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This quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector. [ABSTRACT FROM AUTHOR]

This article presents an approach to encounter group interventions in the midst of protracted, entrenched conflict, that has relational resilience as its focus. Through a constructionist grounded theory analysis, interviews with 31 alumni of the Artsbridge program from 2008 through 2019, former staff, and parents of alumni, were analyzed in order to explore how they understand their experience of the Artsbridge program and the impact it has had on their lives. This analysis of interviews led to the primary theme of relational resilience. The Artsbridge model of relational resilience will be introduced. While many programs exist that work with youth in conflict, the Artsbridge program is unique in its use of Transformative Reflecting Dialogue, artistic modalities, and collaborative art. Through decades of violence and separation, Israeli and Palestinian narratives have become negatively interdependent and mutually exclusive. Artsbridge methodology encourages the development of more inclusive narratives and an appreciation of and tolerance for complexity. The research discussed in this article suggests that encouraging the development of relational resilience may lead to more constructive and sustainable outcomes when working within communities continuing to live in the midst of intractable conflict. [ABSTRACT FROM AUTHOR]

This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey (N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated with various study‐abroad program features? and (c) How is the role of program features reflected in life history narratives? We found that 79% of participants use their languages in at least one of the activities listed on the survey, though this use is generally confined to informal, interactive tasks. Our examination of program features using multiple regression revealed that while all features were statistically significant predictors for long‐term language use, those involving engagement with local communities (e.g., close personal relationships) showed more relative importance. Contextualized with a sample of our qualitative data, findings from this study offer a macrolevel confirmation that local engagement during study abroad retains its significance for language use over the long term and provide implications for designing study‐abroad programs that involve language learning. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the contribution of the Adelaide Rural Clinical School (ARCS) longitudinal integrated clerkship to the rural medical workforce. Methods: Design: Retrospective cohort study. Setting: Practice location data were sourced from the Australian Health Practitioner Regulation Agency (AHPRA, January 2021) and matched using university records. Participants: University of Adelaide medical school alumni graduating between 2004 and 2019 (ARCS alumni who completed a full year of rural training [n = 423], metropolitan‐trained peers [n = 1655]). Main outcome measures: The proportions of medical graduates working in a rural location (Modified Monash Model [MMM3‐7] or Australian Statistical Geography Standard [ASGS‐RA2‐5] classifications). Logistic regression was used to examine the association between ARCS training and working rurally, and the influence of rural background and sociodemographic factors. Results: Working in a rural location was almost three times more frequent among ARCS alumni than their metropolitan‐trained peers, using the MMM3‐7 (14.7% vs. 5.3%) classification; for ASGS‐RA2‐5 classification (21.3% vs. 8.9%). In adjusted analysis, working rurally (MMM3‐7) was associated with having a rural/remote residence on enrolment (OR 8.29, 95% CI 4.22–16.26) and was 3.1 times more likely for ARCS alumni (OR 3.06, 95% CI 2.06–4.53) than their peers. The magnitude of the effects of ARCS training on whether they are working rurally was similar among those with metropolitan or rural background (p‐value for interaction 0.873). Similar associations were observed using ASGS‐RA2‐5 classifications. Conclusions: Extended rural placements through the Adelaide Rural Clinical School increased the rural medical workforce, with a similar impact among those with a rural or metropolitan background. [ABSTRACT FROM AUTHOR]

Background: While information evaluation is an essential component of evidence based practice, it remains unclear how nurses perceive their own source evaluation skills and what evaluation criteria they typically apply. Objectives: This study aims to determine nurses' self‐reported confidence in their evaluation skills and their actual source evaluation ability. The findings will guide information literacy instruction. Methods: A questionnaire asked recently graduated nurses from four institutions in the Intermountain West (USA) to rate their confidence in evaluating information and to provide examples of evaluation criteria they typically applied. The quality of these criteria was rated by nursing librarians, then compared with reported confidence in evaluation, years employed as a nurse and highest degree level. Results: While nurses' self‐reported confidence levels about source evaluation largely matched their ability, their evaluation criteria showed a low level of sophistication and did not match the recommended criteria by professional organizations. Graduate education, not years of work experience, was predictive of the quality of criteria used by nurses, suggesting the importance of more instruction on source evaluation for nursing students. Conclusions: Nursing educators, including librarians, need to teach evaluation skills at the undergraduate level. Further investigation into building evaluation skills in nurses is warranted. [ABSTRACT FROM AUTHOR]

Accessible summary: Sometimes people go back to their school to talk to students about the experiences that they have had to help the current learners think about what they would like to do in the future.People with learning disabilities do not often get to talk about their future careers and aspirations, and we think this is unfair.We wanted to find out how older students with learning disabilities could help current students with learning disabilities think about their future.We believe that people with learning disabilities are often left out of careers events, and we think this needs to be changed.We talked to school and college staff about how they thought people with learning disabilities could be better included. Background: Research has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's "Community Interaction Theory", this study sets out to explore how education providers understand and implement alumni networks and how these networks can be adapted to enhance career and life course aspirations for people with learning disabilities. Methods: The data collection process was part of a larger, innovative project that set out to address the issue of inclusion in the labour market for people with learning disabilities. Six education providers participated in focus groups. In one special educational needs college two students with learning disabilities also participated. Participants were asked about what alumni means to them, their experiences of engaging alumni and what impact an inclusive alumni network could have on their educational setting. Findings: The findings show that participants are aware of the importance of creating an inclusive alumni network and recognised the benefits it could bring to their institute and their learners with learning disabilities, but any signs of an alumni network were yet to be implemented. Conclusion: This research contributes to data and debate on the relationship between social inclusion and education for people with learning disabilities. The research demonstrates the impact that an inclusive alumni network could have for young people with learning disabilities and how it could promote confidence and aspirations not only in the young people themselves but the whole community with whom they interact. It initiates a discussion about the importance of an inclusive alumni network in education to further support people with learning disabilities to take part in society and be reciprocally active in its spaces. [ABSTRACT FROM AUTHOR]

I taught fish biology in 2015, after that I taught some other biology courses, including introductory biology as well as animal behavior, watershed ecology, a couple of other courses - that was when I was at the University of Prince Edward Island. For more than 20 years, the Hutton Program has worked to stimulate interest in careers in fisheries science and management among groups underrepresented in the fisheries professions today. GLO:M7Z/01jul21:fsh10637-fig-0001.jpg PHOTO (COLOR): . gl Jordyn Jones Each summer, high school students gear up to get hands-on experience in the field of fisheries science through the Hutton Junior Fisheries Biology Program. Now I'm in an interdisciplinary science program [at Carleton University] and teach science communication, among other things, but will be teaching fish biology in the fall. [Extracted from the article]

Logbooks are ubiquitous in undergraduate and postgraduate medical education. Here, two alumni who are in the early phase of their career, reflect on their experience in their undergraduate paediatric term and how this was shaped by their mandatory paediatric logbook. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to investigate periodontal practice methods of dentists and dental hygienists to compare their knowledge and treatment approach in managing periodontal disease. Methods: An electronic survey was designed to assess and capture three aspects of data: (a) knowledge of periodontics; (b) practice approaches in non‐surgical periodontal therapy; and (c) factors affecting clinical care. The survey was distributed to dentists and dental hygienists who graduated from the same dental school within 5 years (2012‐2016). Results were analysed by chi‐square test, Fisher's exact test and logistic regression model. Results: Out of total 117 participants, 111 of them reported their profession (n = 77 in the dental programme, n = 34 in the dental hygiene programme). The results showed no statistical difference in basic periodontal knowledge between dentists and dental hygienists (P =.12). Only 13% of the surveyed population identified appropriate recall intervals for periodontal maintenance and more dental hygienists reported periodontal re‐evaluations being performed within their offices compared with dentists (91% vs 70%, P =.02). Almost half of the participants who reportedly performed periodontal re‐evaluations (46%) charged for the re‐evaluation procedure, despite it not being covered by dental insurance. More hygienists reported being familiar with and performing adjunct therapy compared to dentists in the study (P <.01). Conclusion: In general, dentists and hygienists in the study were found to have similar periodontal knowledge and practice approaches. However, differences in performing periodontal re‐evaluation and adjunct therapy were significant. Further studies are needed to investigate clinical barriers that impact evidence‐based periodontal care. [ABSTRACT FROM AUTHOR]

Background: There is a global concern that physician‐researchers are 'a dying breed'. Recent studies of clinical career choices of Australian medical students and doctors have signalled the rising age of medical graduates, generational shifts in work–life attitudes and increased proportion of female graduates. There are scant data regarding Australian physician‐researchers. Aims: To develop and utilise a questionnaire determining respondent characteristics and 'push' and 'pull' factors for medical graduates to incorporate research into their careers. Methods: We developed and administered an 88‐item online survey, including quantitative and qualitative questions, to medical students, faculty and alumni of Sydney Medical School, The University of Sydney, asking about their medical career, research experience and interest and reasons for doing or not doing medical research. Responses to all 74 quantitative questions are reported here. Results: Data from 427 respondents (44% female; mean ± standard deviation age 38 ± 13 years; 56% completed or undertaking a PhD) were analysed. Attractions of research included a desire to improve human health, intellectual stimulation and career diversity. Barriers included low funding rates, job insecurity and low salaries. Although few were prepared to undertake or recommend full‐time research, 71% would recommend part‐time research. Respondents perceived a smaller‐than‐actual gap between clinical and research salaries, and if comparable (75–100% of a clinician's) salaries were available, 89% would like to spend 21–60% of their work time undertaking research. Conclusion: Many Australian medical students and doctors are interested in research, especially part time. Perceived obstacles include job insecurity, low funding rates and salary. Respondents underestimated clinical and research salary differences. [ABSTRACT FROM AUTHOR]

We examined financial knowledge among educated women with at least a bachelor's degree by analyzing the results from a 2009 survey representing a well-defined sample (N =4,344) of alumnae from a highly selective liberal arts college for women. This study found modest levels of financial knowledge with wide variation. Specifically, in the sample of alumnae, respondents in an older cohort, with higher household income, and those who obtained an MBA degree exhibit higher levels of financial knowledge. These results highlighted the need for effective financial education for many college-educated women. [ABSTRACT FROM AUTHOR]

Goodfellow L.M., Macduff C., Leslie G., Copeland S., Nolfi D. & Blackwood D. (2012) Nurse scholars' knowledge and use of electronic theses and dissertations. International Nursing Review Background: Electronic theses and dissertations (ETDs) are a valuable resource for nurse scholars worldwide. ETDs and digital libraries offer the potential to radically change the nature and scope of the way in which doctoral research results are presented, disseminated and used. An exploratory study was undertaken to better understand ETD usage and to address areas where there is a need and an opportunity for educational enhancement. Aims: The primary objective was to gain an initial understanding of the knowledge and use of ETDs and digital libraries by faculty, graduate students and alumni of graduate programs at schools of nursing. Design: A descriptive online survey design was used. Methods: Purposeful sampling of specific schools of nursing was used to identify institutional participants in Australia, New Zealand, the UK and the US. A total of 209 participants completed the online questionnaire. Results: Only 44% of participants reported knowing how to access ETDs in their institutions' digital libraries and only 18% reported knowing how to do so through a national or international digital library. Only 27% had cited an ETD in a publication. The underuse of ETDs was found to be attributable to specific issues rather than general reluctance to use online resources. Conclusions: This is the first international study that has explored awareness and use of ETDs, and ETD digital libraries, with a focus on nursing and has set the stage for future research and development in this field. Results show that most nursing scholars do not use ETDs to their fullest potential. [ABSTRACT FROM AUTHOR]

Research on elite, transnational networks has identified social and cultural capital associated with particular academic credentials as being an important element in network formation. How and why such networks are reproduced after graduation, however, has received less attention. In response, in this article I combine work on social capital and personal networks to explore the reproduction of MBA alumni networks in London's financial services district that were created in leading business schools in the USA and UK. My analysis documents the ways in which business schools and individual alumni combine forms of virtual and corporeal co-presence to reproduce translocal educational ties. I then argue that the motivation for sustaining these educational ties lies in the potential to convert the social and cultural capital of MBA alumni networks into different types of value ranging from enhanced career progression to increased alumni donations. In doing so, I develop debates on the intersections between social capital, academic credentials and the reproduction of elite networks. [ABSTRACT FROM AUTHOR]

This chapter proposes a model for assessing institutional effectiveness and provides a foundation for the other chapters in this volume. [ABSTRACT FROM AUTHOR]

Evaluative statements from alumni have legitimacy with both internal and external stakeholders. Thus, alumni studies can provide valuable evidence of institutional effectiveness and lend themselves to both locally designed and commercial survey instruments for data collection. [ABSTRACT FROM AUTHOR]