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ABSTRACT Health care professional's qualifications earned in one country may not be recognised in another country and will require validation. The aim of the study was to investigate the experiences of immigrant healthcare professionals seeking the recognition of their education credentials in Finland. Altogether 11 professionals applying to a programme to validate their qualification were interviewed using semi‐structured interviews. Data was analysed by using inductive thematic analysis. The study was able to identify four factors promoting healthcare professionals' participation in validation education: (1) readiness for the Finnish employment market; (2) support from relatives and acquaintances; (3) the significance of language used to deliver validation education; and (4) the importance of the cost‐free nature of the program. The challenges were described by five main themes: (1) access to and commencement of validation education; (2) foreign language‐related challenges; (3) access to information about the education; (4) decisions about leaving the home country; and (5) discrimination and racism. Based on this study, seven recommendations are provided for education policy and practice to facilitate access to and commencement of validation education. [ABSTRACT FROM AUTHOR]

Radial error (comprising eccentricity error and runout error) and graduation error of circular scales are the primary sources of error for angle encoders. This paper presents a compensation strategy for radial error and graduation error with a high installation tolerance, achieved through the utilization of three measurement heads and one calibration head. Three reading heads, evenly distributed, are employed to compensate for radial error and non-3k order graduation error, while one reading head, positioned in a specific arrangement, serves to identify 3k order errors for compensation purposes. To mitigate the installation tolerance requirements of reading heads, this study employs two methods. Firstly, it investigates the impact of reading head position deviation on compensating radial error and proposes a method for compensating residual radial error. Secondly, it utilizes the Monte Carlo method to assess the effect of reading head position deviation on identifying graduation error when the maximum deviation is ±1°. The simulation and experimental results confirm that the proposed method effectively compensates for radial error and the first 10-order graduation error within a position deviation range of ±1°. Based on the experimental results, this method demonstrates superior compensation accuracy, achieving an error of 0.44″, compared to evenly distributing three reading heads (0.53″) and four reading heads (0.85″). Additionally, when compared to the combination method of evenly distributing three and four reading heads (0.47″), it provides similar compensation accuracy while utilizing fewer reading heads. • This paper proposes an error compensation strategy with high installation tolerance for angle encoders. • This employs a combination of three measurement heads and one calibration head to compensate radial and graduation errors. • The influence of position deviation of reading head on compensating radial error is studied. • Monte Carlo method is used to study the influence of the position deviation of reading head on identifying graduation error. • Experimental results indicate that this method offers better compensation accuracy while requiring fewer reading heads. [ABSTRACT FROM AUTHOR]

To navigate the labour market graduates turn to their social network for valuable resources. However, existing disparities in accessing and exerting network resources may result in more precarious transition outcomes for first‐generation graduates. To gain deeper insight into how social networks facilitate the transition process, this study focuses on the network actors and resources that are perceived as valuable by graduates. Over a 4‐month period commencing at graduation, 22 graduates, encompassing both first‐generation and continuing‐generation students, were bi‐weekly tasked with mapping their social networks. Results show that graduates rely strongly on close contacts, making graduates dependent on the experience of their parents with a certain field of work, which often results in an implicit advantage for continuing‐generation graduates. Moreover, higher education institutions fail to use their power to embed valuable institutional resources or network actors into graduates' networks after graduation, which creates limited opportunity structures, in particular, for first‐generation graduates. [ABSTRACT FROM AUTHOR]

There is evidence that the increase of educational and social mobility that characterised the middle decades of the twentieth century slowed down at the turn of this century, in spite of persistent expansion of higher education. At the same time, income inequality and welfare retrenchment increased. Applying a two-stage design to a merge of individual level-data from the PIAAC-Survey of Adult Skills (OECD) and country-level data on educational expansion, income inequality and regime of higher education finance drawn from different sources, we test the relative importance of these three factors in the explanation of equality of opportunities of university graduation by social origin. We select individuals who were 25–45 years old in the survey year. Our two-stage design shows a negligible role of higher education expansion, whereas income inequality and the regime of higher education finance are more consequential in explaining cross-national differences in opportunities of university graduation by social origin. Inequality of university graduation by social origin is significantly increased with income inequality and reduced in systems of tertiary education characterised by low fees and high subsidies provided to students. [ABSTRACT FROM AUTHOR]

The study explores media discourse through the lexical and semantic realization of text. For that, online hard news on the disruption of tension due to targeting Iranian Major General Qassem Soleimani as the Commander of Islamic Revolutionary Guard Corps (IRGC) on 3rd January 2020 in Iraq was selected from "Tehran Times" and "USA Today." The "Appraisal Analysis" of Martin and White under "Attitude" and "Graduation" resources were employed to analyze the lexical strategies. The dataset comprises 322 words from the "Tehran Times" and 1727 words from "USA Today." The study reveals that both newspapers have presented their views via social actors (Irani President Rouhani & U.S. President Donald Trump) as an external voice. President Rouhani presented in negative invoked instances with determination to respond in "Tehran Times." At the same time, "USA Today" portrayed Donald Trump on a positive with correct measures as the need of an hour. The findings suggest "USA Today" only had inscribed judgment and invoked stances. Both newspapers had represented "subjectivity" along with "objectivity" by presenting social actors' positive image in their local newspapers through direct speech that showed the ideological orientation of newspapers. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusions There is undocumented and unjustified variability in orthopaedic surgery training between countries. This study compares and contrasts the main features of orthopaedic training in Australia, New Zealand, the United Kingdom, United States, and Canada.Comparisons included: competition for, and selection into, training; training pathway structures; training requirements, and; training length.Selection into orthopaedic surgery training is competitive in all countries assessed with acceptance rates ranging from 22%‐26% in Australia and New Zealand to 85% in Canada. Minimum length of post‐medical school training varies from 5 years in the USA and Canada, to 8 years in Australia, 9 years in New Zealand, and 10 years in the United Kingdom. All countries encourage participation in research during training, although there are varying requirements. Significant bottlenecks characterize selection into training in Australia, New Zealand, and the United Kingdom, meaning the majority of doctors take more than a decade from medical school graduation to obtaining their specialty surgery qualification.There is high variability between the orthopaedic training programs of the studied countries. An awareness of these differences and similarities may help improve training, or provide solutions for identified gaps in each country. [ABSTRACT FROM AUTHOR]

The Test of English for International Communication (TOEIC) is a high-stakes test for students in higher education in Taiwan to fulfill the English-language graduation requirement. However, little is known regarding the vocabulary threshold for the test or the effects of the lexical coverage and profiles of test items on the adequate comprehension of the test. This study used a validated Listening Vocabulary Levels Test (LVLT) and the TOEIC listening subtest to estimate learners' aural vocabulary knowledge required for an exit TOEIC listening score. The findings showed: (1) aural lexical knowledge accounted for more than half of the variance in comprehension performance; (2) a minimum level of 3,000 word families for a lexical coverage of 98 % considerably affected the comprehension of spoken texts; and (3) lexical profiles varied in the individual parts of the listening subtest, with a range of 3,000–5,000 word families required for achieving a lexical coverage of 98 %. The crucial role of lexical knowledge/coverage in comprehension performance on the exit test was discussed. [ABSTRACT FROM AUTHOR]

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Deep neural networks have become an important tool for use in actuarial tasks, due to the significant gains in accuracy provided by these techniques compared to traditional methods, but also due to the close connection of these models to the generalized linear models (GLMs) currently used in industry. Although constraining GLM parameters relating to insurance risk factors to be smooth or exhibit monotonicity is trivial, methods to incorporate such constraints into deep neural networks have not yet been developed. This is a barrier for the adoption of neural networks in insurance practice since actuaries often impose these constraints for commercial or statistical reasons. In this work, we present a novel method for enforcing constraints within deep neural network models, and we show how these models can be trained. Moreover, we provide example applications using real-world datasets. We call our proposed method ICEnet to emphasize the close link of our proposal to the individual conditional expectation model interpretability technique. [ABSTRACT FROM AUTHOR]

In the educational landscape, educational data mining has emerged as an indispensable tool for institutions seeking to deliver exceptional and highquality education. However, education data revealed suboptimal academic performance among a significant portion of the student population, which consequently resulted in delayed graduation. This experimental research generally aims to evaluate student graduation outcomes. Meanwhile, the specific aim is to predict student academic performance by applying the support vector machine (SVM) model based on sampling techniques. The proposed model is evaluated using datasets originating from one of the State Islamic Universities. The dataset has both on-time and delayed graduation status. The results show that the support vector machine model based on the shuffle sampling on the Arabic language and literature (BSA) dataset produces excellent performance on both tests with accuracy values above 90% and area under the curve (AUC) above 0.9. Meanwhile, the Islamic education management (MPI) dataset produces excellent performance when applying a support vector machine based on stratified sampling with accuracy values above 90% and AUC above 0.9. Therefore, it could be concluded that the proposed model has excellent and reliable performance. [ABSTRACT FROM AUTHOR]

Fundamental for the development of the lifelong learning skills, the metacognitive processes are connected to the experiential model of learning. In an age where information is a click away, the development of higher-order thinking skills becomes essential for a relevant content for learning. The first step should be the development of the metacognitive processes and the critical thinking skills, not only as prerequisites for the school success, in an era where the documentation involves selections and hierarchies, but also as a foundation for social insertion. The school syllabuses should target the development of metacognitive strategies, in the spirit of student-centred teaching-learning activity. Our paper traces the way they deal with metacognition, observing the precariousness of the specific skills that could develop it, in order to assess the knowledge level of the learning strategies and their use in the disciplines from the "Language and communication" and "Man and society" curricular areas, as the students and even the teachers that are trained using these syllabuses are experiencing difficulties when these skills are necessary. In addition, after graduation, the obstacles in the development of metacognitive processes in students can be more difficult to overcome, the purpose of the present research being precisely to reveal them. [ABSTRACT FROM AUTHOR]

This study explores Hong Kong university students' concerns when making employment decisions after graduation and their attitudes towards working in mainland China, especially in the Greater Bay Area (GBA). Two research questions were identified: What are Hong Kong students' attitudes towards working in the GBA? What factors influence Hong Kong students' employment choices? A qualitative research approach was adopted with semi‐structured interviews with 38 final‐year students from eight Hong Kong universities. Based on thematic analysis, the findings showed that Hong Kong university students' willingness to work in the GBA was mainly influenced by their previous connections with the destination and potential career development opportunities. However, Shenzhen was the only city out of nine in the GBA they considered for employment. University students were aware of the economic rationale for their employment preparation, but, more importantly, they placed a high value on professional development opportunities and work–life balance. They also valued opportunities for internationalisation and emphasised the importance of the work culture and environment in choosing employment. The findings have policy implications for graduate employment and the intra‐mobility of talented young people across GBA cities in China. [ABSTRACT FROM AUTHOR]

Purpose: The article aims to describe the role of training and examines the impact on the wages of university and college graduates. Design/methodology/approach: We use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the "difference-in-differences" methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities). Findings: We obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory. Originality/value: This paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia. [ABSTRACT FROM AUTHOR]

In Chile many university students do not persist to graduation. Some students dropped out in the first year, others later. The objective of this study, based on students admitted to but not graduating from selective universities, was to identify factors associated with their academic success and length of persistence before withdrawal. The 707 subjects for the study were a non-probabilistic sample of two cohorts of students who had withdrawn from 11 selective universities before graduation. One cohort of students had been admitted in 2010. The second cohort for this study was composed of students entering in 2016 and 2017. Data was collected in 2021 from university records and a questionnaire survey of the students. Pre-university measures included family education and income, secondary level academic performance, and cognitive knowledge. In-university measures included academic performance, and scales representing academic resources, family stability, non-student work, and engagement in social and academic activities. Data were analysed using correlations, means tests and linear regression. Pre-university (family and secondary school) factors influenced academic success in the first year of enrolment but not in later years. Academic success in the first year of university had the highest overall association with persistence. After Year 1 other factors contributed. [ABSTRACT FROM AUTHOR]

The study was based on the contribution of vocational educational training to promoting self-employment in Tanzania in Morogoro Municipality. Specifically, the study determined the relevance of skills acquired and the skills actualized by Vocational Education and Training Authority (VETA) Graduates and the Constraints that hinder the VETA graduates from getting into selfemployment. This study was guided by a human capital theory which was propounded by Gary Becker and Theodore Schultz, in the 1950s and early 1960s. The theory states that "the more one invests in his/her education, the more returns one should receive in the form of earnings. Data were collected through questionnaires and interviews. Qualitative data were analyzed through content analysis and quantitative data were analyzed through descriptive analysis including index scale measurement. The findings indicated that selfemployed VETA graduates performed their duties to generate income for their livelihood. There were different specializations that VETA graduates had, some specialized in driving, however, they were not employed as drivers, and instead, they were self-employed as motorcycle drivers driving commercial motorcycles. The relevance of the skills acquired and the skills actualized was determined by the curriculum used and what was taught in colleges. Also, VETA students have higher expectations of getting employment after graduation. The study concluded that the skills acquired by the VETA graduates are the most likely to be the activities performed by VETA graduates in generating income for their family livelihood. It also concluded that VETA graduates experienced similar constraints when taught about self-employment. The government should make sure that the colleges have advanced and more current equipment to make sure students are well up-to-date with current technology. [ABSTRACT FROM AUTHOR]

This paper joins the discussion on differentiation and stratification of legal professionals through the lens of Danish law graduates and the evolution of their careers from the 1970s. Using register data, we analyse the job positions and wages of six cohorts 20 years after their graduation. This enables us to sketch an overview of, on the one hand, the professional spaces the law grads occupy at a specific point in time, and on the other, gain insight into the overall trajectories of the different cohorts, as well as the more specific trajectories of different professional groupings. These groupings are then examined in terms of their wages and corporate income to get an understanding of the degree of stratification of each group within each cohort, and thereby the social hierarchy structuring the cohort. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusion Making entrustment decisions (granting more responsibility, advancement and graduation) are important actions in medical training that pose risks to trainees and patients if not done well. A previous realist synthesis of the existing literature revealed that clinical competency committees (CCCs) do not typically make deliberate entrustment decisions, instead defaulting to the promotion and graduation of trainees in the absence of red flags. This study sought further understanding of these areas through empirical data.The authors conducted a realist inquiry to better understand how CCC prospective entrustment decision‐making is carried out in paediatric residency programs. They conducted four CCC meeting observations and 18 interviews with CCC members at eight sites in an effort to confirm, disconfirm, and elaborate an existing theory that was based on a literature synthesis.The literature‐based theory held up well against the empiric data collected in this study. Therefore, the authors did not modify that theory and instead developed three new demi‐regularities (recurring patterns in data when conducting realist work) that add detail and nuance to their previous understanding of this model. These new demi‐regularities focus on (i) expounding on how deliberate actions of CCCs focus more on resident development than on resident entrustment; (ii) elucidating that effortful work is not only about reconciling a paucity of data or incongruent data but also working hard to ‘do the right thing’ for residents; and (iii) describing how programs consider bias, equity and fairness, with a wide range of intentionality from being reactive to being proactive.This study offers evidence of deliberate CCC efforts to support resident development. Moving forward, a similar focus should be more consistently placed on equitable entrustment and advancement decisions to balance both of these foundational goals. [ABSTRACT FROM AUTHOR]

In a class filled with students, every student is at a different understanding level. They are taught using the same curriculum but, in the end, their levels of comprehension, understanding and application differs from person to person. This matters even more in cases where students enrol for a new course, and they are from different educational institutions, economic backgrounds, social backgrounds and geographical locations. Their backgrounds have a lot to do with their understanding of things and their current comprehension patterns. This is the scenario where a bridge course shines. This is a scenario in which a bridge course tries and brings them to a level playing field such that before the actual course begins, the students will be brought to a level understanding. The present research is an action research conducted at Azim Premji University, where students enrolling for post graduate programs are given the opportunity to pursue a short bridge course, before their actual course begins. The content and opinions expressed are that of the author(s) and are not necessarily endorsed by/do not necessarily reflect the views of Azim Premji University [ABSTRACT FROM AUTHOR]

• An automated image scale adjustment method. • Image segmentation for detecting forensic rulers in images. • Demonstrates advance accuracy in estimating image scale. Digital shoeprint comparison often requires the calibration of the image resolution so that features, such as patterns in shoeprints, can be compared on the same scale. To enable scaling, a shoeprint photograph can be taken with a forensic ruler in the same frame to obtain the pixel distance between two nearby graduations. However, manually measuring the number of pixels is a time-consuming process. Additionally, the measurement process might not be conducted accurately when the image is noisy or there is distortion in the ruler. In this study, we present an automated ruler detection method for adjusting the image scale. We show that this method can accurately estimate the image scale with a mean absolute percentage error of 3%. We also conducted automated shoeprint retrieval experiments on scale-unadjusted shoeprint images to show how the automated image scaling might be used in a common forensic process. Our results from these experiments show an increase in the retrieval performance from 0.735 to 0.929 at S 1 by employing this approach to adjust the shoeprint image scales. [ABSTRACT FROM AUTHOR]

This study aims to examine the appraisal of romanticism in autobiographical text from the perspective of translation study. The data were purposely taken from the autobiography of the first president of Indonesia, Sukarno, titled Sukarno, An Autobiography as told to Cindy Adams (1965) and its Indonesian translation (2014). The appraisal resources of romanticisms were evaluated by using Martin and White framework (2005) particularly in terms of attitude and graduation while the translation quality was assessed in terms of accuracy, acceptability, and readability (Nababan et al., 2012). This study reveals that appraisal devices contribute significantly to explaining romanticism through linguistic evidence of the attitude and graduation sub-systems. Appraisal theory, which has a great attention in investigating human emotions and feelings, is very appropriate to describe the characteristics of Sukarno's romanticism and its translated version. It serves a primary indicator to assess the translation quality in terms of accuracy, acceptability, and readability. [ABSTRACT FROM AUTHOR]

Austria (Europe)'s university system does not allocate tuition fees to its students and allows for multiple simultaneous enrollments. This leads to students having different constellations between earlier enrollments, i.e., "pre-studies", and their current ones. This study aimed at gathering explorative insights into the relationship of these constellations with students' outcomes (graduation/dropout). The sample consisted of 61,098 unique students in 108,915 programs between the academic years 2010/11 and 2022/23, with 24% of students having multiple enrollments and 26% having pre-studies. Survival analyses showed higher probabilities of graduating in each semester when students had pre-studies. Odds ratio tests revealed that the odds of graduation in at least one program are lower when having pre-studies in bachelor's programs, but higher in master's programs. This can be explained by the transferability of exam results, a possible knowledge transfer and academic readiness as well as a higher workload with an increasing number of enrollments. [ABSTRACT FROM AUTHOR]

Using quasi-random variation in graduation years of Swedish vocational high school females at the sudden onset of a deep national recession, we study how deteriorated early labor market prospects affected economic and family outcomes during the following decades. Labor market consequences were severe but not permanent. In contrast, family outcomes were permanently altered, in particular for low-GPA women. These women married and had children earlier, and they partnered with lower-performing spouses. Divorce and single-motherhood rates rose, and welfare claims remained elevated for decades. This suggests that temporary shocks to female labor market prospects can propagate into long-run poverty through endogenous adjustments of marriage-quality thresholds. [ABSTRACT FROM AUTHOR]

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bangladesh will graduate from the LDC list by 2026. Currently, Bangladesh's exports of readymade garments (RMG) benefit from international support measures which allow preferential trade in major export destinations, such as the EU. After graduation, Bangladesh's exports, particularly RMG, will face competition from mega trading blocs, such as RCEP and CPTPP. This article employs the GTAP model to estimate the impact of Bangladesh's graduation from the LDC category and how mega FTAs are likely to affect Bangladesh's exports and potential welfare. The model also considers the scenarios of either United States or the UK or both joining the CPTPP. The model results show that Bangladesh's graduation will lead to a fall in GDP and RMG exports by 1.53% and 11.8%, respectively. The negative impact is magnified when we factor in the mega-trading blocs. Further negative impacts are observed when either United States or the UK or both join the CPTPP. [ABSTRACT FROM AUTHOR]

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An introduction is presented in which the editor discusses articles in the issue on topics including commencement ceremonies at Christian university; importance of intentional pedagogy in fostering community and learning; and parents' school choice among families connected to Piarist Schools.

With progressively decreasing state funding in the last two decades, timely graduation has become an imperative yet challenging problem for many public universities. Our research empirically studies students' enrolment and performance data during an 8-year period in a large college at the California State University Long Beach. Through data analytics, we identify four fundamental issues that lead to delayed graduation. We propose innovative solutions that directly tackle each of the four identified issues while systematically matching capacity and demand. Specifically, we propose major-specific degree roadmaps tailored to increase the chance students can successfully complete all required courses within the timely graduation window. Given major migration behaviours, we design robust roadmaps that proactively prepare students for possible major change later without delaying graduation. The well-crafted degree roadmap provides students with a clear path to degree attainment, as well as guidance on the timing of course enrolments. Further, to maximise students' access to courses as well as capacity utilisation, we develop an optimisation model to determine the class schedule in which all students are guaranteed a seat within their preferred time window in all required classes. The proposed approach is widely applicable to many institutions facing the timely graduation challenge. [ABSTRACT FROM AUTHOR]

This study assesses factors related to higher education, differentiating a group of university graduates in terms of their professional activity in the context of self-employment. It concerns graduates’ business behaviour six months, three years, and five years after graduation. We aimed to evaluate the impact of study-related entrepreneurship determinants within different time horizons after graduation. The analyses revealed that as the period from graduation increases, the proportion of graduates who are in business increases. The strength of the influence of factors related to university education is also changing. The probability of running a business after studies increases with the number of extracurricular activities. The type of activity is also important. We also noted differences between hiring and non-hiring experiences; those previously employed have a lower chance of running a business. Slight differences in disciplines and faculties completed can be noted. [ABSTRACT FROM AUTHOR]

The theme of this study was the beliefs and practices of academic reading, in view of this, it was investigated: what is the relationship between the beliefs and practices of academic reading of the students of the Executive Secretarial of the Federal University of Sergipe (UFS)? Thus, the general objective was to investigate the relationship between the beliefs and academic reading practices of these students. The study started from a theoretical survey about beliefs and reading practices and has a qualitative approach with a descriptive nature. A semi-structured interview was carried out with three students from the 2018 class of the Executive Secretariat course by Google Meet. It was observed that the interviewees believed that they were encouraged to read during graduation by the professors, but there were other factors which frustrated and discouraged the academics who could not understand reading, such as excessive formality, jargon, fancy language, dense reading, as well as like lack of time. It is also concluded that reading practices are predominantly influenced by beliefs. [ABSTRACT FROM AUTHOR]

Academic mismatch, the incompatibility between applicants'/students' aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal and multidimensional framework that classifies mismatches along the college pipeline by direction (match, overmatch, undermatch) and stage (application, admission, enrollment). We combined them into match pathways and evaluated how these configurations shape graduation outcomes. Analyses of administrative data on all applicants and students at universities in Israel between 1998 and 2003 demonstrate the added value of this framework. We show that academic mismatch is substantially more prevalent and complex than previously depicted, with only a third of all students fully matched at all stages. Mismatch at each stage affects graduation chances, but the effect is also path-dependent. Thus, it is important to study the entire match pathway to understand how academic mismatch shapes inequality in graduation outcomes. Our findings have important implications for policies designed to increase degree attainment and diversity. [ABSTRACT FROM AUTHOR]

The current study longitudinally investigated the relationships between Korean tertiary-level students' English names adopted and used at their teacher's request, and native speakerism, identity, and emotions. Thirteen graduate students enrolled in an English-medium course and their Korean teacher participated in the study. The research instruments included classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that the English names bore, in complicated and changing ways, on the identities and emotions of the students and teacher. Native speakerism was found to be constantly supported by all the students, regardless of their attitudes and perceptions toward English names, and the teacher. [ABSTRACT FROM AUTHOR]

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]

The study proposes an approach for using conjecture mapping as a cognitive tool to overcome conceptual difficulties among novice discipline-based education researchers, including framing research questions, grounding studies in frameworks, and operationalizing constructs into measurements. The research question was: What are novice researchers' perceptions and experiences of conjecture mapping as an approach to guide their investigations? A Phenomenographic approach was used to analyze participants' perceptions and experiences of conjecture mapping. The participants consisted of eleven engineering and computing education researchers in the early stages of their graduate education. The participants learned about conjecture mapping and used it throughout the semester to propose learning and research designs. The participants reflected on their experiences. Five categories of description were identified. describing participants' perceptions of the affordances of conjecture mapping. Those categories of description were further organized into an outcome space describing more comprehensive ways of experiencing conjecture mapping, along with two dimensions of variation. This study contributes new knowledge that builds on the structure of conjecture mapping into specifics of a process of socialization and deployment with a population of novice researchers. The approach showed promise in overcoming some of the most pressing conceptual difficulties experienced by computer scientists and engineering novices in learning educational research methods. [ABSTRACT FROM AUTHOR]

Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as 'learning disabled' in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education. [ABSTRACT FROM AUTHOR]

Objective structured clinical examination (OSCE) is widely used to assess medical students' clinical skills. Virtual OSCEs were used in place of in-person OSCEs during the COVID-19 pandemic; however, their reliability is yet to be robustly analyzed. By applying generalizability (G) theory, this study aimed to evaluate the reliability of a hybrid OSCE, which admixed in-person and online methods, and gain insights into improving OSCEs' reliability. During the 2020–2021 hybrid OSCEs, one examinee, one rater, and a vinyl mannequin for physical examination participated onsite, and a standardized simulated patient (SP) for medical interviewing and another rater joined online in one virtual breakout room on an audiovisual conferencing system. G-coefficients and 95% confidence intervals of the borderline score, namely border zone (BZ), under the standard 6-station, 2-rater, and 6-item setting were calculated. G-coefficients of in-person (2017–2019) and hybrid OSCEs (2020–2021) under the standard setting were estimated to be 0.624, 0.770, 0.782, 0.759, and 0.823, respectively. The BZ scores were estimated to be 2.43–3.57, 2.55–3.45, 2.59–3.41, 2.59–3.41, and 2.51–3.49, respectively, in the score range from 1 to 6. Although hybrid OSCEs showed reliability comparable to in-person OSCEs, they need further improvement as a very high-stakes examination. In addition to increasing clinical vignettes, having more proficient online/on-demand raters and/or online SPs for medical interviews could improve the reliability of OSCEs. Reliability can also be ensured through supplementary examination and by increasing the number of online raters for a small number of students within the BZs. [ABSTRACT FROM AUTHOR]

Occupational retirement is a major life transition that involves extensive planning, preparation, and coping strategies. Concept analysis was completed to explore adaptation to occupational retirement as a way to further understand sport retirement. Thirty-nine occupational-related articles were included in the final analysis. The primary antecedent to occupational retirement is financial stability, followed by age and family life. Antecedents to sport retirement include graduation, exhaustion of NCAA eligibility, and possibly injury. The antecedents are unique to each type of retirement, but the consequences are similar. Retirees of both types often experience feelings of loss, grief, depression, and identity crisis while adjusting to these changes. Achieving adaptation to the life transition of retirement can be enhanced by forming identities outside of work and sports, viewing the change as a gain rather than a loss, and preparing for retirement. Additionally, through this analysis, tools to measure quality of adaptation to occupational retirement were discovered. These tools could be applied to sports in future research. [ABSTRACT FROM AUTHOR]

We study the welfare and human capital impacts of colleges' (non)participation in Chile's centralized higher-education platform, leveraging administrative data and two policy changes: the introduction of a large scholarship program and the inclusion of additional institutions, which raised the number of on-platform slots by approximately 40%. We first show that the expansion of the platform raised on-time graduation rates. We then develop and estimate a model of college applications, offers, wait lists, matriculation, and graduation. When the platform expands, welfare increases, and welfare, enrollment, and graduation rates are less sensitive to off-platform frictions. Gains are larger for students from lower-socioeconomic-status backgrounds. [ABSTRACT FROM AUTHOR]

The National Institutional Ranking Framework (NIRF), evaluates universities and institutions based on key parameters such as "Teaching, Learning, and Resources (TLR)," "Research and Professional Practices (RPP)," "Graduation Outcomes (GO)," "Outreach and Inclusivity (OI)," and "Perception (PR)." The study examines the top 100 Engineering institutes of NIRF 2023, focusing on their major parameter categories and their effectiveness in ranking processes. The study will be useful to the engineering institutes to clearly understand the areas of improvement and to have an action plan for better rankings. Descriptive statistics reveal that among five major categories RPP & PR and in the sub-parameters Financial Resources and their Utilisation (FRU), Footprint of Projects and Professional Practice (FPPP), Metric for Number of Ph. D. Students Graduated (GPHD), and Economically and Socially Challenged Students (ESCS) have the lowest effectiveness among others, indicating their minimal contribution in the total score. Consequently, Institutes must focus on enhancing these parameters to enhance their total score and position in the NIRF rankings. The analysis of histograms and descriptive statistics reveals that 75% of ranked institutions score below 60% in RPP and PR parameters, indicating suboptimal performance in perception and research aspects. The study also highlights the importance of prioritizing efforts to improve RPP and PR scores to enhance the overall performance and rankings of engineering institutions in NIRF, as TLR, GO, and OI show relatively consistent performance. [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]

In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of "dropout" and "graduation." The aim was to identify and compare groups of students' outcomes in bachelor's programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Objective: There is a significant shortage of veterinary technicians. To help address this issue, there has been a call to increase the capacity of United States VT/N educational programs. Yet, the current challenges within the field may be negatively impacting the number of people deciding to pursue VT/N certification. To assess this possibility, this study was designed to explore the enrollment, retention, and graduation trends within United States VT/N educational programs. Explore the trends between 2018 and 2022 in enrollment, retention, and graduation of veterinary technicians/nurses (VT/N) at educational programs located in the United States. Sample: Educators and administrators working in United States VT/N educational programs. Procedures: An electronic survey distributed via an anonymous link within emails sent from the Association of Veterinary Technician Educators. Results: A total of 82 responses from educators and administrators working in United States VT/N educational programs were received. Forty-three percent of participants indicated a decrease in student enrollment in the last 5 years. The factors seen to have the largest significant impact were "More potential students not convinced being credentialed will lead to a difference in job duties when compared to non-credentialed work," "More potential students who do not think being credentialed will lead to a substantial increase in pay when compared to non-credentialed work" and "More potential students not willing/able to invest the time needed to become credentialed." A total of 60% reported an increase in retention efforts within the last 5 years. The services most commonly reported as increasing included mental health support and academic mentoring. Conclusions and clinical relevance: This study suggests that an increased number of potential VT/N students are deciding that being credentialed is not worth the time or money. While additional resources directed toward recruitment and retention are needed within VT/N educational programs, without systematic changes within the field, it is likely that there will be a continued decline in the number of interested applicants. [ABSTRACT FROM AUTHOR]