Статті в журналах з теми "Student Career Assistance System"

This article analyses motivational and communicational readiness of students in the system of vocational secondary education. Motivational and communicational readiness are major features that determine student performance. Studying these characteristics will allow to reveal weaknesses in career guidance programs conducted by institutions of vocational education, and to single out students that are in need of individual assistance.

ABSTRACT Instructors teaching the introductory accounting information systems (AIS) course generally include some type of group project to reinforce the principles emphasized in this course. One of the challenges facing AIS instructors is which type(s) of group project(s) potentially improve the students' overall course learning experience, while at the same time addressing future career student objectives. If the AIS instructor has a mix of students with such differing career goals when teaching the AIS course, it is important for the instructor to consider possibly offering a variety of project choices for the group project. We test offering a ‘menu’ of software and case study group project options reflective of several career choices students have after graduation. We also describe how the instructor can operationalize such a ‘menu’ approach effectively using a learning management system (LMS), a minimal level of grading assistance, and other factors. We then measure student satisfaction with this approach, as well as the impact on the instructor's teaching ratings of such an approach. Finally, we measure the impact of a ‘menu’ choice on students' performance on the comprehensive final examination in the course. This paper provides empirical evidence in support of a ‘menu’ approach for group projects in the AIS course, a ‘menu’ which can be altered to accommodate the career aspirations of students majoring in accounting in most programs across the nation.

Objective: to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. Method: it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. Results: there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. Conclusion: it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

Purpose – The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education. Design/methodology/approach – The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires. Findings – Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available. Research limitations/implications – The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology. Practical implications – The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses. Social implications – Students who are taken and studying online courses would be aware of Student Support Services. Originality/value – This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Career counselling is a most effective aspect of life, it can make one's career or can break it, which eventually leads to a break in life. With the advent of a Covid-19 pandemic, students are not able to choose their career according to worth so guidance/counselling is most imp. This software allows students, passing from the school, to stay in touch and get personal assistance on choosing their colleges and career with the help of seniors or pass-out students. Using this new system, not only the students would be able to differentiate between the pros and cons of different colleges, but they will also be able to get mentorship in a familiar and localized manner. The application will be helpful, informative, and beneficial for a vast majority of students and has the potential of easing student’s lives in diverse ways with the help of their seniors.

The academic advising program in a college of engineering was studied to describe the role of the advisor in terms of Predominant patterns of use for assistance with preregistration, class add/drop, curriculum planning, career guidance, college and department rules and procedures, and personal counseling. Faculty and professional advisors were compared, and student gender, grade point average (GPA), and age were studied. Students used their advisors predominantly for assislance with preregistration, curriculum planning, and adding or dropping classes. Students assigned to faculty advisors reported greater use of and satisfaction with their advisors than students assigned professional advisors. No discernable pattern of use of and satisfaction with the assigned advisor was found with regard to gender. The expectation was not generally supported that females would use and be more satisfied with their advisors than would males. Students with higher GPAs reported greater use of and satisfaction with their advisors for curriculum and registration assistance than students with lower GPAs. Furthermore, for several advising needs, students with higher GPAs who had assigned faculty advisors used or were more satisfied with their assigned advisors than similar students assigned professional advisors. Younger students used their advisors more frequently than older students for career guidance and personal counseling. This was especially true for younger students assigned to faculty advisors.

This article presents a review of career activity, in particular as it relates to vocational education and training, and proposes a model for a system that incorporates an understanding of: • the transition to the changing world of work; • the range and variety of types of employment; and • the best means of utilising available pathways between employment, on- and off-the-job vocational education and training, and university study. In order to maximise the benefits to be gained from recent reforms in the education and training system, an improved career advisory system is needed to enable students to make informed choices regarding further study and employment. The continual demands for retraining, skills development, work restructuring and continuous improvement mean that the individual's need for ongoing opportunities for career information, counselling and advice can no longer be limited to the formal years of education. The Career Pathways project team, with the assistance of a reference group, undertook a range of tasks to collect data for the report. These included interviews, visits, focus groups, literature and policy reviews, and detailed analysis of practices of six countries: France, Germany, New Zealand, Canada the United States and the United Kingdom. This article represents a summary of the report, highlighting key findings and recommendations.

The existence of Guidance and Counseling services has strong legality and has become an integrated part of the national education system with the explicit recognition of the title of counselor in Law no. 20/2003 on the National Education System. Recognition of the legality of the counselor profession is in line with the paradigm of thinking that contains the concept of redefining education and the prepositions of guidance and counseling. Guidance is the process of providing assistance to individuals that is carried out continuously, so that the individual can understand himself, so that he is able to direct himself and can act naturally, in accordance with the demands and circumstances of the family and society. Career guidance is an activity and assistance service to students with the aim that they gain an understanding of the world of work as well as a guide on how to achieve it. In the context of implementing career guidance services in schools, every educator is required to understand deeply and thoroughly about the basics or main ideas that underlie the implementation of career guidance in schools. With this understanding, educators are expected to be able to strengthen confidence and a greater sense of responsibility. In general, the purpose of career guidance in schools is to assist students in understanding themselves and their environment, in making decisions, planning, and directing activities that lead to careers and ways of life that will give a sense of satisfaction according to, in harmony, and balance with themselves and their environment. In order for career guidance in schools to function properly in accordance with the goals that have been set, a supervisor or school counselor needs to pay attention to the principles of career guidance in schools, especially in the preparation of program implementation services.

Student life causes many sources of stress due to the requirements of managing schoolwork, family, friends, health and wellbeing, and future career planning. Some students are overwhelmed and lack resilience to overcome stress, especially if they are inexperienced in managing setbacks, fail to achieve expectations, or lack skills to independently manage social skills, recreation, and study time. The long-term accumulation of stress has a negative impact on students’ physical and mental health, and may lead to a range of symptoms such as depression, anxiety, headache, insomnia, and eating disorders. Although most universities provide psychological counseling services, there is often a shortage of professional psychologists, which leads to students suffering from stress for longer than necessary without immediate assistance. The build-up of stress can lead to tragic consequences including abnormal reasoning, anti-social behavior, and suicide. There should never be a need for a student to wait more than a month to make an appointment for counseling services and every request for help should be immediately addressed and assessed. In this research, we designed a unique test platform for an immersive virtual reality group chatbot counseling system so students can receive psychological help and stress management counseling anytime and anywhere. First, the research used questionnaires to measure the stress levels and identifies how stress affects their lives. An immersive virtual reality chatbot was developed using professional psychological counseling knowledge that can provide answers during individual or group counseling sessions. Students can log in to the platform as avatars and ask the chatbot questions or interact with other students on the platform. This research provides college students with a new technology-based counseling environment designed to help relieve stress and learn new ways to improve student life quality from others. The platform provides a test base for future clinical trials to evaluate and improve the automated virtual reality chatbot counseling system.

The authors present their experience of designing a model of special educational settings for students with visual impairments enrolled in bachelor’s programmes in Mathematical Support and Administration of Information Systems and Applied Computer Science. The authors discuss requirements for career guidance, application for university admission, academic and psychological support in students with visual impairments and review the system of employment assistance for graduate students with disabilities. The outcomes of the research indicate that project-based learning, active involvement in research and participation in finding solutions to relevant practical tasks promotes high quality training in disabled students.

Contemporary university education develops professional identity and builds customized academic trajectories. Career guidance technologies provide professional self-awareness and personality professionalization. At university, career guidance work is an integral part of continuous professional development of a future specialist. It covers pre-university education, higher professional education, and employment assistance. The present research featured the career guidance work conducted at the Transbaikal State University. The analysis showed that the current system lacks innovations, cannot solve the employment problem, and does not provide conditions for successful professional identity. The article introduces a set of project conditions of customized career guidance work with 1) applicants, in order to promote a conscious career choice; 2) students, to support their professional competencies and identity; 3) graduates, to facilitate their employment. The proposed comprehensive approach to career guidance will allow the university to improve the academic process and to work with the community from secondary school to the onset of professional activity.

Practical experience shows that the autopsy assistant society is fairly divided. There are some people who would have needed a thorough basic training, and there are those who – due to their diligence and the close cooperation with physician colleagues – would deserve an opportunity for further progress due to their extensive knowlegde. As regards the autopsy assistant profession the training, and the training system as well has changed significantly, and it requires further changes. Examining the issue in a wide spectrum, the aim of the authors is, as much as possible, to promote the formation of an “Autopsy assistant career,” in which they want to create a predictable way for the members of the profession from the phase of becoming a student (competency, training, exams, vocational training, single note) to obtaining the master’s degree. The authors would like to provide a summary about their experience and plans regarding this issue. Orv. Hetil., 2015, 156(10), 399–403.

Abstract A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured by the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT). Improvements were noted in the two major aspects of leadership measurement: Strong and Engaged Site Leadership and Strong Educator Support System features. Improvements corresponded with higher achievement scores on English Language Arts and Math as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. These results show promise for continued focus on improving school administrator leadership in order to install more inclusive systems of support for learning that are associated with higher levels of student achievement.

On the base of the survey in two universities in Voronezh (680 students) the hypothesis is rejected that students, in accordance with J. Schumpeter's interpretation of entrepreneurial activity, associate entrepreneurship with innovations. It is found that the student's perception of entrepreneurship in the Russian cultural and linguistic environment differs from the Schumpeterian one. Although the inclination to joining entrepreneurship in the future is widespread among the students, they are not ready to innovate. Students perceive entrepreneurship primarily as a pathway to financial security and personal well-being. Respondents tend to neglect socially significant aspects of entrepreneurship.It is revealed that the students miss a holistic system of views and priorities regarding to their careers. Personal interests and motivations prevail over business inclinations. This is expressed in the students' career preferences, which incline to the ability to combine business and personal life, to the pursuit of financial security, material well-being, avoiding difficulties. As a rule, students prefer interesting and creative work. Hard work and education as factors of success in their future professional careers are valued low.At the same time, weak social inclinations are manifested. Mutual assistance and cooperation as factors of professional progress are rated low. Also, the students are not inclined to work much and hard for the sake of public benefits. Prevailing not only personal interests as compared to the social, but even personal as compared to professional is an obstacle to the students joining the innovative entrepreneurship, requiring the priority of business and professional interests. The low interest to continuing family business reflects the young people's desire to independence, to free choice of path. This indirectly indicates their deviation from traditional values (which are considered to be characteristic of the Russian culture in the past) and about the growth of their individualism.

The article discusses theoretical and practical approaches to creating a system of effective interaction between universities and alumni, including the organization of alumni associations. The experience of formation of relations "university-graduate" of foreign and Ukrainian universities is described. The experience of work with graduates of the Kharkiv Humanitarian University "People's Ukrainian Academy" is analyzed and summarized, the main directions and forms of cooperation with graduates as stakeholders are revealed. The main tasks and areas of work of such interaction today are: preservation and enhancement of scientific and cultural traditions of the PUA; establishing and expanding contacts between alumni, fostering the spirit of corporatism, mutual assistance and cooperation; participation of graduates in programs for the development of the university, strengthening its material and technical base, supporting scientific research; promotion of successful employment of graduates, their career growth; strengthening and developing loyalty to your Alma Mater, active participation in enhancing its prestige; ensuring the continuity of values that have developed in higher education in the system of interaction "students-graduates-students". The structure of the Alumni Association is presented, its goals and objectives are described. The integrity of the corporate educational system of interaction between the People's Ukrainian Academy and alumni is presented in the Program for providing a support system for NUA graduates. Attention is paid to describing the traditions that unite their graduates around Alma Mater. Such as: Graduate Breakfast, sports and children's programs, annual meetings on May 29, etc.

The paper focuses on the main aspects of working towards making quality higher education accessible for persons with disabilities. The paper reveals specific educational conditions necessary for teaching and supporting students with disabilities, such as: developing and implementing career guidance programmes, adapted educational programmes, programmes for social psychological support, programmes for employment assistance and post-graduate support of students. Adaptation of educational programmes implies not only establishing a set of common requirements for adjusting the educational process to teaching individuals with disabilities depending on the specifics of their disability, but it also implies developing universal approaches and requirements for providing special settings in which their learning takes place. It is important that physical (architectural), informational, academic services and facilities be available for students with different disabilities and that members of the staff of an education organization have special competencies for working with the disabled persons. The paper also stresses the necessity of developing and implementing an effective model of extending the successful experience that a number of universities have in teaching students with disabilities to the system of higher education in general. This major goal could be achieved through the establishment of a network of resource and training centers in the regions of Russia.

The K-12 Education Program is a new education curriculum in the Philippines that further develops students' skills and concepts in different strands to prepare them for tertiary education and exhibit competence as lifelong learners; however, its implementation has several drawbacks. Thus, researchers identified and analyzed the typical issues that Sultan Kudarat State University –Laboratory High School SHS students faced in implementing the K-12 Education Program and dealt with those challenges and coping strategies. This study employed the qualitative research design, specifically, the phenomenological approach. Focus group discussion and individual interviews were employed to get the needed data. Based on the study findings, students perceive the new curriculum as a significant burden, with the top challenges of having more years in high school, lack of assistance, and learning facilities. They also agreed on the benefits of the new educational system, which include more knowledge and learning, increased competency, and future career chances. Despite the difficulty adjusting to the K-12 program, they tend to cope with the challenges using various coping strategies such as time management, adjustment, acceptance, peer support, as they are aware of the program's value to their academic advancement. As a result, this research can assist students in preparing for the obstacles they may face in senior high school and recommend possible coping mechanisms.

Competence of the pedagogues, their individual qualities, motivation, creativity, the desire to constantly develop their skills and grow, and the ability to share the best practices are the main factors of success in education. In view of this, assistance to a young teacher is given great importance, as well as favourable conditions for a career-building. According to the Lithuanian and foreign research, major and sustainable changes in the area of education are possible only when teachers themselves are engaged in the implementation of changes (Ingersoll, Smith, 2004; Kennedy, 2008; Tatto, 2007; Review of the Lithuanian Education System, 2013). It means, that teacher’s profession requiring high level responsibility and altruism is the central axis in creating well-being of the country (Watt, 2012; Taylor, 2006). Yet, in Lithuania, as well as in the entire Europe, there is still a problem of ageing teachers, and it becomes more and more topical, since the number of young people selecting profession of a pedagogue is continuously decreasing. Thus, we have to solve a complicated task – to motivate young people to select profession of a teacher. The Article analyses the factors in selecting pedagogical studies and their links with further selection of a profession. In pursuance of these goals, the research applied the methods of the literature and document analysis, a questionnaire survey and mathematical statistics. Quantitative research and questionnaire survey were carried out in March-April 2014. The research involved 117 respondents from 4 Lithuanian universities. The respondents were 2nd–4th year students: social pedagogues, special pedagogues and career education pedagogues. Pursuant to the research findings, selection of pedagogical studies was determined by the internal factors (interests, predisposition, values), the perceived value of social services, the possibility to be useful for the society), understanding of own teaching abilities depending on the acquired experience (e.g. delivered lessons, taking care of small children). The majority of respondents intended to relate their life to the selected profession of a pedagogue. Mainly these were the persons who have selected the studies as the first or one of the first priorities; selected the studies individually, inspired by this profession as calling and after gaining experience in school. The motives fostering connection of the career with the selected profession are also very important, e.g. desire to grow and take care of other people, quest for independence at work, used pedagogical practices, an interesting profession meeting the expectations and a desire to ensure successful future.

The article deals with the actual problem of organizing additional specialized education of students in a general educational organization, which is an urgent problem. The purpose of organizing additional specialized education is not only the development of intellectual and creative abilities, subject, meta-subject and personal results of students, but also their vocational guidance and assistance in professional self-determination. The importance of vocational guidance work is emphasized in many federal state documents, in particular in the Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ, Federal State Educational Standards of General Education, the Strategy for the Development of Education in the Russian Federation for the Period up to 2025, An exemplary education program, including the module "Career guidance", etc., as well as in the speeches of the President of the Russian Federation Vladimir Putin. This article will allow the general education organization to build a system of additional specialized education for students, taking into account the peculiarities of the educational environment of the school. The organization of additional specialized education is a certain difficulty, however, the experience of such work is in one of the schools in the Moscow region. The article has a practice-oriented character and will be of interest to pedagogical and leading employees of general educational organizations, since it describes the goals, objectives and methods of organizing additional education for schoolchildren in the educational environment of a general educational organization.

The article reveals the problem of introducing quality tutoring in higher education, in particular Germanic languages. As practice shows, the number of students who want to master Germanic languages is growing; such students need to have an individual educational trajectory, where a special place belongs to the tutor. However, the problem of tutoring in domestic science is quite new, despite available works that reveal the theoretical and practical aspects of the tutoring development as a teaching profession, the issue of tutoring in mastering Germanic languages in higher education remains unnoticed by scholars, which makes the study relevant. Tutoring is an additional necessary component that complements the basic educational process; the tutor is a creative person, the leader of the study group, who conducts group classes, provides psychological support and individual assistance to students in solving educational and personal problems related to learning; provides career guidance and counselling. The quality of tutoring in mastering Germanic languages depends on the success of various interrelated work processes – Quality circle of tutoring: development of tutoring concept (determining the scope of classes, number of students, required number of tutors and educational goals), search for tutors (at the end of the previous semester with submission announcements and organizational meetings), training of tutors (professional and didactic), management of tutors (through regular meetings-consultations), assessment of tutoring (self-assessment and within the official evaluation system of the educational institution). A special place in the tutoring concept belongs to the documentation of all processes in order to analyse and transfer materials to the next generation of tutors. Tutoring is an important element of the quality management system in a modern higher education institution, as it realizes the values of individualization and self-determination. Prospects for further research are in the theoretical substantiation of the tutoring effectiveness in the mastering of German languages in higher education.

Purpose The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world skills and develop work readiness. Design/methodology/approach Primary data collected for the research were qualitative. A total of six focus groups were conducted with a total of 52 students enrolled at a large metropolitan university in Australia. NViVO was used to code and analyse the data. Findings The study found that at the commencement of university studies, the expectations were simple like, making new friends, getting around the campus and settling well into the university culture, which over time extended to getting a part-time job, securing internships, memberships of associations, desire to participate in exchange programs and get work-ready by the close of the first year. The research outcomes show that those who held a part-time job while studying demonstrated a better understanding of the preliminary management subject matter taught in class and obtained better grades. Primarily, the preliminary management course did not specifically impart work-ready skills and it would be fitting to embed employability skills in the management curriculum from the commencement of their programs in the first year. Research limitations/implications Qualitative research is used to comprehend a research problem from the outlook perspectives of the local population it involves. The limitations of this methodology includes no objectively verifiable result, adept interviewing skills for interviewers, slow and time consuming during interviewing process and intensive category process also as qualitative inquiry is normally open-ended, the participants have more control over the content of the data collected. Practical implications The lack of skill mismatch and graduates who are not work-ready incurs significant economic and social costs. A number of policy implications emerge due to university-labour market links and skills mismatches and the impact on students and the labour market. The rise in unemployment and the skills mismatch seen after the economic crisis requires immediate attention. Job creation is crucial but so is the need to develop graduate with appropriate matching skills and qualities to do the job. Mandatory internships, apprenticeships and on-the-job training for university students would help. Governments can provide financial incentives and subsidies to organisations providing the above services and working cooperatively with the universities to get students work-ready. Universities must raise the educational requirements over time as jobs become more complex. Universities can build communities of practice with the assistance of this scheme to enable students to interact with the industry professionals. An additional year of vocational training could be recommended for the graduating students. This would help the young graduates to get work-related skills. Wheelahan et al. (2015) state that building better links between education and work can help provide a more rational approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this. Social implications This requires a combined effort from all stakeholders. A systematic approach needs to be adopted. First, the gap between the knowledge provided by the universities and the skills required by the employers need to be reduced. Second, the employers and the universities should keep a watch on the labour market and develop strategies to meet the dynamic requirements of the labour market collaboratively. Third, career guidance will help inform students make a career choice to match the labour market opportunities. This should be a part of the policy agenda for responding to the lack of work-ready graduates in the labour market. Originality/value Learning and teaching activities must include industry interface and engagement right from the first year at university. The main findings from this research indicated the need for better understanding of first-year students’ expectations. The two significant student expectations that emerged were “need for collaborations” and “industry interface”.

Global changes in all spheres of human life require medical education to form students' conscious attitude towards their own lives, mental and physical development, education, and further medical career. Practical classes are a type of teaching within a variety of teaching and learning approaches providing the close interaction and cooperation between the students and tutors and posing real-life tasks. It is at practical classes when the tutors or mentors can and should conduct a controlled evolving of concepts and development of skills. Making a collective decision and discussing clinical problems is one of the forms of interactive education that enables future doctors to learn how to express their thoughts correctly, how to clearly substantiate decisions. Unlike the traditional classes, this form gives the students an opportunity to check up themselves, to make decisions based on the main principles of the diagnosis and treatment of various nosological forms. The article presents an experience of fostering professional competencies in the 5th year students of the Faculty of Dentistry by applying a case study, an interactive teaching method (case-study method) during the course of paediatric therapeutic dentistry at the Department of Paediatric Dentistry, Ivano-Frankivsk National Medical University. This technique contributes to strengthening the generation of students’ knowledge and its shaping through independent activities and collective discussion; it also boosts students’ intellectual skills, creating and critical thinking. As for the tutors and mentors, this type of teaching form is an effective way to get feedback and contributes to the ability to effectively correct the ways to shape knowledge, and to organize consultancy assistance to students. The combination of interactive methods and other methods of knowledge, skills and competence building and the active independent work of students, the creation of the system and algorithm for implementing these methods, perfect mastery of their mentors and partnership, mutual respect between the teachers and students is a guarantee of the training of a highly competent specialist.

Concerned elementary teachers in schools serving rural populations frequently ask about providing career education skills for their exceptional students, and for assistance in addressing general career needs of other elementary students. This article identifies general career skills that may be successfully incorporated in an elementary curriculum for both regular and exceptional students, and suggests a procedure for teacher and student monitoring of progress.

PurposeThe purpose of this paper is to present qualitative evidence on the processes and forces that shape school administrator career paths.Design/methodology/approachAn embedded case study approach is used to understand more than 100 administrator career transitions within the Delaware education system. Semi‐structured interview data were collected from 48 principals and assistant principals. Coding and analysis occurred through an iterative process, revealing patterns in processes and forces influencing the careers of school administrators.FindingsWhile some career decisions are self‐initiated, most are influenced in part or entirely by other actors in the system, described as recruiting/tapping, requesting, reassigning, passing over, and removing. In self‐initiated decisions to move or stay, a number of “pushes” and “pulls” are identified. Findings also suggest the decision to stay‐equilibrium is driven by relationships with students and by district support.Research limitations/implicationsData are limited to Delaware and represent the voices of principals and assistant principals only. Patterns evident in the data suggest a need to further investigate administrator career behavior qualitatively, as well as directions for future research.Practical implicationsThere is a need to better understand and improve local human resource processes in terms of recruitment and assignment of administrators. Additional research is needed to better identify processes and forces related to career decisions in order to improve leadership recruitment and retention.Originality/valueThis research represents the first large‐scale qualitative study of administrator career behavior and is an important companion to recent quantitative analyses in this area.

Purpose The following article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry PhD and innovator regarding his pioneering efforts. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Dr Nabil Simaan, Professor of Mechanical Engineering, Computer Science and Otolaryngology at Vanderbilt University. He is also director of Vanderbilt’s Advanced Robotics and Mechanism Applications Research Laboratory. In this interview, Simaan shares his unique perspective and approaches on his journey of trying to solve real-world problems in the medical robotics area. Findings Simaan received his BSc, MSc and PhD in mechanical engineering from the Technion – Israel Institute of Technology. He served as Postdoctoral Research Scientist in Computer Science at Johns Hopkins University. In 2005, he joined Columbia University, New York, NY, as an Assistant Professor of Mechanical Engineering until 2010, when he joined Vanderbilt. His current applied research interests include synthesis of novel robotic systems for surgical assistance in confined spaces with applications to minimally invasive surgery of the throat, natural orifice surgery, cochlear implant surgery and dexterous bimanual microsurgery. Theoretical aspects of his research include robot design and kinematics. Originality/value Dr Simaan is a leading pioneer on designing robotic systems and mechanisms for medical applications. Examples include technologies for snake robots licensed to Intuitive Surgical; technologies for micro-surgery of the retina, which led to the formation of AURIS Surgical Robotics; the insertable robotic effector platform (IREP) single-port surgery robot that served as the research prototype behind the Titan Medical Inc. Sport (Single Port Orifice Robotic Technology). Simaan received the NSF Career award for young investigators to design new algorithms and robots for safe interaction with the anatomy. He has served as the Editor for IEEE International Conference on Robotics and Automation, Associate Editor for IEEE Transactions on Robotics, Editorial Board Member of Robotica, Area Chair for Robotics Science and Systems and corresponding Co-chair for the IEEE Technical Committee on Surgical Robotics. In January 2020, he was bestowed the award of Institute of Electrical and Electronics Engineers (IEEE) Fellow for Robotics Advancements. At the end of 2020, he was named a top voice in health-care robotics by technology discovery platform InsightMonk and market intelligence firm BIS Research. Simaan holds 15 patents. A producer of human capital, his education goal is to achieve the best possible outcome with every student he works with.

Abstract: As many students are confused about their future career field, they are unable to decide their career path either because of a lack of information or misconceptions. At the age of 18, students do not have adequate knowledge to correctly understand which is the right professional path. As we grow, we recognize that each student has doubts about what to pursue after 12th grade.

Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.

Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.

Abstract The All of Us Research Program is building one of the nation’s largest most diverse research platforms that is transforming the future of health by providing researchers expansive, integrated, diverse health data including populations historically underrepresented in biomedical research (UBR). The All of Us dataset is available through the All of Us Research Hub, a centralized, secure, cloud-based platform examining biological, behavioral, and environmental factors that influence health and a broad range of diseases and conditions, including cancer. Participant data includes biological samples, health and social determinant surveys, electronic health records (EHR) and wearable data. Data is available through a private and secure tiered system, with anonymized aggregate data on an open-access public tier, and curated, individual-level, and genomic data on registered and controlled tiers. As of August 2022, the dataset includes over 518,000 participants, 80% UBR and 50% racial and ethnic minorities. Of the 227,000 participants who share EHR, over 42,000 indicate at least one form of cancer diagnosis and nearly 200 different cancer types. More than 2,800 researchers on the All of Us Researcher Workbench study this data, 21% of whom are underrepresented in the biomedical workforce (UBW) by race and ethnicity, from 393 institutions across 47 states. The diversity of research powered by All of Us data matches the diversity of its participants and researchers, as more than 150 projects have “cancer” in the project title and over 240 in the scientific question being studied. To date, there are five cancer-focused publications using the data—demonstrating the program’s early impact in cancer research. The program is intentional in ensuring data access to a diverse researcher community. These efforts include investing in the researcher pipeline and building capacity—from K-12 including educators, undergraduate and graduate students, post-docs and early stage investigators, seasoned researchers, and community and citizen scientists. At the collegiate level, one example is the Research Scholar Program (RSP), an annual offering of professional development workshops and curriculum, providing mentorship and training to support students in a research project utilizing All of Us data. RSP students present at the annual Minority Student Research Symposium, where in 2022, 27 UBW research scholars presented their findings to more than 300 attendees. For early-career investigators, the Baylor College of Medicine UBR Faculty Summit provides training on the Researcher Workbench and year-long support for attendees to continue research in teams utilizing All of Us data. Another capacity building effort is one with engagement partners RTI and the Community Campus Partnerships for Health to provide support for faculty, post-doctoral fellows, and students in six HBCUs to participate in an All of Us Researcher Academy that will provide training, technical assistance, and network-building for researchers and their mentors. Citation Format: Karriem S. Watson. The All of Us Research Hub: A dataset for all of us [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr IA021.

This study aims to reinterpret the epistemology of Hasan Langgulung Islamic education and its application in learning during the Covid-19 pandemic. As a library research, the primary research data are in the form of six writings by Hasan Langgulung. The researcher also presented research data related to learning that had occurred during the COVID-19 pandemic season. The data collection technique is done by documentation. Then the data analysis was done descriptively-analytically. Researchers generalized and critically analyzed the concept of Hasan Langgulung Islamic education from various primary and secondary literatures and then discussed the concept on the actualization of Islamic education during the Covid-19 pandemic season. The results of data analysis, in this case Hasan Langgulung's Islamic educational thought paradigm, were then concluded and became the results of research. The results of the study show that online learning that has occurred during the pandemic so far is still disoriented to the epistemology of Islamic education. Hasan Langgulung offers an epistemological paradigm of Islamic education, namely 1) teachers should formulate online learning aims and goals that are realistic and can be measured through indicators with specified timelines. Aims and learning goals are oriented to three aspects of cognitive, affective, and psychomotor; 2) choosing learning strategies to be more precise with guidance, counseling, and providing incidental student assistance; 3) the learning evaluation system must be realistic and measurable, all of which include cognitive, affective, and psychomotor aspects.

Introduction. The period of the highest sports achievements falls on the student age, and students provide the basis of the national teams. Therefore, there is a need to retain promising athletes in high-performance sports during their studies at university. In this regard, the study objective was to identify the causes and problems of the sports career termination by athletes studying at university. Materials and methods. The study involved 63 students of the Faculty of Physical Culture and Sports of the P.M. Masherov Vitebsk State University, who finished their sports career during their studies at university. All students were divided into two groups according to their sports qualifications. A questionnaire was employed to identify the difficulties of terminating a sports career. Results. The primary reasons for quitting a sports career, which were named by most of the respondents, included a career peak achieved (50.0 %) – in the first group; and the lack of results and injury (55.6 % and 29.8 %, respectively) – in the second group. Most of the students did not experience issues related to the sports career termination, 77.8 %, and 55.6 %, respectively. At the same time, the great number of highly qualified athletes needed postsports assistance (58.3 %). Conclusion. The study has indicated that regardless of sports qualifications, the main reasons for sports career termination are a decrease in sports performance, injuries, and financial difficulties. When ending a sports career, student-athletes with higher sports qualifications experience difficulties reaching a crisis level. The gravest problems for all student-athletes are those related to negative emotional states experienced by them in this period and the need for professional self-determination. The majority of student-athletes in the two groups consider it necessary to have medical, financial, and psychological assistance.

Abstract: To choose any educational organization is one of the major or foremost decision for every student because it plays a vital role for growth and development of students and it also helps to boosts their career. SSC is one of the crucial stage of every student’s life in India. It decides the future of every student career. SSC decides in which stream the student will make his career. SSC scores of the student decides in which college the student will take admission. College selection is second step after SSC in student’s career. The college selection plays an important role as college selection requires a lot of searching work. Students search for the various aspects like college campus, teaching staffs, extracurricular activities in colleges, infrastructure of colleges, etc., even the reviews of college is searched to get extra confirmation about the genuinely of details. Searching all the details requires a large amount of time. Hence, it’s important to reduce this manual work and automate this with help of software.

Introduction. A university professor is the major actor of the preparation of future specialists, the carrier of significant amount of implicit knowledge, which due to objective reasons cannot be formalised. For the full functioning of the higher school and its development, it is necessary to form and support the affective system of uninterruptable reproduction of qualified scientific and pedagogical personnel. The growing problem of ageing of higher-education teaching personnel (i.e. faculty) of Russian universities, which is not isolated from other negative trends, causes a threat to the overall human potential of the country.Aim. Within the scope of a further scientific discussion1, the aims of the article are the following: to comprehensively discuss the crisis situation in the field of higher education HR in Russia, to identify the key causes of the crisis and to indicate the possibilities of overcoming it.Methodology and research methods. The methodological framework is based on systematic approach, which includes general scientific methods (deduction, induction, generalisation, comparative analysis, etc.) and special research methods (historical method, correlation and regression analysis, statistical analysis, etc.).Results and scientific novelty. The causes of demographic crisis of the Russian higher education institution are considered: a) the rapid ageing of highereducation teaching personnel; b) the outflow of young teachers to other sectors of employment; c) the reluctance of graduates of master programmes to build their career in the field of higher education; d) the lack of the general interest in postgraduate school as a traditional institute for the training of scientific and pedagogical personnel of the highest qualification in Russia; e) the reduced efficiency of the functioning of the institute of postgraduate education; f) the long period of becoming young teachers as candidates of science. The crisis is continuously increasing against the background of: a) the growth in the number of potential applicants – young people aged 18 to 24; b) the low income level of young university teachers, including most of the leading universities; c) the lack of the system of state support and stimulation of young teachers. There are currently no economic prerequisites for the use of “soviet” experience in terms of a significant increase in the financial attractiveness of postgraduate school and perspectives of scientific and pedagogical activities. Therefore, it is necessary to propose the measures at the federal level, taking into account modern realities. To resolve the problem mentioned above, the author’s concept of the state programme “Future Associate Professors” is proposed, which should be realised by organising two promotion trajectories: a) “student → assistant and postgraduate student → preparation and dissertation defence → associate professor”; b) “a practicing specialist with experience in the department’s profile → teacher and postgraduate student → preparation and dissertation defence → associate professor”. The innovations designed to ensure successful implementation of the programme are formulated and justified: a) state subsidies for a part of the cost of students’ and young specialists’ participation in the programme; b) targeted “teaching” budget places for postgraduate studies; c) the introduction of an additional criterion for evaluating universities in the framework of annual monitoring.Practical significance. The research results and proposals can be used by the Ministry of Education and Science of Russia, as well as by the heads of Russian universities to increase the effectiveness of their activities at the national and local levels.

The tremendous developments in technology that have been realized in this digital era have greatly improved the way in which data is collected and used in schools. Over the years the number of secondary schools using technology in processing student data has been increasing steadily. As a result, a large amount of data in electronic form has been gathered. Classification algorithms can be used to study the patterns presented in these data and use it to predict a suitable career for a student. In this study classification algorithms were used to predict a suitable career for form four students. The study evaluated the best classification algorithm for implementing the career recommendation system in Kenya. The Cross Industry Standard Process for Data Mining framework was applied to a dataset drawn from form four students in Bungoma County in Kenya. Stratified random sampling was used to select 50 secondary schools and a 10% of candidates were selected from every sampled schools. The collected data were cleansed, preprocessed and analyzed using a data mining tool of RapidMiner. Various classification algorithms were evaluated in predicting a suitable career for a student. The study findings revealed that classification algorithms can be used to predict a suitable career for a student. All the classifiers that were used gave a predictive accuracy of above 88% though deep learning was the most accurate with 97.5%. However, since the classifiers out performed each other in various metrics, therefore using multiple classification algorithms in building the recommendation model can yield better results. The study therefore concludes that classification models comprising of multiple classifiers can be used to predict suitable careers for secondary students.

Career assessment is useful for a student in order to know the suitable jobs for him/her in future basing on student’s knowledge memory power, Intelligence, psychological aptitude, etc. During the academic program of a student, it is very important to assess the appropriate career(s), so that a student can select some appropriate electives and some specialized subjects, which lead to an appropriate career(s). In the process of academic program of a student, it is highly essential to plan his/her career. Generally, the career counselor in an institution analyzes the student’s academic record/Cumulative Grade Point Average (C.G.P.A.) and predicts suitable career(s) in industry. In case of students belonging to Computer Science and Engineering branch, counselor will suggest some appropriate jobs in software industry viz. software designer, software engineer, tester, marketing person, etc. based on the academic record. Apart from academic record, one should also consider the student’s psychological factors like intelligence, problem solving ability, patience, etc. to predict a better career. We developed an expert system for predicting career by assessing psychological factors of a student like problem solving ability, intelligence and patience levels of a student. In order to assess these psychological factors, we developed 8-puzzle game to assess student’s intelligence and planning ability levels, fastness in playing game, and patience levels. The system requests the student to play 8-puzzle game many times and displays the scores of student. A career table is designed which consists of list of careers in software industry and the minimum levels of requirements in academic record, intelligence, patience, etc. The academic record and psychological factors of the student are compared with the minimum levels required for each career and thus the system predicts the matching career(s) for the student.

Psychological factors of a student helps in selecting the appropriate career for the student. The Expert System is designed to assess the psychological factors of a student, build a cognitive model and identify the most suitable career(s) for the student. In order to provide career guidance to a student by an expert system, it is necessary to assess various psychological factors of the student which include the speed, time taken, level of the game and by the number of clicks used. In order to assess these psychological factors of a student, the system asks the student to play the Concentration game a number of times. Basing on the scores obtained and some other factors by the student the system builds a cognitive model for the student. In this paper the main focus is to design a Concentration Game by assessing the psychological factors of a student for the career guidance of a student.

Abstract n this scientific work, the possibilities and potential of building a career for student youth are studied, a strategy for the application of professional and educational skills through the prism of opportunities and socio-economic relations in society is being worked out. The aim of the work is to develop an effective learning strategy and improve their own skills for student youth in the process of career growth. To achieve the goal, a career development plan for student youth is formed, highlighting the main stages of this development process. A list of subjects of career management and their functions is also formed, taking into account the age characteristics of building a career and defining a system of tasks and values for each generation of citizens.Student youth is a social group of people of a certain age, united by the desire to acquire new knowledge for their further application in building their future life path. The difficulties of perception, learning and building a career depend on the inherent and defining features of this generation, actively combining technologies of digital and physical spaces, which makes us take a fresh look at building a career strategy for people belonging to this generation. The scientific basis of the work is Russian and foreign monographs, opinions and assessments of experts in the field and regulatory legal acts of the Russian Federation.

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

In order to provide Career Guidance by an expert system to a student, apart from his/her academic record, it is necessary to assess various psychological factors of the student like Intelligence, patience and perseverance, Learning ability and Speed of solving problem, etc. The outcome of this research work is an expert system called Tic-Tac-Toe Game Playing Career Guidance System (TTT-GP-CGS) that is useful to assess the psychological factors of the student through Tic-Tac-Toe Game Playing, build the cognitive model of the student and predict the appropriate career(s) for the student. The system plays Tic-Tac-Toe game with the student several times. The average score obtained by the student reflects his/her intelligence. The average time taken by the student for playing the game reflects student's speed of solving problem. The number of attempts the student makes reflects the students patience and perseverance. When the student plays the game with the spaystem every day, if the student's score increases day by day, it reflects that the student has good learning ability. In this way the system will assess the psychological factors of the student and builds the cognitive model of the student. Internally the system converts the quantitative scores into qualitative scores. The system maintains a table of careers and the expected levels of psychological factors that are required from student's side to carry out the career successfully. The system invokes a matching process by considering the cognitive model of the student and the table of careers, and predicts the career(s) suitable to the student.

BackgroundMost patients are cared for in the community by GPs, and workforce planning for the UK NHS suggests that 50% of medical school graduates need to train as GPs. While there is pressure on medical schools to provide more student teaching in general practice, general practice must be prepared for this increase in workload and teachers should have appropriate training.AimThis study examined the influence that teachers as role models can have on the development and career choices of medical students and whether GPs who teach medical students might benefit from assistance in developing positive attributes.MethodA literature search was carried out. Relevant papers were those that examined the influence of a doctor as teacher role model for medical students, both in assisting in professional development and clinical skills, and in influencing career choice.ResultsThe review identified eleven papers. There was evidence of association between a student having an influential role model as teacher and choosing specialty training in that area, although evidence of a causative connection is less convincing. A recurring theme is the recommendation that teachers should be aware of the influence they can have as role models, both positive and negative.ConclusionAs medical student teaching moves into general practice GPs who teach will need to be helped to understand and develop positive role model attributes, to promote general practice as an attractive career to the students. Further research needs to identify the extent of assistance required and whether medical schools are prepared for this extra responsibility.

The general objective in the implementation plan of community service is to socialize a way or method to develop students' self-efficacy in career decision making in Purwakarta. The type of outcomes generated from this training is to increase teacher competency in developing self-efficacy of student career decisions. Based on the interview results it was found that many teachers did not understand how to provide assistance to students in the career field, so that it was more burdened / directed to the guidance and counseling teacher in the school. However, because of the very far ratio between teacher guidance and counseling with students, so many students do not get career guidance services that impact on career decision-making of students who are made carelessly and part of it (conformity in career).

Career assessment is extremely important for a student to choose the best career in his/her life. A career counsellor may assess a student by considering his/her academic record and the scores obtained in IQ tests, reasoning, quantitative-aptitude, etc. and suggest a suitable career. After studies, when the student gets employment in his/her selected career, at times, the student may find it very difficult to continue in his/her career. A major reason may be that the psychology of the student may not match with the psychology that is expected for the chosen career. Hence, it is highly essential for the counsellors to assess the psychological factors of a student before suggesting a suitable career. Game playing is one method through which psychological factors of a student can be assessed. This paper presents a critical study on applicability of Sokoban game for assessing student’s psychological factors so that an Expert system can build a cognitive model of a student for career assessment.

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

Introduction This paper examines the convergence of the opinions of European higher education institution (HEI) experts on possible implementation of dual career policies and provision areas at university level. Methods An online 32-item questionnaire encompassing 26 dual career aspects collected the opinion of European HEI experts as the last phase of a Delphi method preceded by i) focus groups with student-athletes who aimed to identify needs for dual careers and ii) a workshop with 21 dual career experts to generate the statements to be included in the survey. Seventy-one HEI experts from 12 EU member states participated in the survey, rating each dual career aspect identified in previous phases. Results The relative position of each aspect has been plotted based on relevance (x-axis) and feasibility (y-axis). The Quadrant IV of the resulting scatterplots identified the following nine aspects rated as highly relevant and highly feasible for implementation: tutorship/mentorship, psychological support, programmes based on integration of academic departments and sports services, and adaptable programmes to the needs of each student-athletes (assistance/tutorship area), individual study plans and distance learning (curricula requirements area), publicity for student-athletes and initiatives for increasing the awareness of student-athletes and knowledge of dual career issues (social support area), and access to educational facilities (logistic support area). Discussion and conclusions The HEI experts’ views represent a coherent and useful starting point to develop a deep understanding of the considered 26 aspects founded on a phenomenological lifeworld-led approach and emphasizes the need for a minimum standard for dual career policies and provisions.

Raren Batuah 1 High School is a senior high school education level located at Unsum Village, Raren Batuah District, East Barito Regency, at Raren Batuah 1 High School, assistance is provided in the form of subsidies for Poor Student Assistance for the smooth teaching and learning process for students less fortunate. To help the selection process for recipients of Poor Student Assistance, a decision support system has been designed using the Simple Additive Weighting (SAW) method by prioritizing the criteria of parental income, the number of dependents of parents, and the value of student report cards that will be used for a reference decision making for the right recipient of Poor Student Assistance. Decision Support System Application (DSS) for Poor Student Assistance Recipients was designed using Flowchart and implemented using the Microsoft Visual Basic.Net 2010 programming language.

This paper examines the influence of psychological responses to debt on career choices from an experiment in which alternative financial aid packages were assigned by lottery to a set of law school admits. The packages had equivalent monetary value, but one required the student to take on a loan that would be paid for by the school if he worked in public interest law, while the other covered tuition as long as the student worked in public interest law. If he did not, the student would be required to reimburse the school. Tuition assistance recipients have a 36 to 45 percent higher public interest placement rate and, when lottery results were announced before enrollment, were twice as likely to enroll. (JEL I21, I22, J44, D14)

This paper examines the pattern of decision-making, lobbying, and influence that led to the landmark series of federal student assistance policies introduced by Jean Chrétien’s Liberal government in the late 1990s. The package of new initiatives—dubbed the Canada Opportunities Strategy—not only partially reversed an earlier period of fiscal restraint but also brought a new emphasis on direct forms of student assistance such as grants, bursaries, and tax credits. However, programs such as the Canada Millennium Bursaries and the Canada Education Savings Grants, despite their focused approach and innovative structure, came to be regarded as weak policy tools when measured against their ostensible goals of widening access to post-secondary education and efficiently targeting student assistance on the basis of need. The new policy regime also failed to fulfil nearly two decades of previous efforts by policy-makers to transform Canada’s student debt program into a systematic income-contingent loan program. We offer explanations of this pattern of policy inconsistency and incoherence by examining the awkward challenges of intergovernmental relations in the Canadian federal system as well as the fragmentation and competing goals now evident in student assistance policy networks. We contrast the student finance policy regime with the arguably more coherent set of research and innovation policies established by the federal government during the same period. We use policy network analysis as our theoretical framework, and we use data from our extensive interviews with higher education stakeholders and policy-makers to provide empirical support.

The purpose of writing this Best Practice is to: 1) Help individuals to achieve a life with a success identity, namely having personal qualities that understand reality, in fulfilling their needs with a predetermined framework. 2) Train students about what should be done, using applicable norms, behaving responsibly, and understanding and being able to face reality. 3) Guidance and Consultation services for students through Cyber ??Counseling. Cyber ??Counseling is an online counseling service, with tools connected to the internet network. The selection of Cyber ??Counseling is based on a situation that does not allow activities to be carried out optimally face to face related to the Covid 19 pandemic, it is hoped that the basic services needed by students can be fulfilled. Cyber ??Counseling is effectively used in guidance and counseling service activities during the pandemic, with the success obtained in the implementation of mentoring reaching 76.32%, and 21.06% contributing to the success of the activity from the previous percentage, which was 55.26%. There are 23.68% of students who decide to choose a career, and 5.26% still need mentoring. Guidance and Counseling as an integral and inseparable part of the education system has an important and strategic role in supporting the achievement of holistic educational goals. Its activities provide assistance to clients in understanding themselves and their environment, selecting, determining and compiling plans in accordance with self-concept and environmental demands based on applicable norms. Pay attention to individual differences. ABSTRAKTujuan penulisan Best Practice ini adalah untuk : 1) Membantu individu agar dapat mencapai kehidupan dengan success identity, yaitu memilikikualitas pribadiyang memahami realitas,dalam pemenuhan kebutuhannya dengan kerangka kerja yang telah ditentukan. 2) Melatih siswa tentang apa yang seharusnya dilakukan, dengan mempergunakan norma yang berlaku, bertingkah laku secara tanggung jawab, serta memahami dan mampu menghadapi kenyataan. 3) Pembimbingan dan layanan Konsultasi siswa melalui Cyber Counseling. Cyber Counseling merupakan layanan Konseling secara online,dengan alat bantu yang terhubung dengan jaringan internet. Pemilihan Cyber Counseling ini didasarkan pada situasi yang belum memungkinkan kegiatan dilakukan secara optimal dengan tatap muka terkait pandemi Covid 19, diharapkan layanan dasar yang dibutuhkan siswa dapat terpenuhi. Cyber Counseling efektif digunakan dalam kegiatan layanan bimbingan dan konseling di masa pandemi, dengan keberhasilan yang diperoleh dalam pelaksanaan pembimbingan mencapai 76.32 % , dan terdapat 21.06 % menyumbang keberhasilan kegiatan dari prosentase sebelumnya, yakni 55.26 %. Terdapat 23.68 % siswa memutuskan untuk pilihan karir, dan 5.26% masih perlunya pembimbingan. Bimbingan dan Konseling sebagai bagian integral yang tidak terpisahkan dari sistem pendidikan memiliki peran penting dan strategis dalam mendukung pencapaian tujuan pendidikan yang holistik. Kegiatannya memberikan bantuan kepada klien dalam memahami diri dan lingkungan, memilih, menentukan serta menyusun rencana sesuai dengan konsep diri dan tuntutan lingkungan berdasarkan norma-norma yang berlaku.Intervensi layanan Bimbingan Konseling bersifat layanan dasar, sehingga walaupun pelaksanaan layanan dilakukan secara klasikal dan kelompok, tetap memperhatikan adanya individual defferent.

For almost 100 years, career services in Australian universities have been providing assistance to students. Along with providing students with career development learning opportunities and employment services, career services have the potential to cross boundaries. Career services work with all faculties and disciplines of study, form vital links and partnerships with employers, liaise with organisations representing professional associations and work with prospective students. As universities make their own decisions about the type of career development support they offer their students, the level of this service has varied. In this context, the role of university career services within the Australian career community is unique. Often unnoticed by policy makers and funding bodies, traditionally career practitioners within these services have quietly delivered quality career services to diverse student populations. This article provides an overview of the career services in Australian universities. It begins with a brief history of the development of career services and the significant shifts leading to changes in these services, before noting the key roles undertaken by career services today and the importance of their work. The final section reviews some of the possible challenges facing career services in the future.

OBJECTIVES/SPECIFIC AIMS: Enhancing Patient Safety for hospitalized patients is a priority for healthcare facilities, providers, and federal funding agencies. Multidisciplinary partnerships in clinical and translational research better defines the scope of complex patient-safety issues, and is part of more effectively developing interventions. The discipline represented by engineering-trained partners brings valuable perspective to patient safety problems through their training background in human factors and systems analysis. The objective of this education program was to create and implement a collaboration between engineering students and clinical providers. Through the Johns Hopkins Institute for Clinical and Translational Research, a multidisciplinary partnership was created, to identify contributing factors, and suggest novel solutions, to key patient safety problems using an ethnographic research approach. METHODS/STUDY POPULATION: The collaboration was formed between the following Johns Hopkins (JH) groups: (1) The Institute for Clinical and Translational Research (ICTR), (2) The Armstrong Institute for Patient Safety, (3) The JH Hospital Clinical Engineering Services, (4) The Homecare Group, (5) The Masters of Science in Engineering Management Program at the Whiting School of Engineering, and (6) The JH Hospital Risk Management. All 6 provided representation to contribute to the planning, structure, and implementation of the project. The initial cohort was 24 masters students enrolled in the JHU Whiting School of engineering, and included 46% men, 54% women, and 75% international students. Students were placed in teams of 2–3 to work on 9 distinct patient safety concerns, as provided by the Armstrong Institute as priority. Potential clinical hosts from the appropriate clinical departments were vetted for feasibility and scope before students were assigned to them. Students and clinical hosts were oriented to the process. The students then spent 3–6 hours a week, for 7 weeks, observing and interacting with patients and health professionals at their specific clinical sites, conducting ethnographic research under the guidance of their hosts. Ethnographic research is the systematic investigation of a culture or system; in our application, teams were looking at the environment, culture, and its contributing factors, with respect to patient safety issues. Teams made observations, then formulated hypothesis and collected data relevant to what systems factors may be contributing to the patient safety issue. Following data collection and analyses, teams made recommendations for culture and/or systems shifts that could impact change and improve patient safety. Ethnography research process training is a tenet of the training undertaken by all Masters of Science in Engineering Management Students. RESULTS/ANTICIPATED RESULTS: At the end of the 7-week project, each team generated a comprehensive report suggesting potential solutions for each problem, and gave presentations on their findings to their peers, clinical hosts, and JHU steering committee representatives. Requirements on the student side included a midterm, final presentation, and report. Both students and site leaders submitted mid- and final program evaluations. Based on follow-up survey data, 71% of students said that the course may impact their career choice, 57% said the collaboration changed the way they viewed themselves, and 28% elected to continue working or were planning to work with their site in some fashion after the course ended. Nearly 60% of students believed additional funding or resources would benefit the course and 71% thought they would benefit from more or similar experiences with their clinical partners. Furthermore, 85% wanted to see the course expanded. Of the clinical hosts, 71% said that students added value, 86% believed students changed their perspective on their problem, unveiled new areas of investigation, and improved or likely would improve patient safety in their department. Seventy-one percent of hosts were actively acting on the students’ findings, and over 86% shared findings with their colleagues. Following the 7-week program, 2 teams also presented their findings to committees within the hospital departments, 2 patient-safety projects are being continued with engineering teams, and 2 new collaborative projects have been initiated. Based on the popularity of this program with the students, hosts, and teaching faculty, this will be implemented within the engineering curriculum for a second time next year. Additional outcomes data collection are currently ongoing, and we plan to continue to monitor and analyze results. DISCUSSION/SIGNIFICANCE OF IMPACT: In its first year our engineering collaboration exceeded expectations. Engineering students and clinical providers successfully worked toward tangible solutions that were directly applicable to patient care. Furthermore, interactions were both personally and professionally beneficial for students while simultaneously adding value to clinical hosts. Beyond the collaboration, this initiative allowed for secondary connections between engineers and clinicians that are also have great potential for resulting in translational innovation. Despite the overwhelming success of this project, it highlighted the need for increased resources for sustainability. Our pilot highlighted a role for funding with regards to: (1) students in the execution of their projects (eg, transportation to sites, prototype materials); (2) clinical hosts, particularly protecting time to interact with and lead student teams; (3) the Armstrong Institute—to aid the identification and prioritization of high impact, patient safety projects; and (4) the ICTR for staff to facilitate placements, student orientation to the hospital setting, and program execution and maintenance. Ultimately, this collaboration addressed an unmet need for the clinical providers as well as the engineering students: thus, all partners agree that (1) the impact of this pilot would be greatly magnified by more time, longer duration, and additional resources; and (2) this collaboration could provide a useful model for approaching other complex health care problems. In terms of larger and longer-term impact, engaging engineers at the training level together with clinicians provides early exposure, and could potentially prime them to continue collaborations with clinical and translational science, across their careers.Student Research Assistant Acknowledgements: The authors thank Manik Arora, Alexandra Morani, and Thomas Cornish -- Johns Hopkins University.