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Much of the research on college students with criminal records focuses on their undergraduate experiences in traditional higher education settings. In this study, attention is given to graduate students’ experiences. Specifically, I explore how graduate students are navigating through institutional barriers while possessing a criminal record. Through the use of a pre-questionnaire form, a semi-structured interview, and a concept mapping exercise, I was able to collect 10 students’ perspectives to show how they (1) chose to navigate through institutional barriers by proving themselves to others and (2) by choosing if and when to disclose their criminal records. Several implications for practice and research are offered so that graduate programs can use these suggestions to ensure that graduate students with criminal records have access to an equitable education.

Trans individuals experience unique stressors related to their careers, such as discrimination, workplace harassment, navigating transition, and disclosure of their identity. The current study examined the experiences of 30 trans graduate students with regard to career decision-making. In total, 19 identified as at least one nonbinary identity and 11 were binary trans-identified (trans men and trans women). Thematic analysis of in-depth interview transcripts revealed the following major themes: (a) Role of Gender Minority Stress During Graduate School in Career Development, (b) Key Considerations Related to Future Jobs or Career Paths (e.g., whether fields or specific jobs are trans-friendly), (c) Outness as a Key Consideration in the Job Application Process, and (d) the Role of Resources and Supports in Career Development. Our findings highlight the unique stressors for trans individuals in the career decision-making and job application processes and the unique challenges faced by nonbinary job seekers.

Given the current unprecedented multiple pandemics of COVID-19, anti-Black and anti-Asian violence, and white supremacy, we—a group of graduate students and a faculty member who hold diverse identities across disciplines, race, gender, nationality, and additional categories—came together to focus on qualitative research as an ontological, epistemological, and axiological space toward community and culture change. Specifically, we took up scholarly personal narrative, which centers postmodernism and focuses on the reality that “we see what we believe; we observe what we narrate; we transform what we reframe.” What emerged were radical interrelated understandings of privilege, guilt, and the importance of kinship. As such, this vulnerable group reflected on graduate student experiences with multiple pandemics and how the academy may enact transformative change, reframing our own understandings of qualitative space.

This article is concerned with the complex role of assessment in the character development of graduate students in seminary education. It presents the current curricular approach of Denver Seminary to mentored, contextual formation and the variety of assessment strategies that support the growth of individual students and a culture of integrated learning in the institution. Rather than directing assessment strategies on individual character qualities, we argue for the efficacy of assessing the enabling conditions for character growth expressed in the andragogic elements of adult learning skills. Within this model, learning proves to be expansive enough for the contemporary seminary student who has a sense that it is up to them to prepare for and create the work they dream of within a changing culture.

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Our in-depth qualitative interviews with journalism graduate students and professors, from Kashmir, India, show that unlike the rest of India, the region experienced extremely low internet connectivity, and this combined with a lack of access to technology nearly brought classes to a standstill. But students and teachers, used to social disruptions, used the COVID-19 pandemic to learn and practice journalism that was deeply bound to the community and they created “circles of trust” that helped them overcome internet and other technical issues. Ramifications for journalism education in situations of low connectivity and poor technology resources are discussed.

The present work documents the safety concerns of men and women in academia and how these concerns can create opportunity gaps. Across five samples including undergraduate and graduate students, postdoctoral fellows, and faculty ( N = 1,812), women reported greater concerns about their safety than did men, and these concerns were associated with reduced work hours in libraries, offices, and/or labs afterhours. Additionally, although we were unable to manipulate safety concerns among women, in an experiment with men ( N = 117), increasing safety concerns decreased willingness to use the library afterhours. Finally, in an archival study of swipe access data ( N = 350,364 swipes), a crime event that made safety concerns salient for women was associated with a decreased likelihood that women worked in their office afterhours and a decreased likelihood that science, technology, engineering, and mathematics women worked in their labs later at night. Collectively, these data suggest that women’s safety concerns can restrict their work.

The profession of evaluation continues to grow, generating more demand for evaluation services than can be fulfilled by the supply of well-trained evaluation practitioners. In this brief forum article, we discuss the current state of evaluator education in the United States and the ways in which university-based programs support the development of evaluation practitioners and scholars. We then discuss the opportunities and challenges university-based programs face, focusing on program design, the challenges of being an evaluation-focused faculty member, and the specific needs of evaluation graduate students. We conclude by providing a research agenda for evaluation scholars interested in advancing the knowledge base about university-based evaluator education.

Despite the centrality of data analysis to the discipline, sociology departments are currently falling short of teaching both undergraduate and graduate students crucial computing and statistical software skills. We argue that sociology instructors must intentionally and explicitly teach computing skills alongside statistical concepts to prepare their students for participation in a data-driven world. We illuminate foundational concepts for computing in the social sciences and provide easy-to-integrate recommendations for building competency with these concepts in the form of a workshop designed to introduce sociology undergraduate and graduate students to the logic of statistical software. We use our workshop to show that students appreciate and gain confidence from being taught how to think about computing.

Employee selection and group decision-making skills are critical for ensuring hiring is valid, meets organizational goals, and considers ethical and legal limitations. This exercise has participants role-play members of a search committee reviewing job finalists using shared and unique information. A novel twist to traditional hidden-profile exercises is introduced by including unique information inappropriate for employment decisions (e.g., health information, an old misdemeanor charge). By uncovering unshared details and deciding whether to discuss potentially biasing information, learners practice group decision making and consider legal issues. While exploring professional guidelines and best practices, the exercise acknowledges that managers occasionally know sensitive or potentially biasing information. Although primarily an human resource activity, the exercise includes a traditional hidden-profile variant with organizational behavior learning goals. Both variants are appropriate for learners across the organizational spectrum. A teaching note for adapting the in-person exercise for synchronous or asynchronous online delivery gives detailed instructions for popular learning management systems.

The value of lifelong learning and alterations in course delivery modes and programme structures of graduate education to include evening and weekend coursework have increased the presence of multiple generations in educational settings ( Sánchez & Kaplan, 2014 ). In a number of fields, such as business and public administration, age diversity in graduate education is common. Historically, for student affairs preparation programmes (SAPPs), however, age diversity was still not consistently seen across programmes. However, as age diversity increases in SAPPs as programmes restructure to appeal to students with a variety of life experiences, opportunities to embrace intergenerational learning become available. This qualitative study explored the experiences of 13 post-traditional master’s degree students in SAPPs across the U.S. to understand their experiences in a multigenerational academic programme and how they navigate generational difference. Three themes emerged: honouring lived experiences in the educational experience, generational differences in understanding diversity and social interactions across generations in a community of learners. Recommendations for SAPP faculty to negotiate generational differences in learning spaces are provided.

This case was written for graduate students, specifically for individuals seeking school principal licensure. The COVID-19 pandemic has forced school organizations, particularly building and district leaders, to modify and alter the traditional educational model. School district leaders hosted virtual town hall meetings to receive community input to determine the safest option to deliver instruction to students. Educational leaders have endured challenges from stakeholder groups that pertain to students returning to campus amid a pandemic. Future school leaders can use this case to examine their knowledge of case law, student discipline, and navigating a complex scenario due to COVID-19.

Writing and communication researchers are in the early stages of developing procedures for reusing and maximizing the analytical potentials of qualitative data. Contributing to this effort, we critically reflect on our methodological decision-making process in developing innovative procedures for cross-analyzing two distinct studies. Our reflection responds to the need for published guidance on how to undertake methodological adaptation, the lack of which limits opportunities for other researchers to develop new study procedures to address complex problems. By discussing how and why we made particular methodological choices and adaptations in our collaborative study of faculty and doctoral student writers, we propose collaborative secondary data analysis as a fruitful avenue for qualitative writing researchers and show its potential to enact richer and more equitable research designs.

The present project modified an existing ethics intervention aimed at graduate students, which had previously been evaluated and determined to be effective. The existing program was modified to shorten it from a 2 full-day training to a 1 full-day training. The effectiveness of the modified training program was evaluated using multiple dependent measures: perceptions of ethical dilemmas, ethical decision making and the using of cognitive strategies for ethical decision making, and reactions to the training. The results of the present study indicated that there were significant differences from pretraining to posttraining on measures of perceptions of ethical problems and markers of the cognitive processes involved in ethical decision making, including a focus on the ethical elements of the problem, and overall decision ethicality. Finally, participants reacted favorably to the program. Implications of these results are discussed.

The share of college students who are first-generation has grown rapidly in recent decades. Less attention has been paid to the educational experiences of graduate students. This article asks: How do first-generation students in graduate school differ from one another in their experiences with the socialization process? Based on data from in-depth interviews with 41 graduate students at a large research university, this article examines student narratives of experiences and circumstances to characterize multiple social spaces in graduate school. Contrary to notions suggesting that first-generation students share a similar group experience, these data reveal that first-generation students have divergent experiences and circumstances that characterize four distinct regions. Drawing on social capital and socialization theories, I find that students occupy social spaces that (1) modify, (2) adapt or (3) defy the socialization processes of graduate school. Findings also show barriers for those that are (4) excluded.

Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

The underrepresentation of Black Americans as graduate students and faculty in Criminology and Criminal Justice programs is well-recognized. This essay discusses some of the dynamics of the academy that potentially contribute to the lack of Black representation at the highest levels of the academy. Through the sharing of various experiences, this essay sheds light on how the dearth of Black men in the academy creates challenges for the few Black men that do exist in the academy.

Mindfulness-based stress reduction (MBSR) activities have been shown to have psychological benefits. Studies have identified increased perceived levels of stress in graduate students; however, this is not specific to graduate nursing students. There is very little data on the use of MBSR as a nonpharmacologic tool to decrease stress levels in graduate nurse practitioner students. Therefore, the purpose of this study was to determine if the implementation of MBSR improves the overall perceived stress of graduate nursing students. The pilot MBSR program covered topics such as different forms of mindfulness meditation practice, mindful awareness during yoga postures, and mindfulness during stressful situations. Perceived stress scores mean for the sample ( n = 25) was elevated at 26 (+4) indicating moderate stress prior to the MBSR training and significantly decreased post 14-week MBSR training (+6) ( p

Despite a growing body of work on sexual harassment among college students, little work has examined predictors of sexual harassment specifically among graduate students. This study aims to address this gap in the literature by using data from 490 female graduate students at a large, public university. Based on a feminist routine activity theory approach, both individual vulnerability (lesbian, gay, bisexual, queer, or other sexual identity [LGBQ+], international student status, psychological distress, alcohol use) and organizational context (departmental female ratio, male-dominated field, departmental support) are tested as risk factors for sexual harassment. Moreover, we examine risks for sexual harassment by either a peer or a professor before testing models for peer and faculty member harassment separately. Logistic regression analyses demonstrated that both individual vulnerability and organizational context are related to an increased likelihood of sexual harassment among female graduate students, but patterns of findings vary by type of offender. Policy recommendations are offered, including the need for safe spaces on campus for LGBQ+ and international students and the need for clear consequences for offenders of sexual harassment.

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

Background Although Screening, Brief Intervention and Referral to Treatment (SBIRT) has now been disseminated in many areas of the United States (US), much remains to be discovered about the training outcomes of non-physician professional trainees such as nurses, physician assistants, physical therapists, occupational therapists, and psychologists following SBIRT training. Methods Training in SBIRT, an evidence-based approach to screening substance use, was embedded into five health science graduate curricula: Physician Assistant Studies, Nursing, Occupational Therapy, Physical Therapy, and Psychology. The SBIRT curriculum was adapted for each profession to include a brief introductory module addressing SBIRT's relevance for each profession, as well as profession-specific case examples and terminology. Using a nonequivalent group design, participants completed pre-and post-training assessments of substance use related attitudes, perceived competency and knowledge. Data were analyzed using a parametric test to compare pre- and post-differences. Results Findings suggest improved attitudes as well as increased perceived competencies and core knowledge following the graduate-curriculum embedded SBIRT training, as well as between group differences on the same variables. Conclusions SBIRT training of non-physician healthcare graduate student-trainees is a feasible training activity and results in improved trainee attitudes, perceived competency, and knowledge. SBIRT training embedded into graduate health science curricula offers an early foundation to this well-established, universal screening approach.

* Arslantaş, Tuğba Kamali ( Aksaray, Yazar ), The purpose of this study was to establish a community of practice (CoP) called an academic research and writing group (ARWG), to improve the research and writing skills of graduate students, and to increase their levels of interaction while conducting their academic research. In the current study, formative research was implemented to improve the quality of academic output from the ARWG group. The study’s findings showed that specific features added through the ARWG provided both a positive impression toward the ARWG and encouraged novice researchers to work collaboratively.

In May 2020, Arizona State University’s history department offered its first remote, digital internship to graduate students. Students completed a 180-hour internship between May and August 2020. The internship involved weekly meetings, curation, collecting, journaling, and marketing. Over the summer, the interns worked to identify a silence in the archive and address it by creating a collection plan targeting the perceived silence. The interns drew on their own networks to build the collection, created a collection plan, conducted oral history interviews, wrote a blog post, and completed a final portfolio.

This article reports on a study that examined papers written by graduate students in the Physical Seminary course at Johns Hopkins University (1892–1913) to investigate how students reused various visuals of the interferometer to construct narratives of late-19th-century Ether research. Their representations of the interferometer focused on the mechanics of the devices by constructing a series of textual-visual relationships, requiring that the reader scan back and forth between the written text and the accompanying visual. These multimodal texts demonstrate how the students used writing activities to create a narrative of equipment development, which highlighted the centrality of trained vision in enculturating graduate students into disciplinary writing practices in the late 19th century. Through an analysis of the specific interactions and the network of visuals the students used to reconstruct a history of Ether investigation, scholars of writing and rhetoric can see how important inclusion of equipment and its detailed discussion was to graduate writing and disciplinary enculturation in the sciences.

Background A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose This study advances a new theoretical model, “Black Men's Graduate Engineering Motivation” (BMGEM), to describe the overlaying factors and sources of motivation—and their interrelations—that influence Black men in engineering graduate programs to persist. Research Design To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals’ experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students’ motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students—in this case, Black men—as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge.

The nonmedical use of prescription stimulants has been prevalent on college campuses in recent years. Previously, nonmedical prescription stimulant use (NMPSU) has been associated with increased use of other illicit substances, drug abuse, school dropout, and arrest. It is, therefore, imperative to understand the etiology of NMPSU for prevention, intervention, and harm reduction purposes. This study builds upon previous research on the role of academic strain in NMPSU by (a) considering a measure of strain that is more consistent with strain theory and (b) extending the examination to include graduate students. By utilizing an original data set of 1,121 undergraduate and graduate students at a Southern urban university, our overall results are consistent with general strain theory but mixed with respect to the role of academic strain in particular. The implications of our study for academic strain are discussed.

This pilot mixed methods evaluation describes the impact of an anti-oppression workshop on allyship development among a group of public health graduate students. After completing a mandatory anti-oppression workshop, a survey including closed- and open-ended questions was administered to 41 public health students specializing in health promotion. Closed-ended questions gathered basic demographic data and Likert-type scale responses to assess changes in participant knowledge, awareness, and attitudes surrounding anti-oppression concepts discussed during the workshop, while open-ended questions asked respondents to reflect on how such changes might influence their development as allies. A response rate of 65.85% (27 respondents) was achieved. The majority of the study group were between the ages of 20 and 24 years (74.07%), self-identified as straight (77.8%), and self-identified as non-White (77.8%), while almost the entire group identified as female (92.59%). Five key themes emerged from a directed content analysis of qualitative data, identifying the importance of anti-oppression workshops for allyship development: conducive environments, positionality, knowledge, active listening and learning, and advocacy. These themes were used to construct a mixed methods joint display for comparative interpretation of quantitative and qualitative data. Mixed methods analysis revealed that anti-oppression workshops can promote allyship development by increasing knowledge of key terms and concepts associated with anti-oppression and facilitating critical reflections on power, privilege, and social location. Our findings demonstrate a profound need for ongoing anti-oppression training among future public health students and professionals.

Departing from discussions at Research in Management Learning & Education (RMLE) Unconferences, we identify the problem of practical deliberation: When faced with multiple, relevant theories that all demand to be given weight in a process of deliberation, how do management students, while drawing on these theories, justify their choice? Based on contemporary practical philosophy, we claim that students must aim for rational necessitation when practically deliberating about such decisions. Using the example of our teaching on a Master of Public Governance program at a major European business school, we delineate how we have employed a philosophical pedagogy to teach MBA students to practically deliberate in order to reach rational necessitation. With our theoretical and practical research, we aim to show how contemporary practical philosophy offers a distinct, original contribution to management learning and education in contrast with the traditional philosophies of education We end the article by suggesting and motivating five avenues of further research into the problem of practical deliberation in management learning and education.

Introduction: Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners. Statement of the Problem: Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Literature Review: We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus. Teaching Implications: This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information. Conclusion: Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.

Student-student interaction can benefit learning as well as provide a sense of community in online courses. Blogging is a common approach to provide opportunities for students to communicate with each other. This study used Social Network Analysis to depict commenting behaviour between students in an online graduate-level course. By examining the weekly interaction data, the results revealed how students’ commenting behaviours changed during the semester. Student participation and interaction in the blogging activity was influenced by the various pedagogical elements that were either directly or indirectly related to the blogging activity.

Impostor phenomenon (IP) is the psychological construct used to describe potentially debilitating feelings of fraud and fear of being exposed as a phony in individuals who are actually high achieving and successful. The purpose of this study was to investigate the IP feelings of music education graduate students. A total of 130 master’s and doctoral students completed a survey that included the Clance IP Scale, the Graduate Music Student Scale, and demographic items. Results indicated that impostor feelings were present in a substantial percentage of the participants. Full-time student status was associated with stronger IP responses than part-time status, as was working on the degree face-to-face versus hybrid. More frequent and intense impostor feelings were experienced by females versus males, participants ages 26 to 35, students who were not married or in a committed relationship, and those who were the first in their family to attend graduate school. Master’s and doctoral students’ IP responses were not different, but successive year in the graduate program was associated with stronger impostor feelings. Based on the possible detrimental effects of strong impostor feelings, the findings should raise concern for students, their instructors, and their mentors.

The purpose of this study was to investigate currently enrolled students’ perceptions of the master’s degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents’ degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents’ reports of MME program strengths and areas needing improvement.

Using an established global academic interest scale, academic interest dimensions of undergraduate ( n = 326) and graduate ( n = 401) students were compared. The four-factor structure, consisting of passion for learning, confidence in the future, career aspiration, and self-expression, held for both student groups. However, the item scores and mean factor scores as well as the pattern of factor correlations differed between the two groups. While the sample of graduate students exhibited greater levels of passion for learning, the undergraduate students showed higher levels of confidence in the future. Overall, a broad range of correlates of academic interest employed in this study provided construct validity evidence of academic interest, supporting the main tenants of the motivational theory of life-span development. Limitations and directions for future work are discussed.

In a doctoral course on Narrative Inquiry, graduate students participated in an activity creating dimensional research poetry. The resulting poems, which were shaped like spheres or orbs and/or flowers, were made up of lines of narrative interview transcripts and researchers’ reflections, either computer printed or handwritten on strips of construction paper. In this article, a review of dimensional poetry, including concrete poetry and three-dimensional poetry, is provided. Examples of flowers in poetry from descriptive to symbolic of resistance against poverty, class, war, and race are presented throughout. The instructor and a student in the course who also served as the photographer reflect on the experience.

This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

As entrepreneurs and start-ups have become increasingly significant components of world economic growth, Japan has enacted and discussed various policies to spur entrepreneurship. However, scant attention has been paid toward motivating its youth to embrace the entrepreneurial spirit. Therefore, this study focuses on undergraduate and graduate students and investigates their motivations to become entrepreneurs. The study has three findings. First, the entrepreneurial motivation of Japanese students ranks lower than that of students in the USA, China, India, Spain and Belgium. Second, compared to the motivations of students in other countries, Japanese students’ motivations to launch start-up businesses are few in terms of leadership and independence but many in terms of social contribution. Third, Japanese students believe that their lack of business knowledge and competence creates significant risks and barriers to launching start-up businesses. Finally, the paper discusses the impact of culture and barriers on entrepreneurial innovation in Japan compared to other countries.

Engagement with feedback from supervisors is central to developing graduate students’ research and writing skills. Such engagement, however, is not the students’ sole responsibility because different factors might mediate the process. Supervisors’ and students’ differing perceptions of supervisory feedback can create misunderstandings, might inhibit the latter’s engagement with such feedback, and reduce its learning affordances. This article reports a study examining the perceptions that Nepalese Master’s supervisors and students held of student engagement with and challenges in supervisory feedback. The study drew on questionnaire data collected from 30 thesis supervisors and 50 Master’s students and the follow-up interviews with five supervisors and five students at a public university in Nepal. The findings show a marked difference in supervisors’ and the students’ perceptions. The observed differences are considered in terms of the nature of student engagement, the participants’ research experience, and factors contributing to the perceived challenges in supervisory feedback.

Business schools and graduate business programs have struggled since their inception to ensure that what students learn in their courses will resonate with the skills needed in their careers. To date, there has been limited attention paid to cocurricular experiential learning opportunities to assist with this challenge. In this article, we discuss the process of implementing cocurricular professional development (PD) workshops as part of a college-wide initiative to increase experiential learning opportunities for students. This college-wide initiative challenged two assumptions: first, that the classroom is the best space for valuable learning and second, that faculty are the best equipped to lead decisions on what students should learn. The workshops help students develop both the tangible and intangible skills required to succeed in industry. We faced many challenges in implementing the workshops, including the need to challenge the predominant view that nothing of significant value could be learned in a workshop. We conclude our article by identifying the factors responsible for the ultimate success of the program and offer guidance for colleges looking to change perceptions of value in learning and broaden their experiential learning practices.

Authorship and authorship order are visual shortcuts that communicate student success. We content analyzed to what extent graduate students published as lead authors in 10 refereed communication and media journals over a decade (2007–2016) examining student authorship, coauthorship, and affiliations. Graduate students appeared in approximately 23% of the sampled articles with graduate students most often appearing as lead author on multiauthored articles. If there is an increasing expectation to secure lead authorship, students may need to navigate the authorship process. Guidelines are provided on how to assess and negotiate authorship based on intellectual contributions, tasks, and sustained commitment.

We investigated how Natural Language Processing (NLP) algorithms could automatically grade answers to open-ended inference questions in web-based eBooks. This is a component of research on making reading more motivating to children and to increasing their comprehension. We obtained and graded a set of answers to open-ended questions embedded in a fiction novel written in English. Computer science students used a subset of the graded answers to develop algorithms designed to grade new answers to the questions. The algorithms utilized the story text, existing graded answers for a given question and publicly accessible databases in grading new responses. A computer science professor used another subset of the graded answers to evaluate the students’ NLP algorithms and to select the best algorithm. The results showed that the best algorithm correctly graded approximately 85% of the real-world answers as correct, partly correct, or wrong. The best NLP algorithm was trained with questions and graded answers from a series of new text narratives in another language, Slovenian. The resulting NLP algorithm model was successfully used in fourth-grade language arts classes for providing feedback to student answers on open-ended questions in eBooks.

This article summarises the results of a preliminary feasibility study and the experience of implementing Conceive-Design-Implement-Operate (CDIO) ideas during 2016–2019 in the education of nuclear specialists. The study is a form of empirical research. The results and findings regarding implementation of the CDIO approach are presented in relation to the Russia–Kazakhstan network programme of specialist training for the nuclear industry of Kazakhstan. The authors conclude that CDIO ideas effectively promote solutions to educational challenges facing the nuclear industries of specific countries. Key findings are (a) that the network form of education is well-suited to the implementation of the CDIO approach and (b) that the principle of the safe management of nuclear materials should be considered in the context of engineering education.

This paper is an overview of fundamental linear–quadratic optimal control techniques used for linear dynamic systems. The presentation is suitable for undergraduate and graduate students and practicing engineers. The paper can be used by class instructors as supplemental material for undergraduate and graduate control system courses. The paper shows how to find the solution to a dynamic optimization problem: optimize an integral quadratic performance criterion along trajectories of a linear dynamic system over an infinite time period (steady-state linear–quadratic optimal control problem). The solution is obtained by solving a static optimization problem. All derivations done in the paper require only elementary knowledge of linear algebra and state space linear system analysis. The results are presented also for the observer-driven linear–quadratic steady-state optimal controller, output feedback-based linear–quadratic optimal controller, and the Kalman filter-driven linear–quadratic stochastic optimal controller. Having full understanding of derivations of the linear–quadratic optimal controller, observer-driven linear–quadratic optimal controller, optimal linear–quadratic output feedback controller, and optimal linear–quadratic stochastic controller, students and engineers will feel confident to use these controllers in numerous engineering and scientific applications. Several optimal linear–quadratic control case studies involving models of real physical systems, with the corresponding Simulink block diagrams and MATLAB codes, are included in the paper.

This study explores the narratives of first-generation, Latinx graduate students whose parents emigrated from Mexico. We aimed to understand the life trajectories of six participants, particularly the ways in which they made sense of graduate education (MA and EdD) as part of their personal journeys, identity and practice as educators. Focus groups and image elicitation techniques allowed us to learn from our participants. Participants’ narratives about their life journey were our unit of analysis. Our results suggest that participants pursued graduate school as a tool to engage in self-actualization and to revitalize their families and communities. Central to our findings is the role that trauma played in the approach they used to engage in graduate education. Trauma worked as a catalyser to seek transformative learning experiences that could help them not only expand their selves but also the community where they serve. Students’ re-framing of personal trauma encouraged them to persist in graduate education and consolidate their service-oriented missions.

There are two sides to every door. This research investigated the advantages and disadvantages of studying abroad at a university in south west England through a sequential exploratory mixed methods design. Except for slight differences in ranking of the perceived top study abroad benefits, interview and survey findings regarding advantages were mostly consistent, suggesting that study abroad issues are generally double-edged to include both positive and negative effects, including for one-year Masters programmes in Britain. In terms of employment advantage, instead of a traditionally so-called ‘Western’ or ‘Eastern’ country of origin commonly stated in existing studies, this research suggests that the degree of economic development seems to be strongly related to differences in international students’ homeland employment opportunities. Finally, advantages rather than disadvantages of study abroad experiences were reported more strongly by research participants throughout the study.

International college students have become an important subgroup in U.S. higher education. However, their campus recreation participation rate is relatively low. Previous studies indicate significant factors preventing international students from campus recreation participation were lack of time, lack of workout partners, and lack of recreation information. Relatively little research has been undertaken on understanding and explaining campus recreation experiences among the international graduate student population. This study utilized semistructured interviews with 14 students who used campus recreation services at a 4-year major U.S. public university. Results indicated three primary constraints emerged: time, transportation, and information. However, these students recognized the benefits of using campus recreation services regularly because it helps improve physical health, personal well-being, and social engagement. The findings of this study will provide campus recreation service administrators with a better understanding of international graduate students’ needs in terms of campus recreation services.