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Through higher education-migration ('edugration') systems, many immigrant-dependent countries have become structurally reliant on the retention of post-secondary international students as a source of the so-called global talent. This emerging area of research focuses primarily on the potential economic contributions international students may perform post-graduation. However, the labour international students perform during their studies—both within the broader labour market and, more specifically, the higher education sector—is relatively absent in the academic and public discourse, despite its growing significance. Drawing on the theoretical underpinnings of the modern/colonial global imaginary and the ways in which this imaginary frames international students as 'cash, competition, or charity' in the Global North (Stein & Andreotti, Higher Education,72, 225 239, 2016), we call for a renewed understanding of governments' engagement with—and higher education's complicity in—the framing of international students as workers. Utilizing collaborative autoethnography (CAE) as a method of inquiry, we explore ways the 'cash, competition, or charity' framing impacts international graduate students' experiences in the Canadian post-secondary context. We suggest an update to Stein and Andreotti's framing by adding 'labour' as a fourth dominant trope framing international students in Canada and, increasingly, across the Global North. [ABSTRACT FROM AUTHOR]

Texas higher education institutions serve some of the most diverse student populations in U.S. institutions. However, graduation rates remain among the lowest in the United States, particularly for underrepresented minority students. Diverse faculty members who act as mentors have the potential to increase underrepresented minority students' graduation rates. Yet few studies have examined these relationships. Using data from the 2021 Integrated Post-Secondary Data System (IPEDS), this quantitative study contributes to this line of research by examining the correlations of overall faculty diversity and faculty race/ethnic match and mismatch with graduation rates of students by race/ethnicity in Texas. Similar to past research, findings suggested a zero-sum effect: a significant positive relationship between faculty and students of the same racial/ethnic background and a negative correlation between faculty diversity and the graduation rates of students from different racial/ethnic backgrounds than faculty. These results suggest that further research is needed to determine what other variables might influence such findings and how faculty can support students from different racial/ethnic backgrounds. [ABSTRACT FROM AUTHOR]

Research on the teaching of writing at postgraduate level values written feedback (WF) in this process. In order to understand this practice, we conducted a state of the art study to identify conceptualisations, categorisations, perceptions and textual and scriptural changes based on WF in communications in the field of Social and Human Sciences. Among the results, WF is conceived as an interactive practice, developed in diverse pedagogical-didactic contexts and conditioned by different factors. In addition, classifications of WF are identified, oriented towards different aspects involved in research writing. In terms of perceptions, the participants emphasise the formative nature of the practice. Finally, we found little research aimed at documenting the textual and scriptural changes resulting from WF. We conclude that research into this practice can contribute to the design of devices aimed at improving the teaching of writing at postgraduate level. [ABSTRACT FROM AUTHOR]

Dual vocational education and training (VET) has recently been introduced in Catalonia, as in the whole of Spain, and it should be the only VET system in the near future. However, Dual VET still coexists with traditional VET. The former has much more on-the-job training, companies are more involved in curricula design and training management, and trainees receive a salary or a scholarship. This study analysed the effect of Dual VET on students' grades and degree completion. We use the whole population of Catalan students during four academic years (from 2015–2016 to 2018–2019) that completed their degree. We employ an instrumental variable approach to explain grades at completion. Results show that Dual VET had a positive effect on grades irrespective of the method and outcome used (standardised or non-standardised grades). In fact, our instrumental variables estimation showed a greater impact than the ordinary least squares results. In addition, Dual VET also increased the probability of graduation. Thus, the transformation of the Catalan VET into a Dual VET may have positive effects, since the latter improves course completion and grades. [ABSTRACT FROM AUTHOR]

This paper explores how BRAC's Targeting the Ultra Poor graduation program was globally adopted as a successful pathway for extremely poor households to build sustainable livelihoods and improve their conditions. It explores how this Southern model of development and transformation became an integral part of global knowledge. The paper also highlights a fundamental element of BRAC's vision and pedagogical approach – enabling the powerless, especially women, to organise and exercise their agency for bringing about change – and suggests this as an important next step in graduation programming. [ABSTRACT FROM AUTHOR]

This article socializes some ongoing research at the intersection of three projects4 concerned with secondary education from a socio-critical perspective. It particularly deals with the High School Professional Program, which has been implemented since 2023 to secure the right to finish this educational level by means of recovering students who have abandoned or failed their courses and designing a flexible pedagogical model. In the framework of qualitative research, document analysis, participant observations, and an interview with one of the leading figures of the Program have yielded interesting results. Thus, some theses can be presented in these initial phase of fieldwork, as well as a few concerns about educational transformation in this postpandemic scenarios-a must to guarantee access to a dignified life. [ABSTRACT FROM AUTHOR]

Several causes can contribute to delayed PhD graduation in Pakistani universities. One such aspect could be problems and procedural delays with the approval of research proposals, thesis submissions, and evaluation. This study will look into PhD scholars' topic approval timelines, concerns with their thesis submission process, and issues in thesis review. The study was done at four Pakistani universities, with 200 PhD scholars participating. A survey method was used, with data obtained using an online questionnaire. The key findings are that research proposals are approved by three forums. The first one is the board of studies. The second one is the board of faculty, and the third one is the board of advanced studies and research. The respondents reported that it took up to two semesters to get their research proposal or topic approved. Moreover, respondents also reported that there were fewer issues during the thesis submission process. Similarly, various issues were faced during foreign thesis evaluation, as it also took time. The findings of the study suggest that procedural delays need to be addressed and efforts should be made by university administration to facilitate PhD scholars in timely processing and evaluation of theses to facilitate timely attainment of PhD. [ABSTRACT FROM AUTHOR]

The Pacific Small Island Developing State (SIDS) of Kiribati has met the formal, minimal criteria for graduation from the Least Developed Country (LDC) category of the United Nations on multiple occasions from 2003 to 2018. Nevertheless, in light of both structural, long‐standing constraints and severe more recent challenges – such as the COVID‐19 pandemic, the Russia‐Ukraine conflict and the exacerbation of the climate crisis – that past assessments took into only partial consideration, the country still appears, at present, unready to lose the support measures that come with the LDC inclusion and to graduate, once and for all, with sustained "momentum." The analysis of strengths, weaknesses, opportunities and threats conducted in this paper suggests the need to further delay any decisions on graduation until more holistic, thorough readiness assessments can be conducted on the basis of new, additional indicators closely reflecting the full range of vulnerabilities that Kiribati, and other similar SIDS, currently face. [ABSTRACT FROM AUTHOR]

Black and Latino men are attending college at higher rates than ever before, yet their increased access has not led to increased success, as Black and Latino men face greater barriers to their success than do White and Asian men. The challenges to timely graduation for these populations are even greater at Christian colleges. The purpose of this study was to determine the campus experiences that contribute to the variation in thriving among Black and Latino men on Christian college campuses, after considering their demographic characteristics. Thriving is defined as students' vital engagement in the college experience intellectually, interpersonally, and psychologically. Using a sample of 369 Black and Latino men from 35 Christian colleges and universities, we conducted a hierarchical multiple regression analysis to determine the variance in thriving mean scores and scale scores contributed by each predictor variable. The final predictive model explained 53.5% of the variation in thriving within Black and Latino men in the aggregate. Because race was a significant predictor of thriving, separate regression equations were conducted on the 133 Black men and 236 Latino men. These models explained 67.1% of the variation in thriving among Black men and 53.5% of the variation among Latino men. The implications of the findings for Christian colleges and universities are outlined, particularly the role of spirituality, sense of community, and perceptions of institutional integrity in supporting Black and Latino men's ability to thrive in this environment. [ABSTRACT FROM AUTHOR]

This article presents findings from a recent study conducted at a Christian university exploring the spiritual leadership encounters undergraduate students described having with faculty and staff members. University students today face a myriad of challenges ranging from aspects of mental health to finding purpose and meaning in life. As a result, many university decision-makers are seeking ways to improve campus experiences that help meet the needs of their students and increase student engagement, retention, and graduation rates. Spiritual leadership theory is a relatively new theory in leadership studies that has been validated in several studies in various fields. However, there is limited research exploring spiritual leadership in a university context. The purpose of this transcendental phenomenological research study was to explore the lived experience of undergraduate university students with spiritual leadership encounters while attending a university. The data revealed that the spiritual leadership encounters students in this study had with faculty and staff members resulted in several positive experiences, including feelings of being cared for, feeling supported, developing a sense of community, and increased academic motivation. Recommendations for the future include encouraging university decision-makers to explore the potential benefits of integrating the spiritual leadership framework into current pedagogical practices. The information presented here may help practitioners of the spiritual leadership model in classrooms, residential halls, and other university settings to potentially experience similar benefits with the undergraduate students they teach and lead. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

The pandemic COVID-19 unveiled and magnified the various learning challenges experienced by learners which yield to learning gaps, losses, and higher dropout rates, especially in the tertiary level of education. With this, there is a need to investigate on how learners are able to complete their respective course programs in the new normal. This study attempted to understand the learner’s course completion through a graduation cohort analysis approach which is anchored on a quantitative-qualitative research design. Results uncovered that gender and residency of the learners are positively correlated to the length of their course completion. In addition, the course completion varies on the learners’ gender and residency. Furthermore, 79% of the learners were able to complete their course on-time with an average of 3.72 years and standard deviation of 1.09 years. Consequently, financial, mental-health, and lack of resources were the emerging reasons for the temporary discontinuation of their studies. Hence, these findings can be used as a basis for the Philippine Private Higher Education Institution to plan and implement an institutional learning recovery program. [ABSTRACT FROM AUTHOR]

A deep understanding of the relationship between the knowledge acquired and the graduation requirements is essential for students to precisely meet the graduation requirements and to become human resources with specific knowledge, skills and professionalism. In this paper, we define the ontology layer of the knowledge graph by deeply analyzing the relationship between graduation requirement, course and knowledge. Based on the implementation of the concept of Outcome Based Education, we use Knowledge extraction, fusion, reasoning techniques to construct a hierarchical knowledge graph with the main line of "knowledge-course-graduation requirements. In the process of knowledge extraction, in order to alleviate the huge labor overhead brought by traditional extraction methods, this paper adopts a transfer learning method to extract triadic knowledge using the multi-task framework EERJE, Finally, knowledge reasoning was also performed with the help of LLM to further expand the knowledge scope. The comprehensiveness, correctness and relatedness of the data were evaluated through the experiment, and the F1 value of the ternary group extraction was 87.76%, the accuracy rate of entity classification was 85.42%, the data coverage was more comprehensive, and the results showed that the data quality was better, and the knowledge graph constructed in this way can fully optimize the organization and management of teaching resources, help students intuitively and comprehensively grasp the correlation and difference between graduation requirements and various knowledge points, and let the Students can carry out personalized independent learning through the navigation mode of knowledge graph, strengthen their weak links, and complete the relevant graduation requirements, which effectively improves the degree of students' graduation requirements achievement. This new paradigm of knowledge graph enabled teaching is of reference significance for engineering education majors to improve the degree of graduation requirements achievement. [ABSTRACT FROM AUTHOR]

Complex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students' areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning. [ABSTRACT FROM AUTHOR]

In this paper, we present Planet Anima, a virtual environment designed for hosting virtual graduation events in the metaverse. Through this digital space, we successfully organized an online event under the COVID-19 circumstance, including a graduation ceremony and a student art exhibition. Our user study analyzes the Planet Anima experience with a focus on collaborative engagement and creative expression. Furthermore, we explore the impact of platform choice (headset VR vs. desktop VR) on metaverse user experience. Our findings demonstrate that Planet Anima can facilitate the co-experiences that foster creativity. Notably, the results indicate that headset VR outperforms desktop VR in terms of presence, social presence, and emotional involvement. This study also highlights the gaps between virtual and physical experiences, identifying the challenge of cybersickness associated with headset VR. These insights contribute to enhancing the user experience within the metaverse. [ABSTRACT FROM AUTHOR]

This study examines the program- and individual-level factors that impact the success of drug court clients in terms of: (1) graduation; and (2) not being arrested while participating in the court program. The data consist of 848 individuals in nine drug courts. This paper discusses how different individual- and program-level factors impact the success of drug court participants. The findings suggest that individual- and program-level factors are both important in predicting program graduation and arrest during drug court participation, while controlling for participant demographics. Clients' education, drug/alcohol usage, program staffing, and clinical standards impact program graduation while criminal history, drug/alcohol usage, number of program hours offered, program staffing, and use of rewards and sanctions predict in-program arrest. Models combining both program- and individual-level factors performed better than either alone, leading to recommendations that agencies should emphasize improving program quality while targeting clients' needs to achieve greater success. [ABSTRACT FROM AUTHOR]

The mass participation in higher education has led to greater spending by governments and students which has increased the focus on graduate outcomes. In England, the Office for Students (OfS) is planning to take regulatory action, using the Proceed metric, against universities and their courses which do not have 60% of students with positive outcomes within 15 months of graduation. This study uses simulations to explore how effectively the Proceed metric can (a) identify the true population level of positive outcomes, (b) explore the precision of those estimates, and (c) accurately classify courses below the 60% threshold. The simulation varied: level of positive outcomes within the population (20–90%), sample size (40–1000), and the percentage of the population sampled (30–90%). The bias (difference between sample and population estimate), coverage probability (proportion of true population estimates within the intervals), and precision of confidence intervals (average range of confidence intervals) were calculated. Three main findings were (a) the Proceed metric is accurate in terms of bias and coverage probability, (b) the estimates lack precision, especially with small sample sizes, and (c) the imprecision will impact the Proceed metric ability to correctly classify courses below the 60% threshold. Governments seeking to collect graduate survey data and use it to regulate universities should make every effort to maximise sample size and should resist the temptation to regulate at a micro-level (i.e. courses) since classification will likely be inaccurate, especially for those just below the threshold. [ABSTRACT FROM AUTHOR]

Using two administrative datasets, this study investigates the role of various pre-graduation characteristics in accounting for earnings differences between international and domestic students during their first five years after graduation from Canadian postsecondary institutions. It demonstrates that international students earned less than domestic students when they worked in Canada after graduation. Fewer years of pre-graduation work experience and lower levels of pre-graduation earnings among international students accounted for most of their observed disadvantage in post-graduation earnings. We discuss possible interpretations of the results and the implications in reducing the earnings gaps between international and domestic students after graduation. [ABSTRACT FROM AUTHOR]

Disciplinary Literacy (DL) is a pedagogical- and andragogic-centered academic discipline that has entered its third decade. DL seeks to observe and describe how scholars in a particular field cognitively approach and process what they do while those scholars read primary and secondary literary texts, examine material culture, perform experiments, read and write scholarly articles, and teach and evaluate students. Such observations and descriptions are then used to reverse engineer and backward design the curriculum, assessment tools, and strategies to increase students' success, retention, and graduation rates. Our article seeks to introduce (1) Biblical, Religious, and Theological Studies (BRATS) faculty to DL and (2) DL, post-secondary General Education, and secondary education faculty to BRATS. We will summarize (a) what DL is as opposed to (b) what the disciplines of general academic, developmental, and critical literacies are, (c) why they differ, and (d) what pedagogical and andragogic benefits DL offers. BRATS and General Education faculty can use DL to provide explicit, scaffolded instructional practices to help general education undergraduates interpret the Bible and other ancient, foreign literature critically, rhetorically, and historically more like BRATS faculty do. DL and BRATS faculty would then use the above to reverse engineer and backward design curriculum and strategies for secondary educators to adopt and implement. Suggestions for future research and for overcoming structural obstacles will be presented. [ABSTRACT FROM AUTHOR]

The purpose of the study was to evaluate the impact of the financial aid programme aimed at discounting tuition fees at one of Venezuela's first private universities on early and late student departure, both from the degree programme and the institution, as well as on graduation. The propensity score matching was used by calculating the average treatment effect estimator under parametric and non-parametric methodologies such as nearest neighbours, Kernel, or local linear regression. The results indicate that although there is evidence of the programme exerting a positive impact on early student departure to a greater extent (reductions between 8% and 15%), the impact tends to be considerably less when it comes to reducing late student departure (between 1% and 5%), and it had no impact on graduation. [ABSTRACT FROM AUTHOR]

We briefly survey the key events associated to Physics studies in Oriente University in the 50th aniversary of the first graduation. A number of interesting issues of the Physics curriculum in our University are discussed; as well as some new policies -like the current admission system and the teaching of the 12th year of high school at the university. Finally, we show statistics of graduate studies in Physics. [ABSTRACT FROM AUTHOR]

Gender studies constitute an important part of engineering education research. Although great efforts have been made over recent decades, there is still a gender imbalance in the field of engineering across most regions of the world. Gender balance in engineering has been on the agenda, arising from the need to increase diversity in the workforce and train more qualified engineers. For a further understanding of gender differences at different stages of professional development, based on a longitudinal survey, this study explored both women's and men's understanding of engineering work and the priorities they assign to the impact factors for career development, both at graduation and after one year of work. In this study, women were reported to give more attention to environmental impacts and social responsibility in engineering work than men, while men tended to assign higher importance to math, science, and technical skills. Suggestions are proposed and discussed to improve the learning experience of both female and male students and to optimize future course design. [ABSTRACT FROM AUTHOR]

Here I narrate the story of the last few days of my graduate program in mathematics. After the completion of the thesis and the delivery of the defense, several twists and turns await in the hours and even minutes before the last deadline. [ABSTRACT FROM AUTHOR]

Designing and developing training processes that start from the analysis of contextualized problems is the purpose of Problem-Based Learning (PBL), an interesting methodology in Engineering careers to achieve meaningful learning. The general purpose of this article was to present the implementation of the PBL in the Resist ance of Materials subject in the Civil Engineering degree at the University of Valparaíso, in three different years. This was a strategy to evaluate and provide feedback on learning results regarding specific and generic competences, in their first level of mastery. The results revealed that this methodology had strengths and weaknesses regarding the level of achievement in team work-related transversal competences, self-regulation, and communication. Also, there was a rise in engineering competencies such as the application of tools for the analysis of a problem. The perception of the students regarding learning gains was also analysed and contrasted with their academic results. This provided feedback on students' performance which the permanent curricular committee of the degree can use to make decisions and carry out macro or micro curricular adjustments. In general, improvements were reported for the formation of work teams, thus optimizing academic performance. [ABSTRACT FROM AUTHOR]

This article examines the impacts of the COVID‐19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID‐19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under‐employment. The article shows some of the main impacts of the recent pandemic‐affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID‐19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility. [ABSTRACT FROM AUTHOR]

Graduation rates are a key measure of the long-term efficacy of academic interventions. However, challenges to using traditional estimates of graduation rates for underrepresented students include inherently small sample sizes and high data requirements. Here, we show that a Markov model increases confidence and reduces biases in estimated graduation rates for underrepresented minority and first-generation students. We use a Learning Assistant program to demonstrate the Markov model's strength for assessing program efficacy. We find that Learning Assistants in gateway science courses are associated with a 9% increase in the six-year graduation rate. These gains are larger for underrepresented minority (21%) and first-generation students (18%). Our results indicate that Learning Assistants can improve overall graduation rates and address inequalities in graduation rates for underrepresented students. [ABSTRACT FROM AUTHOR]

The article focuses on the considerations and benefits of pursuing a graduate degree in music. Topics include the potential benefits of a graduate degree, such as reigniting passion and developing specialized skills; additional factors to consider before making the decision of graduating; and evaluating motivations and assessing the intersection of passion and proficiency.

On-time high school graduation is an important topic in educational research, policy, and practice. However, no comprehensive meta-analyses had been conducted on this topic. The current meta-analysis reviewed 47 articles published from 1985 to April 2022 and aggregated the effect in four dimensions: student background, family support, school program and support, and school climate, with a focus on school-related practices, policies, and programs. Twelve factors along various dimensions had statistically significant positive or negative effects on on-time graduation. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student status, low-income family backgrounds, and academic underpreparedness. The present study asked whether Hispanic students would have a lower sense of belonging than non-Hispanic White students and whether academic self-efficacy would be able to provide a greater buffer against belonging loss for Hispanic students compared to their non-Hispanic White peers. The participants of this study were Hispanic (n = 68) and non-Hispanic White (n = 420) first year students at a predominantly White small liberal arts college. Academic self-efficacy was a significant predictor of change in belonging for Hispanic students but not for non-Hispanic White students. These results suggest academic self-efficacy is a worthwhile target of belonging interventions for Hispanic students. [ABSTRACT FROM AUTHOR]

This article uses Yosso's (2005) framework of cultural capital and Matos's (2011, 2015, 2019) findings on cultural capital to examine how these frameworks can be used to recruit and retain Latinx college students. The article discusses the engagement of Latinx parents in higher education and offers suggestions on how higher education professionals can utilize these forms of capital to support Latinx students. [ABSTRACT FROM AUTHOR]

In this text we will address a series of reflections that explore the conceptions of body, corporeality and itself; trying to come up with a position on the subject. This work is not a contribution to phenomenology, nor is it even strictly indebted to itii. It merely constitutes an incoherent/insurgent/chaotic/irreverent attempt to express a singular and subjective position that has ramifications in spaces apparently far from the academic field and distant from each other, such as: the low rate of completion of theses and dissertations in postgraduate courses, the active resistance to death by dualism in the academic world, teacher training, the ethical dimension of evaluation and life itself. [ABSTRACT FROM AUTHOR]

As I write my story of training, integration, graduation, terminating my analysis and continuing transformation, I hope to show that becoming an analyst is a non-linear developmental process. If it goes well enough, resistances are tenderized, their tough tendons become malleable, and the mind becomes better able to absorb the marinade. Our pain and mourning with a safe analyst are the tenderizers. If properly listened to, and cared about, we are better able to acknowledge our ongoing conflicts, test our newfound strengths, and hopefully look back at the panorama where we began. We get good enough help so we can offer good enough help. I offer my story as one way to grow into being a psychoanalyst. [ABSTRACT FROM AUTHOR]

This article encompasses remarks I have made over the years at the graduation of candidates completing the Institute of Contemporary Psychotherapy and Psychoanalysis (ICP+P). On the threshold of this milestone, I focus on the importance of the connection to one's professional, relational home, the influences that shape an analyst's developmental trajectory, and the evolution of a personal idiom, using examples from the work of Norman Rockwell and Pablo Picasso. I draw attention to the inhibitory impact of shame on a candidate's development. [ABSTRACT FROM AUTHOR]

Based on several regression specifications that control for a host of covariates, this article demonstrates that the quantity of undergraduate research experience was by far the most important determinant for increased graduation rates at a 100% Hispanic-serving institution. Our finding also shows a causal relationship confirmed by propensity score matching analyses. Results underscore the high impact but sometimes underestimated contribution of undergraduate research to academic success, even for teaching-oriented colleges. [ABSTRACT FROM AUTHOR]

The integration of educational technologies has been gaining special relevance in initial teacher training, as well as in the school curriculum in the different disciplines; however, in philosophy and religion they appear as instances of later adoption. The present research aims to analyze the knowledge about technology for the pedagogical practice of students of two programs of teacher training of Religion and Philosophy and its relationship with demographic variables, educational policies, and graduation profiles. From a quantitative approach, and using an adapted instrument, thirty-one students from two careers were surveyed, identifying that ICT training, training period and gender do not imply differences between the groups analyzed. Finally, the need to deepen the relationship between technology and teaching during initial teacher training is identified, given the impact in the society. [ABSTRACT FROM AUTHOR]

The research aims at determining the reasons for the students’ reluctance to enroll in the majors of Physics and Mathematics at the Faculty of Appliedand Educational Sciences in Al-Nadira, Ibb University from the point of view of the college students. To achieve the aim of the research, the descriptive analytic approach was followed. A questionnaire consisting of (25) items distributed on five fields was applied on a sample from the first-level students including (30) students. After collecting the data, the results showed that the level of achieving the reasons for the students’ reluctance was achieved with a general average of (1.61). The reasons related to the lack of school awareness of the majors of Physics and Mathematics were ranked first, with an average of (1.69). Reasons related to the difficulty of studying in the majors of Physics and Mathematics were ranked second, with an average of (1.66), and reasons related to fields of work, and completion of postgraduate studies after graduation were ranked third, with an average of (1.63). Reasons related to the student’s tendencies and desires were ranked fourth with an average of (1.55). The [ABSTRACT FROM AUTHOR]

In an international context of increasing pressure from transnational organizations such as the World Trade Organization through the General Agreement on Tariffs and Trade (GATT), Argentine higher education is characterized in its historical development as a citizen's right and not as a transnational commodity. The history of Argentine higher education is the history of access to a right, and educational technology and distance education have contributed and continue to contribute solutions to this mission. It is because of its status as a right that higher education institutions must invest all the means at their disposal to ensure that students have access to it without any kind of restriction, as regulated by the Higher Education Law. They must also guarantee the graduation of their students so that access to the right is not an empty discourse. One tool available for this purpose is curricular flexibilization, which makes it possible to respect the motivations and pace of each student together with an autonomous administration of time and space that is not expulsive. The autonomous management of the curriculum is also enhanced by the use of technological mediations that make it possible to articulate physical presence with virtual presence. [ABSTRACT FROM AUTHOR]

As more Latinx students enroll at Hispanic-Serving Institutions (HSIs), it is important for institutions of higher education to intentionally engage in strategic planning that aligns their mission, values, and goals with their changing environments. In this content analysis, we examined how the strategic plans of 19 public 2-year and 4-year HSIs in Texas described the ways in which they served Latinx students beyond enrollment and graduation rates. We propose three HSI orientations – Latinx-ghosting, Latinx-leaning, and Latinx-serving – to demonstrate how HSIs target efforts and resources to serve Latinx students. Our findings suggest there are misalignments between the goals outlined in some strategic plans and the actual measures and practices provided to achieve these goals. Ultimately, we argue that strategic plans from institutions codified as Latinx-serving have the potential to serve as peer examples and roadmaps for current HSIs and emerging-HSIs. [ABSTRACT FROM AUTHOR]

The aim of the research: to clarify the paths of reading and its types, with an explanation of its importance, the extent of the need for it and that it is indispensable, and an explanation of the effect of neglecting it on the knowledge and the learner, and mentioning the purposes intended from these different paths. Research method: descriptive method. Results: 1. Reading on the sheikhs is an essential pillar in the study of jurisprudence and training on it, and the mutafaqih does not reach the truth of the Fiqh and mastery in it except with the company of a faqih who guides him until graduation. 2. There are various types of reading fiqh, and each type has its own purpose. Some types are intended to connect the chain of narrators with the works of fiqh and learning about their compilers or those whose chains are connected to them, some are intended to adjust the book and correct it, some are intended to explain the words and the overall perception of the book, and finally, some are intended for research, consideration and auditing. Each reading has its own etiquette and drawings, and these readings should not be mixed unless the reader is aware of that, intends it, and knows its purposes. [ABSTRACT FROM AUTHOR]

This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants' non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds. [ABSTRACT FROM AUTHOR]

The article focuses on psychoanalytic teacher and presenter Robert Grossmark's graduation address to the graduates of the Eastern Group Psychotherapy Society group training program. He emphasizes the importance of group therapy and highlights the key elements it offers, including relation and connectedness, communion and community, interiority and process, and the truth of uncertainty. He also expresses his gratitude for the program and congratulates the graduates on their achievement.

The adoption of the "nine-star pharmacist" concept by the International Pharmaceutical Federation has transformed the pharmacy practice from a drug and quality control-focused profession to a multifaceted field. However, there is still inequitable pharmacist distribution among career sectors. Also, alarming is the exceeding interest in a specific pharmacy field. Hence, it is crucial to assess pharmacy students' attitudes and preferences toward various pharmaceutical sectors. This descriptive research determined the career preference of 4th-year Pharmacy students of a Private College for Academic year 2021-2022. It also determined the factors that influence their choice. Data analysis was done using frequency, percentage, mean, Standard Deviation, and Kruskal-Wallis in SPSS. Results revealed that most graduating prefer community pharmacy as their career choice. It also highlighted that experience of the curriculum course, training, influence of family & friends, and knowledge of the career opportunities in various pharmacy fields are factors that influence their career choice. Lastly, career preference alone is not a sufficient indicator to measure influence on choice of pharmacy graduates, and other variables for demographic profiling should be included. Moreover, a support program in the pharmacy curriculum for systematic delivery of information and skills pertinent to effective development of competent professional pharmacists is encouraged. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the presence of multiple chronotopes manifested in the testimony of graduate students about the writing process of their dissertations and theses. Based on Bakhtinian theory and guided by the metalinguistic analysis (BAKHTIN, [1975] 2002; [1924] 2011; VOLÓCHINOV, [1929] 2017), the work highlights three chronotopes that constitute and transform the experience of writing in graduate context. These notes propose the perspective that there are different factors that collide with this linguistic-discursive activity, which should become a joint agenda for the new researcher's formation. [ABSTRACT FROM AUTHOR]

Introduction: Kinesiophobia is defined as an exaggerated fear that alters the correct execution of a movement in an attempt to avoid pain, which may lead to significant clinical implications. Objective: To verify physical therapy students' knowledge about Kinesiophobia and the Tampa Scale. Methods: The study was cross-sectional descriptive. The sample consisted of 124 students. The Anamnesis and Characterization Form and the research questionnaire on Kinesiophobia and Tampa Scale were used, sent by e-mail, with a link to the forms. Results: The descriptive statistics of the data found the mean age was 22,69 (± 5,66) years, females prevailed (78,2%). Those who were unaware of the term Kinesiophobia (63,7%) and portrayed it by the word fear (97,6%). Those who knew it reported theoretical (14,9%) and practical (11,9%) classes. As a reason for not knowing the term, the students cited being in the first year of graduation (15,3%). They had not heard about the Tampa Scale (88,7%) and did not use it (97,6%). They did not know the aspects of the Scale (92,7%), they did not feel prepared to use it (80,6%). Those who were interested in learning about the Tampa Scale (92,7%). The phrase that students encountered most during graduation were "I am afraid of getting hurt if I exercise" (65,3%). Conclusion: The students had not heard of Kinesiophobia and Tampa Scale and had not used them either, but they associated it with the world fear. The reason for the unfamiliarity was that the students were in the first years of University graduate. [ABSTRACT FROM AUTHOR]

This article points out some of the problems faced by the Graduation Course in the Education Field at the Federal University of Piauí, Ministro Petrônio Portela campus, in Teresina, and analyzes them through a sociological perspective. Among them are: the decharacterization of the original proposal of rural social movements to form social fighters; the initial non-identity with their own community of origin by most students, built later by some of them due to the (re)discoveries provided by the course, producing a "love at second sight"; the overcoming of the field/city split, starting to understand that it is about the man/nature relationship as a condition of humanization and maintenance of the social world. It is believed that the resignification of the place itself and the field through the historical rescue and the sociological perspective can contribute to the elevation of the students' class consciousness. [ABSTRACT FROM AUTHOR]