them that Professor Ismail al Faruqi and his belovedwife, Lamya’, were assassinated by an intruder who broke into their homein Wyncote. Pennsylvania. This couple, whose dedication to the Islamicmessage is widely known among scholars and others working in the Muslimcommunity, played an important role in the dissemination of correctknowledge about Islam in the United States.A Palestinian by origin, Professor al Faruqi was born on January 21,1921.He attended elementary and secondary school in his native land of Palestineduring the British Mandate. After obtaining a first degree in Philosophyat the American University in Beirut, he served as the last Palestinian governorof Galilee during 1945-1948. After the creation of Israel, he migratedto the United States where he did graduate studies at Harvard and atIndiana University. His intellectual development later led him to al-Azharand McGill University.During his early years in the United States, Professor al Faruqi engagedin research on the Arab experience. One of his first books dealt with this.In the 1960s when the Muslim student population began to swell significantlyand a Muslim Student Association was formed by some dedicated youngMuslims who wanted to retain their cultural identity in the face of strongWestern cultural influences, Professor a1 Faruqi became one of thecounsellors to these young men and women searching for roots and tryingnot to be seduced from the sirat ul-Mustuqim (the path of righteousness).This involvement with the MSA was destined to be a lifelong engagement.During this period he addressed many MSA gatherings and attended manyseminars organized by the student leadership.As the number of Muslim professionals increased, Professor al-Faruqiand others began to think about Muslim professional organizations. Oneof these groups that received the attention of al Faruqi was the Associationof Muslim Social Scientists, which was founded in 1972. The founderselected al Faruqi as the first president. This organization soon emerged asthe primary intellectual vehicle in the social sciences for those Muslim scholarsand graduate students working in the American universities and colleges whowere committed to developing contemporary intellectual thought within theparadigm of Islam.By the late 1970s, Professor al-Faruqi, who had by this time earned aninternational reputation among young Muslims around the world, beganto work with the MSA and AMSS intellectual leaders on the idea of settingup an Islamic college or university. Thinking along this line led to two importantdevelopments in his life. The first was the founding of the AmericanIslamic College in Chicago which he headed but resigned from just before ...

Background/Context Men of color have been the focus of a growing number of research studies, as educators and policy makers attempt to address educational equity gaps along the P–20 pipeline. Compared with other educational settings, less attention has focused on how to increase persistence and graduation rates of men of color pursuing baccalaureate degrees. Yet national statistics over the past two decades show that men of color in colleges and universities graduate at lower rates than all other populations, including their same-race women peers. Interventions and supports for men of color in higher education often rely on siloed programmatic efforts that focus on the student as the primary unit of change. Little is known about how to create organizational change that addresses institutional barriers to equity. Purpose/Objective/Research Question/Focus of Study This research examines a collaborative, equity-based inquiry approach to respond to equity gaps for men of color in college. The purpose of this article draws on the theory of relational agency to understand how practitioners of color worked together to design an institution-wide intervention that would benefit students and simultaneously drive institutional change. Guiding questions are: (1) How did relational agency manifest itself in the collaborative process of creating a cohort-based framework for undergraduate men of color at a predominantly White institution? (2) What is the impact of the collaborative process on the practitioners who were involved? Research Design This study uses a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly White campus come together to address educational inequities for men of color. Pursuing this investigation through an SDE framework enabled us to apply a holistic perspective to real-world activities and our observations of them as researchers who co-constructed an intervention with participants. Conclusions/Recommendations We propose the concept of cross-racial agency as a unique form of relational agency in which practitioners of color use design-based approaches to work across professional and racial boundaries toward a shared goal. We suggest that developing communities of practice through this approach could lead to more enriched and comprehensive responses and to systemic organizational change.

The author of the article investigated the process of improving school education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of school education in the implementation of democratic reforms during the implementation of the strategy of actions for the further development of the country. The author of the article made an attempt to reveal the mission of school education in a developing civil society. Topical issues of the educational process of secondary schools, in the upbringing of the younger generation and the practical significance of the activity of teachers in the context of modernization of the content and methods of teaching in secondary schools are investigated. An important innovative element in the work of secondary schools is that under the new conditions in the country there is a process of formation of private schools and an increase in the number of specialized schools, where certain fundamental subjects are studied according to a special, in-depth program. The country has made an attempt at an innovative approach in the process of improving school education and teaching children. In the context of the deepening development of the market economy in the country, the teaching staff performs an important mission in the implementation of social policy, ensuring the educational process in secondary schools, including a dynamic increase in the number of students participating in international Olympiads, in attracting students to the study of foreign languages. It should be noted that high school graduates are actively involved in deepening democratic reforms and ensuring human rights. A modern high school graduate is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. High school graduates pass a test selection and become university students in foreign, developed countries of the world. An integrated scientific approach to the study of the learning process in secondary schools shows that education in schools is closely linked with the goal of the ongoing democratic reforms in the country and the deepening of the market mechanism in all spheres of socio-economic life. It should be noted that the desire to improve the quality of the educational process in secondary schools has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of school education, students are introduced to the knowledge necessary for the whole life of each person, which is considered a guideline for determining the future, finding a worthy place for a student in a competitive and globalized environment. The country has created equal legal conditions for high school graduates for admission to higher educational institutions.

A review of: Harley, Diane. “Why Study Users? An Environmental Scan of Use and Users of Digital Resources in Humanities and Social Sciences Undergraduate Education.” First Monday 12.1 (Jan. 2007). 7 May 2007 http://www.firstmonday.org/issues/issue12_1/harley/index.html. Abstract Objective – (1) To map the digital resources available to undergraduate educators in the humanities and the social sciences, (2) to survey faculty about their use of digital resources, and (3) to examine how understanding use and users can benefit the integration of resources into teaching. Design – A mixed-methods approach, which included a survey, conducting discussion groups, and in-depth interviews. Setting – Academic institutions in the United States. Subjects – (1) “Various stakeholders”; (2) 31 instructors from three institutions, and 4500 full-time and part-time faculty and graduate students (at California public research universities, liberal arts colleges and community colleges); and (3) 13 digital resource providers and two other stakeholders, and 16 site owners or user researchers. Methods – (1) A literature review, combined with discussions with various stakeholders. (2) Four sessions of discussion groups with 31 instructors from three institutions formed the basis for developing a faculty survey instrument. The survey was distributed both on paper and online. (3) Collection of data on cost and collaborative development strategies, in-depth interviews with 13 digital resource providers and two other stakeholders, combined with a two day workshop with 16 experts, both on the subject of online educational resources. Main results – (1) Concerning the humanities and social sciences digital resource landscape, the main results of the literature study were the conclusions that the field of online education studies is complicated by a lack of common vocabulary, definitions, and analyses; and that different stakeholder interests and agendas also influence the understanding of how digital resources are used. With the help of discussion groups, an attempt at creating a typology for digital resources available to undergraduates was made, looking at type of resource, origin, and type of role of the provider or site owner. From the article, it is unclear whether or not this attempt at classification was successful. (2) Concerning faculty use or non-use of digital resources, the most important result was the insight that personal teaching style and philosophy influence resource use more than anything else, and this also seemed to be the most important reason for not using digital resources. Faculty use digital resources for a number of reasons, to improve student learning, provide context, and also because it is expected of them. More than 70% of faculty maintain their own collection of digital resources. However, the lack of efficient tools for collecting, managing, and using these resources in teaching is seen as a problem. There is also a variation between scholarly fields, where faculty in different disciplines require different types of resources and use them in different ways, and for different educational reasons. (3) Concerning how understanding use and users can benefit the integration of resources in teaching, the results of the interviews show a lack of common terms, metrics, methods, or values for defining use and users; but a shared desire to measure how and for what purpose digital resources were being used. Few of the providers had any plans to evaluate use and users in a systematic way. Conclusion – The digital landscape is complicated. Faculty use is determined by personal teaching style and philosophy. Digital resource providers would like to know more about how and for what purpose digital resources are being used. Experts see a number of areas for further research, the results of which might help clarify the situation. The only way to understand the value of digital resources is to measure their impact and outcomes, but further work is needed to provide common vocabulary, metrics, and methods for evaluation.

Background/Context It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experiences would be vastly different, their experiences closely resembled those of students in other institutions. Research Design Each person participated in either an individual interview or focus group. Data were collected via video- and audio-recording. All focus groups took place at either a national engineering-/computing-related conference or at the students’ home institutions. Twenty-three participants were interviewed, while the remainder participated in focus groups of three to five students (maximum of ten). Interviews and focus groups were semistructured, using open-ended questions but allowing some flexibility to develop new ideas and order topics differently. Data Collection and Analysis This study employed transcendental phenomenology, using three steps to investigate and make meaning of participants’ experiences: examining the phenomenon with intentionality, eidetic reduction, and constitution of meaning. Transcendental reduction allowed for examining the experience of Black doctoral students in engineering and computing in general and separating what the research perspectives supplied from what our intuitions offered, guided by our theoretical frameworks of role strain and racial battle fatigue. Transcendental phenomenology also gave the authors a context to examine and disclose our own experiences and feelings. Findings Consistent with prior research on role strain and John Henryism (i.e., trying to overcome a chronic stressor by working harder), we found that seeking success in training, employment, work, or career was more important to these Black graduate students and postdocs than safeguarding their mental or physical health. Meeting the demands of a PhD program or postdoctoral fellowship were critical priorities congruent with their phase of life. Their focus and sacrifice may have helped them complete their degrees, but our findings suggest that these strategies exacted psychological, emotional, and physical costs. The study deepened our understanding of significant interrelated dynamics for this population in four key ways. We found that (a) the stresses and strains made students question their qualifications; (b) racialized experiences were often the source of stress, strain, and academic performance anxiety; (c) discordance between the racial make-up of their academic environments and their racialized engineering and computing identities appeared to exacerbate impostor phenomenon; and (d) the students’ proactive coping mechanisms took an emotional toll. Participants discussed the nature and sources of their feelings of self-doubt. The implications extend beyond the dwindling numbers of Black students earning STEM doctorates; this racial climate also affects the academic workforce and the professional landscape. Although Black researchers who leave academia after completing doctoral training can influence scientific innovation through other positions, it is alarming and problematic that potentially qualified future professors are dissuaded from pursuing academic careers because of their training experiences. Their absence from faculty can hinder critical innovation, breakthroughs, and the training of succeeding generations of scholars who might have learned from and collaborated with them. Conclusions and Recommendations The added stress, strain, and toll on Black students’ well-being is an underappreciated reason for their relinquishing of academic careers. Our findings illustrate the students’ resilience and strength. Continued research on added stressors (e.g., impostor syndrome, racialized stress) and strengths could add much-needed consideration of cultural, structural, and interpersonal racism and the ways that Black students earning doctoral degrees in STEM fields manage to succeed despite cultural and institutional barriers. Future research should explore how to modify the microculture of STEM programs and departments to allow Black students to feel that these are healthy, safe, and fair spaces in which they can make contributions. Otherwise, an invaluable diversity of perspectives may disappear altogether from academic environments. In addition, diversifying the faculty and students in doctoral engineering and computing programs could help to reduce impostor syndrome, isolation, and other damaging psychological stress. Forthcoming research, programs, and policies should consider what Black students in STEM endure, because simply surviving racially toxic environments should not be the end goal.

1) Congreso/Congress: University of Rome "Roma Tre" (Department of Foreign Languages, Literatures and Cultures). International Conference: Terms and Terminology in the European Context, 23-24 October 2014 (Department of Foreign Languages, Literatures and Cultures, Via del Valco San Paolo, 19, Rome – ITALY). For queries regarding the congress please contact: ttec.roma3@gmail.com 2) Congreso/Congress: “XI Congreso Traducción, Texto e Interferencias” (UNIA, Baeza) Call for papers until 30 June 2014: http://www.uco.es/congresotraduccion/index.php?sec=home 3) Taller/Workshop: 4th International Workshop on Computational Terminology, CompuTerm 2014, COLING 2014 Workshop, 23rd or 24th August 2014, Dublin, Ireland, http://perso.limsi.fr/hamon/Computerm2014/ Submissions should follow the COLING 2014 instruction for authors (http://www.coling-2014.org/call-for-papers.php) and be formatted using the COLING 2014 stylefiles for latex, MS Word or LibreOffice (http://www.coling-2014.org/doc/coling2014.zip), with blind review and not exceeding 8 pages plus two extra pages for references. The PDF files will be submitted electronically at https://www.softconf.com/coling2014/WS-9/ 4) Congreso/Congress: 34th TRANSLATOR’S WEEK, 1st INTERNATIONAL TRANSLATION SYMPOSIUM (SIT), São Paulo State University (Unesp), September 22-26, 2014, São José do Rio Preto (Brazil). The official languages of the event are Portuguese, Spanish, English, Italian and French. Contact: Angélica (Comisión Organizadora), angelica@ibilce.unesp.br 5) Congreso/Congress: Cardiff University Postgraduate Conference, 27 May 14: “The Translator: Competence, Credentials, Creativity”. Keynote speaker: Professor Theo Hermans (UCL).The event is kindly supported by the University Graduate College and the European School of Languages, Politics and Translation. For queries, please contact the.translator.pg.conference@gmail.com. 6) Congreso/Congress: International Conference, 3rd T&R (Theories & Realities in Translation & wRiting) Forum. Organized by the University of Western Brittany, Brest (FRANCE), in collaboration with KU Leuven/Thomas More (Campus Antwerpen, BELGIUM), with the support of AFFUMT (Association française des formations universitaires aux métiers de la traduction) and the participation of Università Suor Orsola Benincasa (Naples, ITALY): “Traduire/écrire la science aujourd’hui - Translating/Writing Science Today” Please submit an abstract of approximately 300 words by 15 June 2014 to Jean-Yves Le Disez (jean-yves.ledisez@univ-brest.fr, Joanna Thornborrow joanna.thornborrow@univ-brest.fr and Winibert Segers (Winibert.Segers@kuleuven.be). For more information on previous events and the forthcoming conference : http://www.univ-brest.fr/TR, http://www.lessius.eu/TNR 7) Congreso/Congress: “The International Conference of Journals and Translation”, Jinan University, Guangzhou, CHINA, on 28-29 June 2014. The conference is hosted by the School of Foreign Studies, Jinan University, Guangzhou, CHINA. The official languages of the conference are English and Chinese. Contact information: Yan, Fangming（颜方明86-13751750040; Li, Zhiyu（李知宇86-13824451625. 8) Congreso/Conference: PACTE Group is organising two events on the subject of the didactics of translation. These events will be held at the Universitat Autònoma de Barcelona (SPAIN) in July 2014. SECOND INTERNATIONAL CONFERENCE ON RESEARCH INTO THE DIDACTICS OF TRANSLATION (8-9 July 2014). SECOND SPECIALIST SEMINAR ON THE DIDACTICS OF TRANSLATION (7 July 2014). Further information about the conference and the seminar: http://grupsderecerca.uab.cat/pacte/en/content/didtrad-2014 9) Simposio/Symposium: “Translation in Music” Symposium, held on 25-26 May 2014, and co-organized by the European School of Languages, Politics and Translation (Cardiff University). Please see the following website for details: www.cardiff.ac.uk/music/translationinmusic 10) Revistas/Journals: “The Journal of Intercultural Communication and Mediation”, “CULTUS Journal” www.cultusjournal.com Next Issue: Cultus7 : “Transcreation and the Professions” Call for papers (Issue 7, 2014): 9th June. Submission info at: www.cultusjournal.com Contact: David Katan, Interlinguistic Mediation/Translation and Interpretation Department of Humanities, University of the Salento (Lecce), via Taranto 35 - 73100 Lecce (ITALY), tel.+39 0832/294111. 11) Revistas/Journals: Invitation for Submissions (Vol. 3, 2014): Translation Spaces: A multidisciplinary, multimedia, and multilingual journal of translation, published annually by John Benjamins Publishing Company. Please consult our guidelines, and submit all manuscripts through the online submission and manuscript tracking site, indicating for which track and Board member the manuscript is to be addressed: (1) Translation, Globalization, and Communication Technology (Frank Austermühl); (2) Translation, Information, Culture, and Society (Gregory M. Shreve); (3) Translation, Government, Law and Policy (Michael Geist); (4) Translation, Computation, and Information (Sharon O’Brien); (5) Translation and Entertainment (Minako O’Hagan); (6) Translation, Commerce, and Economy (Keiran J. Dunne); and (7) Translation as an Object of Study (Ricardo Muñoz Martín). 12) Revistas/Journals: PR for Linguistica The editorial board of the peer reviewed journal Linguistica Antverpiensia NS-Themes in Translation Studies is happy to announce the launch of its new Open Journal format. LANS-TTS published 11 annual issues devoted to current themes in Translation Studies between 2002 and 2012, and will continue to publish annually on selected TS themes, but in open access, and can be downloaded from: ‪https://lans-tts.uantwerpen.be Its first digital issue is entitled “Research models and methods in legal translation”. It has been guest edited by Łucja Biel (University of Warsaw, POLAND) & Jan Engberg (Aarhus University, DENMARK). 13) Revistas/Journals: CALL FOR PAPERS The Yearbook of Phraseology would like to invite you to submit papers on the relationship between phraseology and translation. The Yearbook of Phraseology is published by Mouton de Gruyter (Berlin, Boston) and has already been indexed by many scientific databases. It has recently been added to the MLA International Bibliography. Our editorial board includes reknown linguists such as Dmitrij Dobrovol’kij (Moscow), Christiane Fellbaum (Princeton), Sylviane Granger (Louvain), Wolfgang Mieder (Vermont), Alison Wray (Cardiff) and others. We have also been able to rely on international experts for reviewing our submissions: Igor Mel’cuk, Doug Biber, Uli Heid, Barbara Wotjak, etc. The web page of the journal is: http://www.degruyter.com/view/serial/42771 For more information, please contact: Dr. Jean-Pierre Colson (Institut Marie Haps / Université catholique de Louvain), Yearbook of Phraseology / Editor. 14) Libros/Books: Peter Lang Oxford invites proposals for the book series: New Trends in Translation Studies (www.peterlang.com?newtrans). Series Editor: Jorge Díaz-Cintas (Director), Centre for Translation Studies (CenTraS), University College London (UK). Advisory Board: Susan Bassnett, University of Warwick, UK Lynne Bowker, University of Ottawa, Canada Frederic Chaume, Universitat Jaume I, Castellón, Spain Aline Remael, Artesis University College Antwerp, Belgium This series is based at the Centre for Translation Studies (CenTraS), University College London (www.ucl.ac.uk/centras). For more information, please contact Dr. Laurel Plapp, Commissioning Editor, Peter Lang Oxford, 52 St Giles, Oxford OX1 3LU (UK). Email: l.plapp@peterlang.com. Tel: 01865 514160. 15) Libros/Books: New book: Transfiction. Research into the realities of translation fiction, edited by Klaus Kaindl & Karlhienz Spitzl, Series: Benjamins Translation Library (BTL 110), ISSN: 0929-7316 16) Libros/Books: New book on classical Chinese literature and translation: CHAN, KELLY K.Y.: Ambivalence in poetry: Zhu Shuzhen, a classical Chinese poetess? http://www.amazon.com/Ambivalence-poetry-Shuzhen-classical-Chinese/dp/3639700791 17) Libros/Books: Nueva publicación de TRAMA: MARTÍ FERRIOL, JOSÉ LUIS: El método de traducción: doblaje y subtitulación frente a frente www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=978-84-8021-940-2 18) Libros/Books: Piotr de Bończa Bukowski & Magda Heydel (Eds.), Anthology of Polish Translation Studies, published in Kraków (POLAND). For further details : http://www.wuj.pl/page,produkt,prodid,2184,strona,Polska_mysl_przekladoznawcza,katid,126.html. 19) Libros/Books: Nuevo libro: Nicolas Froeliger: Les noces de l’analogique et du numérique, París: Les Belles Lettres, 2014. 20) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Traducción y recepción de la literatura italiana en España. Barcelona: Edicions UB. 21) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Italia en la prensa periódica durante el franquismo. Barcelona: Edicions UB. 22) Cursos de verano/Summer Courses: EMUNI Ibn Tibbon Translation Studies Summer School, June 2014. Application is now open for the Ibn Tibbon Translation Studies Doctoral and Teacher Training Summer School, organized by University of Ljubljana (Slovenia), Boğaziçi University (Turkey), University of Turku and University of East Finland (Finland), University of Granada (Spain), and to be held at the University of Granada (Spain) in June 2014. The School is open to doctoral students, teachers of translation at the MA level, and other academics and professionals who are involved in research in Translation Studies. For more information, please visit: http://www.prevajalstvo.net/emuni-doctoral-summer-school http://tradinter.ugr.es/pages/emuni Or contact: emuni_summerschool@ugr.es 23) Cursos de verano/Summer Courses: Intensive Summer Course in Translation Technology, held by the Centre for Translation Studies at UCL, London (UK), in August 2014. This is open to professionals and teachers as well as students. Application deadline: 23rd May 2014 For more information, visit : www.ucl.ac.uk/centras/prof-courses/summer-translation/translation-tech-intensive To apply for a place, email Lindsay Bywood: lindsay.bywood.13@ucl.ac.uk 24) Cursos de verano/Summer Courses: The Nida School of Translation Studies 2014 Call for participants: The Nida School of Translation Studies ,2014 May 26 – June 6, 2014 San Pellegrino University Foundation Campus Misano Adriatico (Rimini), Italy “Translation as Interpretation” This year marks the Nida School’s eighth year of advancing research and providing specialized training in translation studies through a transdisciplinary approach that incorporates a focus on religious discourse. NSTS is seeking engaged scholars and qualified professionals looking to expand their skills, engage with peers, and explore the interface of practice and cutting edge theory. The NSTS 2014 Associate Application form may be found here: https://secure.jotform.us/mhemenway/nsts2014app. For more information on the 2014 session or to apply, go to http://nsts.fusp.it/nida-schools/nsts-2014, or contact Dr. Roy E. Ciampa at roy.ciampa@fusp.it. 25) Cursos de verano/Summer Courses: POSTCOLONIAL TRANSLATION STUDIES AND BEYOND: RESEARCHING TRANSLATION IN AFRICA - SUMMER SCHOOL FOR TRANSLATION STUDIES IN AFRICA The Departments of Linguistics and Language Practice at the University of the Free State, Afrikaans and Dutch at the University of Stellenbosch and Literature and Language at the University of Zambia, in cooperation with IATIS, are presenting the Third Summer School for Translation Studies (SSTSA) in Africa from 18 to 22 August 2014. The hosts are the University of Zambia in Lusaka. SSTSA 2014 will be followed by a regional conference hosted by IATIS at the same venue on 23 and 24 August 2014. For participants to SSTSA 2014, entry to the conference is free, provided they read a paper. For detailed information and registration forms, visit the website of the Summer School at: http://www.ufs.ac.za/SSTSA.

Dear readers, We are pleased to present to you Issue 2, 2022, of the scientific and analytical journal Burganov House. The Space of Culture. Upon the recommendation of the Expert Council of the Higher Attestation Commission, the journal is included in the List of Leading Peer-reviewed Scientific Journals and Publications in which the main scientific results of theses for the academic degrees of doctor and candidate of science must be published. The journal publishes scientific articles by leading specialists in various humanitarian fields, doctoral students, and graduate students. Research areas concern topical problems in multiple areas of culture, art, philology, and linguistics. This versatility of the review reveals the main specificity of the journal, which represents the current state of the cultural space. The issue opens with the article "NON-Realism of Alexander Burganov" by I.Sedova. The author believes that modern Russian sculpture, at its best, has long since moved away from direct depiction and has learned to speak about painful issues exclusively in the language of plastic arts. In this regard, the author naturally raises the question - what is the "realism in sculpture" concept today? In the process of analysing the plastic techniques of A.Burganov, the author managed to identify several patterns, including the principle of "opposition": realistic images, being in opposition to each other, begin to form the world of symbolism and surrealism. Summing up her research, the author introduces a new term, "symbolic realism", into scientific circulation. Fang Zhiyu studies the specificity of modern Chinese sculpture in the article "Traditions and Innovations in Modern Chinese Sculpture". The author believes that two directions are clearly visible in the creative work of modern Chinese sculptors. The first direction basically follows the creative method of sculptors who studied in France before the formation of the People's Republic of China; the second direction is based on traditional Chinese culture. In the formation of the modern plastic language of Chinese sculpture, both directions mutually enrich each other. In the article “On Two Viewpoints on the Dramaturgical Conflict Structure: from Hegel’s Aesthetics to the Identity of the Formalists”, V.Kolotaev analyses the nature of the dramaturgical conflict in Russian humanitarian knowledge, which occurred under the influence of aesthetic ideas about beauty, harmony, the sublime, the ideal, formulated by Hegel in Lectures on Aesthetics. The author believes that in line with classical ideas, the conflict was understood as a necessary condition for maintaining the compositional unity of the work and the development of the action. It led to the final equilibrium state of all its elements after the separation of the participants in the collision to the maximum distance. In addition to the aesthetic understanding of the conflict as the basis of the harmonic organisation of the text, the author analysed the idea of conflict as the primary condition for the development of all systems. Ding Liang continues the topic of dialogue in the space of culture between national tradition and world trends in the development of art. In the article “Analysis of Creative Education in Ceramics and Student Creativity in Colleges and Universities in China”, the author rightly argues that Chinese education and global arts education are closely related to each other in the face of the globalisation of culture and economy. A number of texts are devoted to the issues of musical culture. In the article "On the First Graduation of Vocalists of the Saratov Alekseyev Conservatory", A.Rudyakova recreates a picture of the early period of the Saratov Alekseyev Conservatory, founded in 1912, based on rare unpublished sources. In the article "Alexander Ryndin's 104 Psalm: the Problem of the Expression of Author's Will Within the Canon", I.Mertseva studies the problem of secularisation, which the traditional genres of Orthodox worship are exposed to, in connection with the renewal of the means of musical expressiveness of choral music. Biographical information about the composer and facts explaining the address to the composition on canonical liturgical texts are introduced into scientific use. The author uses an interdisciplinary approach typical of liturgical musicology, combining musicological analysis and interpretation of the liturgical text in the traditions of Russian liturgy. Also, the article provides an overview of the methods by which it is possible to study original works on canonical liturgical texts. In the article "Heraldic Motifs in Family Stained-glass Windows of the 16th Century of the von Disbach Family", D.Platonov considers the study and attribution of heraldic stained-glass windows of the Swiss Union of the 16th century, when the art of stained glass was in its heyday. The author notes that by this time, the formation of a new social class, the burghers, was completed and the rich families were able to have their own family coat of arms thanks to the special historical conditions of the Old Confederation development. Based on sources in the form of surviving armorials and official documents of the period under study, the author investigates the rules for the creation of heraldry, the artistic image, and the specifics of stained glass technology. In the article “Zaha Hadid in the United Arab Emirates. An Architect Ahead of Time”, J.Smolenkova considers the architect’s buildings from the point of view of innovative technologies, features of the artistic image and plastic design. Along with articles, this issue of the journal presents K.Lopatkina’s scientific review of the book “The Moscow Union of Artists. A Perspective from the 21st Century. Book Two” by B.Ioganson (Moscow: Booksmart, 2021). The reviewer believes that one of the essential tasks that the author of this monumental work solves is the need to demonstrate and prove that the Moscow Union of Artists was very different primarily because it included various artists. For the researcher, “the presence of a unique experience accumulated in the course of the life of this multifaceted and well-coordinated organism that regulates the artistic life of Moscow and spreads its influence far beyond the capital” comes to the fore. The publication is addressed to professionals specialising in the theory and practice of the fine arts and philology and all those interested in the arts and culture.

Why should international educators encourage research abroad? The work of the students represented in this Special Volume of Frontiers exemplifies the best of undergraduate research abroad. Their research shows an achievement of one, or all, of the goals international educators typically set for learning abroad: linguistic competence, cross-cultural skills, cultural competence, and disciplinary learning. Research abroad often holds strong incentives for successful student learning. Students choose their own research topics, providing intrinsic motivation to move beyond superficial explorations of their topic. Fulfilling faculty expectations for student learning, whether in the form of a paper, thesis, data collection or ethnographic study provides extrinsic motivation. The value of disciplinary learning abroad, especially in course-based programs, disputed on home campuses. Undergraduate research abroad can demonstrate that the cultural context of learning enhances the disciplinary knowledge gained. Disciplinary learning in another cultural context can correct culturally-ingrained research biases. Students gain knowledge difficult to capture without the cultural exposure provided by the experience abroad, which informs their work with nuances of first-hand research, moving it beyond the intellectual. Home-campus faculty may be less skeptical of the merits of sending students abroad for disciplinary learning if that experience results in an increase in knowledge or a demonstration of the application of previously gained disciplinary knowledge in a new context. Developing research skills in an international context means that students must learn how to navigate in another culture. Students must interact with people who are not their peers and who are outside a traditional classroom setting. By approaching organizations and individuals that inform their research, students learn much about the workings of the culture. And success in one attempt to navigate a host-culture can lead to success in further attempts. For the student-researcher, persistence is necessary because their research goal depends on successfully gaining access to the information they require. Cross-cultural skills are the tools that enable student-researchers to accomplish their goals and finish their projects. In order to achieve this in non-English language locations, students must develop a certain level of linguistic competence or, if using an interpreter, basic forms of communication in the host language. They must develop these competencies not only in everyday topics, but also in their fields of research. How will they ask about their topic if they do not learn some of the vocabulary? How will they obtain the help or information they need if they cannot ask people for it in appropriate forms? Since a research project typically requires a number of weeks to complete, student-researchers are likely to use these linguistic skills on an on-going basis. As a result, the linguistic competency gained is reinforced, and becomes more permanent. This cultural and linguistic learning can lead students to develop generalized cross-cultural skills with the assistance of international educators. We can provide valuable help to students doing research by asking them questions that will encourage them to realize that these skills transfer into other cultural situations. Often it requires simple queries: “What did you do to get this information? Did you have someone specific in the culture that gave you good advice? How did you find this person? What steps did you take when you succeeded in doing a piece of your research? When you did not succeed how did you figure out what went wrong? What did you do to try again? Beyond these basic questions, there are larger ones that can spur on student learning: “What did you learn from doing this project that would allow you to do another one in a completely different culture? How did you make sure your project was culturally appropriate? Did you think about making your project useful for local people? How would you share these results in the most effective way?” In posing these questions, we encourage students to examine the specific context of their research, and also to consider a meta-level analysis that places their research in a broader context. The hope is that students will see these skills in the wider global context, and that future cultural learning will be analyzed in a similar manner and transferred into other cross-cultural situations. If we achieve this, then we have certainly met the highest goals of encouraging students to learn to transcend cultural differences in constructive ways and to adapt to differing cultural modes as appropriate. Student research abroad can be a powerful way to accomplish all types of cultural learning. Supporting Undergraduate Research Abroad Even with these benefits, not many undergraduate students undertake research opportunities abroad. Faculty may advise students that research in their chosen discipline is better done at home, given the resources of the home campus. Students may be told that their language skills are not strong enough or that they are simply not mature enough as scholars in their disciplines to conduct relevant research. Students may be encouraged to conduct research or participate in directed study, but not to do field work or participate in experiential learning. A student may be able to receive credit for an internship that requires a substantial paper, but not for an ethnographic study. Moreover, the very idea of conducting research may be daunting to some students. Efforts should be made to advertise existing research opportunities abroad and to encourage new ideas for conducting research. If undergraduate research is endorsed by the highest academic officers of our institutions, our Presidents, Provosts and Academic Deans, faculty are more likely to provide encouragement and support, and then students will be more likely to pursue these options. International educators can assist these efforts by creating programs that offer research options, advertising such programs, and, most importantly, finding funding sources for such efforts. In order for students to take advantage of possible opportunities, it may be necessary to find ways to register students who might otherwise travel abroad independently (and thereby not be registered at their home institutions) in credit-bearing programs that would make them eligible for funding. The National Security Education Program David L. Boren Undergraduate Scholarships provides a model that allows advanced undergraduates with strong language skills to apply for funding for individually-arranged, supervised independent study. International educators may also help by designing processes on the home campus that support student research abroad. Research can take many forms, from the use of original documents and artifacts in libraries, archives, and museums, to service-learning, conducting field work, joining a research group, conducting interviews, doing a creative project, or interning or volunteering for an organization. On-campus administrative processes should make clear to students what types of projects are eligible to receive credit. If a student expects to receive credit at their home institution, they need to be able to review easily the criteria for determining whether credit will be granted with the appropriate on-campus authority (e.g. academic dean, department head, or registrar). Receiving credit helps to motivate the student and to validate the undertaking; making the credit-granting process clear can make a big difference to students exploring these options. It also assures that there will be faculty input, if not throughout the project, at least in the determination of granting credit on the home campus. In designing programs abroad with research components, faculty involvement is essential. Indeed, faculty supervision and support can make or break such projects for students. Faculty supervisors on the home campus or abroad will be more likely to agree to support a student researcher if they feel that this is a recognized part of their teaching. The supervision of an independent study can be time-consuming. Do departments consider this supervision when assigning workloads? Is extra compensation provided? Should these financial concerns be addressed in the budgets of the abroad programs? Can students continue follow-up work with faculty after they return home? Faculty supervision of student research abroad may follow various models. In some cases, research is an integral part of a study abroad program. Arrangements may be made to train the student on-site, perhaps as part of a course. The student conducts the research on-site, under the supervision of a resident director, or an on-site faculty member, and the course ultimately becomes a part of the student’s academic record, along with all other courses taken abroad. Another model has a faculty member at the student’s home institution supervising the student, along with some support given by a local faculty member. This model requires effective communication between the student and the faculty member on the home campus. In both cases clear goals need to be established about the nature of the project, research methods, and the final product. Fortunately, many of these formats can follow timelines and processes already developed on the home campus. However, once in the host country, parameters may change. Students may discover new opportunities, or their original ideas and plans may not be feasible. The logistics of conducting research in an international setting may make it impossible to keep to the original goals. In addition to guiding research and assessing the final product, faculty can serve in other important roles. They may introduce students to opportunities to submit their work for publication, present it at professional conferences, or compete for academic awards. Undergraduate research funding from the home institution might require a student to present their findings. Some institutions organize annual opportunities for students to give oral presentations or poster sessions during research fairs or conferences on campus. Others have a journal of student research. Resources and opportunities that are provided to students who conduct research on campus should also be extended to those whose work is done overseas. In many cases students may use the research conducted abroad as the foundation for a senior thesis. Students may choose to conduct independent research abroad. If students do research and are not enrolled in a program (e.g., during the summer) and have been encouraged to do so by their institution, have received funds from their institution, and will perhaps receive credit, their home institution should prepare them for the experience. Faculty and administrators should conduct seminars, orientation programs, and research methodology sessions to prepare students. Institutions should consider offering benefits to individual students that they would normally offer to students going abroad on registered study abroad programs (i.e., access to emergency services). By regularizing these aspects of going abroad, even to conduct independent research, institutions will be better able to track students who are conducting research abroad. At the minimum, students going abroad independently should be directed to information sources on health, safety, and security preparations when traveling to the host country. Additionally, students should be made aware of any legal issues related to doing research, and have their proposals vetted through the usual campus channels such as institutional review boards. Outcomes of Student Research Little data exists on how many students conduct research abroad, or on how this experience affects their academic work when they return to campus as well as their career decisions after graduation. Currently the national data on study abroad from the Institute of International Education’s annual Open Doors report documents only participation in credit-bearing programs. No statistics are kept on the numbers of students conducting research abroad who will not receive credit for their research. Among the questions this lack of data raises are: Are these students more likely to attend graduate school in their major discipline and to look for opportunities to conduct research abroad? Are they more likely to pursue independent research in sites that are less common as study abroad destinations? If they conducted research in a foreign language, are they more likely to study this language at an advanced level? The Lincoln Commission articulates the need for more in-depth international educational experiences, of which research can play an important part: An understanding of the diverse cultures of the world, especially those of developing countries, should be an essential component of the 21st-century education of our nation’s students. Direct exposure to foreign languages and other aspects of these cultures can best be achieved through a meaningful study abroad experience. Broader global awareness among America’s future leaders will, in turn, lead to more effective U.S. foreign policy, greater security from terrorism and economic resilience in the increasingly competitive world of trade. The research benefits discussed above mesh well with the current national interests that call for broader global awareness, and international educators should seriously consider designing and supporting research opportunities as one of their efforts to increase such competencies. Conducting research abroad can be one of the most personally satisfying parts of a student’s undergraduate academic career. These undertakings can also be frustrating and fraught with difficulties unless there is good planning and communication with a students’ academic advisors. International educators can assist in making these opportunities as effective, safe, and rewarding as possible. Faculty and administrators should look for ways to help students overcome the potential barriers to a successful experience, including the credit-approval process, organizing faculty supervision, and accessing information about opportunities, as well as funding. Since undergraduate student research abroad can lead to improved linguistic competence, cross-cultural skills, cultural competence, and disciplinary knowledge, we should do everything we can to develop and promote it. Mell C. Bolen~ Brown University Pat Martin~ University of Pennsylvania About the IFSA Foundation: The IFSA Foundation was founded to assist the continuing advancement of international education through direct and indirect support of study abroad by undergraduate students from U.S. colleges and universities. This is the first foundation whose mission focuses exclusively on the advancement of study abroad as a major component of higher education in the United States The Directors of the Foundation believe that effective study abroad for U.S. students involves minimally a semester length experience and, wherever possible, close academic integration with recognized universities abroad and, in all cases, the provision by the program sponsors of comprehensive student services to maximize the academic and cultural benefit of the experience and provide for the welfare and security of students. The IFSA Foundation intends to concentrate on projects that will provide muchneeded strength to undergraduate study abroad in the United States: scholarships to extend opportunities (particularly among underrepresented groups); start-up funding for underdeveloped areas of semester and full year study abroad programs; and support for the development of innovative projects designed to broaden the scope of the undergraduate study abroad experience. The IFSA Foundation grants are given only to institutions; scholarship grants are not tied to participation of students on any particular program. For more information: http://www.theifsafoundation.org

This study was undertaken to establish the challenges faced by distance education students and what institutions of higher learning have put in place to ameliorate the challenges. It was undertaken in Kabwe urban District, covering three institutions: Nkrumah University, Zambian Open University and Mulungushi University simple random sampling technique was used to select the three institutions and respondents. This study used a descriptive research method, employing the use of a questionnaire and interview guide to collect data. Thematic data analysis was the predominant method employed in the study. Findings indicate that many factors in the home, school and circumstantial environments impede participation and performance of distance education students in accessing and being retained in their much-desired formal education at university and college levels. Furthermore, findings revealed that distance education students are more disadvantaged in accessing education at tertiary level due to the burden of family problems, financial problems, psychological problems, institution-related problems and pressure from work as most of them are working. Terminal illnesses and chronic illness, accidents, poverty, loss of employment (retrenchments) of guardians, parents and significant others led some to drop out of university and college, as support was not guaranteed. Others, especially with special education needs, were hindered by the policies in the institutions of learning and it was difficult to continue or complete their courses on time. The study recommended that the Government should start offering bursaries to students under distance education as such services are only provided to public government institutions only; and that higher education institutions (HEIs) should establish counseling centers in all the regional centers and employ professional counselors to attend to the needs of the students.

In order to stabilize the operation of innovation and entrepreneurship education and improve the graduate employment ability of sports training professionals, this paper, based on the literature, work experience and actual environment background, promotes the development and employment of sports training professionals in sports colleges and universities.

Abstract Evidence indicates that some Africans, with or without special needs or disabilities highly target attending U.S. colleges and universities for further education. Typically, most of these people had obtained their bachelor’s degrees in institutions of higher education in their countries. The desire to travel to U.S. for graduate studies could be due to factors such as the absence of desired graduate programs, limited admission opportunities in institutions of higher education, and social, political, and economic instabilities in African countries. For Africans with special needs or disabilities, the lack of support services in tertiary institutions in their countries is a major factor for their strong desire to go the U.S. for higher education. Some Africans educated in U.S. colleges and universities may, on completion of their programs of study, decide to seek suitable employment opportunities in the U.S. From afar, they are still able to make positive contributions to the social, economic, and political developments of their home countries. I am one of those graduates who decided to work in the U.S. In this article, I share my experiences.

Women are becoming the majority in China’s universities and colleges. This study examines gender differences in post-college plans of China’s college students under the new social context. Drawing on survey data from college students across 15 universities in Beijing, this study identifies a gendered post-college planning process. Descriptive findings show that the majority of students plan to go to graduate school, while women are less likely to have a graduate school plan and more likely to be unclear about their future than men. Multivariate analyses show that these gender gaps can be partly attributed to women’s underrepresentation in science, technology, engineering, and mathematics (STEM) fields. Moreover, family socioeconomic resources and anticipated parenthood timing are associated with post-college plans, and these associations are more pronounced among women. This paper discusses the implications of these findings for research on the formation of gender stratification in education and career in the global context of women’s progress in education.

The graduate employability has seen most governments, institutions of higher learning and industries engaging each other, as industries feel universities and colleges are churning out graduates that are not work ready. This has led to many strands to the discourse of graduate employability. One strand of the discourse is whether the higher education institutions should produce work-ready graduates. Another strand of the discourse is on how these institutions can make their graduates work ready, if it is an expectation that the graduates should be work ready. There is also another strand of the discourse on what constitutes graduate employability, that is, what skills make graduates work ready. This article looks at the latter from the perspectives of Agricultural Technical and Vocational Education and Training (ATVET) students in Zimbabwe. The article reports on part of a major study that was conducted on student internship and employability. Data was collected through focus group discussions with final year students from three agricultural colleges, that were selected using an eclectic sampling strategy which incorporated both typical case and maximal variation. The study showed that students view soft skills, namely entrepreneurship, financial literacy, innovativeness, ethics, problem-solving, honesty and some technical skills as essential to them.

This study investigated instances of the term systems thinking among the websites of the Top 25 business schools as ranked by U. S. News and World Report in 2010. Since a greater number of instances of the term and its variants in a universitys web documents may indicate an increased interest of the institution in the concept of systems thinking, the universities in this study were rated according to their decreasing instances, counts, or website hits. Results indicated that while many schools had little to no mention of the term in any form, some schools used it prolifically on their websites, even when searching and hit counting was adjusted to remove duplicates and isolate inaccurate results. Nevertheless, appearance and discussion of the term was limited in official university information displayed by most schools. The authors assert that an increasing importance should be placed on teaching systems thinking at the graduate level and on providing evidence of this work to prospective business students and their prospective employers through university and business school websites.

In the past two decades, pharmaceutical study in India has changed dramatically. The Portuguese established India's earliest pharmacy college in Goa in 1842, and it was the first of its kind in Asia. It was founded in 1932 by Professor Mahadev Lal Schroff (considered the father of Pharmacy Education system in India) at Banaras Hindu University. Since then, the landscape has shifted dramatically, with the number of pharmacy schools springing up all across the nation in response to the growing need. In the past, pharmacy education in India was heavily influenced by the pharmaceutical business and its products. Graduate pharmacists in developing countries choose employment in the pharmaceutical sector, which contrasts with the position in affluent countries. It takes just two years and three months of pharmacy schooling in India to get the right to work as a pharmacist. A large portion of pharmacy practise is conducted by these diploma-trained pharmacists. There hasn't been much focus on the pharmaceutical practise curriculum. More Indian colleges and universities are beginning to provide pharmacy degrees at all levels, including a doctor of pharmacy degree that is focused on practise rather than theory. In 2008, several private colleges and universities began providing a Pharm.

Historically, student affairs professionals focused their work almost exclusively on undergraduate students. Doctoral faculty remained focused on the comprehensive needs of doctoral students. However, this situation is changing. Due largely to growth in numbers and diversity of graduate students, student affairs professionals at colleges and universities across the country are increasingly redefining their visions and their roles to include graduate students, including doctoral students. This research study focuses on the roles currently held by faculty in four fields of doctoral study (clinical psychology, nursing, educational administration, and electrical and computer engineering) at 12 universities in order to illuminate the comprehensive nature of the work currently being done by doctoral faculty. Interviews were conducted with 128 doctoral faculty, students, administrators, alumni, and employers. Findings detail the roles and responsibilities of faculty in four thematic areas: (1) scholarly activity and research productivity, (2) advising and mentoring, (3) selection and retention of students, and (4)defining and shaping of program culture. The findings from this study provide information that may be useful to student affairs professionals who plan to include doctoral students in their purview and who seek to better understand the work of doctoral faculty as they move in that direction.