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Improving the weight restrictions on weight-restricted bridges can make transportation networks more suitable for economic development; however, revenue shortfalls or institutional policy gaps can impede certain types of bridge improvements. Weight-restricted bridges that are not located on high-traffic-volume routes do not qualify for North Carolina State bridge improvement programs and funding targeted for improving weight restrictions. As a result, bridges that are critical nodes in North Carolina’s commerce freight network may not receive dedicated sources of funding for improvements or replacements that add value and long-term viability to the freight network. This study develops a novel process for identifying and prioritizing weight-restricted bridges critical to commerce freight. Bridge criticality is evaluated from two perspectives using a Geographic Information System (GIS) travel model to predict truck routes. Bridges traversed in the travel model receive scores based on the count of modeled traversals and the cost of modeled detours. Scores are weighted by the trucking intensity of traversals and the distance from traversed bridges to route origins. This process offers an objective system-wide evaluation of weight-restricted bridges that can be used to inform bridge improvements and replacement projects that fall outside of dedicated funding prioritization processes. A targeted validation of final bridge scores based on local stakeholder input should be considered to confirm the modeled criticality scores.

Background The initial COVID-19 pandemic shutdown led to the canceling of elective surgeries throughout most of the USA and Canada. Objective This survey was carried out on behalf of the Parkinson Study Group (PSG) to understand the impact of the shutdown on deep brain stimulation (DBS) practices in North America. Methods A survey was distributed through RedCap® to the members of the PSG Functional Neurosurgical Working Group. Only one member from each site was asked to respond to the survey. Responses were collected from May 15 to June 6, 2020. Results Twenty-three sites participated; 19 (83%) sites were from the USA and 4 (17%) from Canada. Twenty-one sites were academic medical centers. COVID-19 associated DBS restrictions were in place from 4 to 16 weeks. One-third of sites halted preoperative evaluations, while two-thirds of the sites offered limited preoperative evaluations. Institutional policy was the main contributor for the reported practice changes, with 87% of the sites additionally reporting patient-driven surgical delays secondary to pandemic concerns. Pre-post DBS associated management changes affected preoperative assessments 96%; electrode placement 87%; new implantable pulse generator (IPG) placement 83%; IPG replacement 65%; immediate postoperative DBS programming 74%; and routine DBS programming 91%. Conclusion The COVID-19 pandemic related shutdown resulted in DBS practice changes in almost all North American sites who responded to this large survey. Information learned could inform development of future contingency plans to reduce patient delays in care under similar circumstances.

Any institutional policy will only be a paper tiger unless the intended recipients of the policy know and understand it. Student anti-bullying policies at universities in Australia have been researched to determine the quality and usability of the content, but research is lacking in how students understand and use these policies. Bullying amongst students has been identified globally as an issue at universities; however, little has been done to determine students’ knowledge and experience of bullying and the related policies and services universities provide. The aim of this paper is to fill that gap in knowledge, with the hope that by understanding a student’s perspective, identified blocks to reporting may be eliminated. This study surveyed 297 Australian university students about their knowledge of their university’s anti-bullying policies existence and location, their personal and witnessed experienced of bullying, how they handled it, and their knowledge and thoughts on how bullying information is presented to students at their university. The results found students lacked knowledge about anti-bullying policies and practices in their university. The results also highlighted assumptions students make about what their university offers in regard to policies and services. This paper indicates that universities need to publicise their policies and better educate their students on bullying and their related anti-bullying policies.

Background and Aims Esophagogastroduodenoscopy (EGD) observation time is associated with detection rate of premalignant or neoplastic lesions in the upper gastrointestinal (UGI) tract. The aim of this study was to evaluate of an institutional policy of EGD observation time on the detection rate of UGI neoplasms. Methods From July 2017 to March 2019, all endoscopists were requested to adhere to our institutional policy of spending more than 3 minutes of observation time in every screening EGD. Observation time was defined as the time from when the endoscope reached the duodenum to when it was withdrawn. We obtained neoplasm detection rate (NDR) during this period, which was compared with that of baseline period from 2009 to 2015. Results During the study period, 30,506 EGDs were performed. The age of subjects was 49.9 ± 10.5 years, and 56.5% were male. All endoscopists achieved the average EGD observation time more than 3 minutes during this period. Mean observation time was 3:35 ± 0:50, which was significantly longer than that of baseline (2:38 ± 0:21, P Conclusions This study provides evidence that implementing a protocol of a prolonged observation time could increase NDR. Observation time should be an important quality indicator of EGD examination.

Driven by global rankings and national quality assurance (QA) initiatives, Taiwan’s higher education institutions were encouraged to develop strategic plans and initiatives, in order to improve gra...

We present a framework based on a higher education application preference list that allows a different type of flexible aggregation and, hence, the analysis and clustering of application data. Preference lists are converted into scores. The proposed approach is demonstrated in the context of higher education applications in Hungary over the period of 2006–2015. Our method reveals that efforts to leverage center-periphery differences do not fulfill expectations. Furthermore, the student's top preference is very hard to influence, and recruiters may build their strategy on information about the first and second choices.

BACKGROUND Among grade B/C postoperative pancreatic fistula (POPF), the clinical burden of patients treated with persistent drainage alone was reported to be less. As the clinical difference might depend on drain management, we evaluated their clinical burden under conservative drain management. METHODS We included 292 patients who underwent pancreaticoduodenectomy or distal pancreatectomy between 2013 and 2015. Patients with grade B POPF were categorized into those receiving persistent drainage alone (B-drain) and those receiving other treatments (B-other). The clinical burden of these groups and patients with biochemical leakage (BL) was compared. RESULTS BL, grade B POPF, and grade C POPF occurred in 42 (14%), 93 (32%), and 4 (1.4%) patients, respectively. The B-drain group comprised 61% of grade B POPF. The overall major morbidity (Clavien-Dindo grade ≥ 3) in the B-drain group was significantly lower than in the B-other group (18% vs 50%, P = .001) but was comparable to that of the BL group (19%, P = .848). The POPF-related major morbidity in the B-drain and B-other group were 0% and 25%, respectively (P

Thirty years ago Boyer’s report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the ‘SoTL movement’ which sought to raise the status of learning and teaching...

Background Use of digital devices have become ubiquitous in healthcare and can create professionalism issues. This study presents opinions of faculty, residents, and medical students to inform policy on the appropriate use of digital devices in the patient care setting. Materials and methods A survey was administered from September 2018 to October 2018 to faculty and residents within the general surgery department at a large academic medical center and all fourth-year medical students at an affiliated university. The survey included direct statements and case-based scenarios on similar themes to triangulate responses. Results There were 114 participants in the survey—50 faculty, 26 residents, and 38 medical students. Digital device utilization was equivalent among all groups, and all participants use a smartphone. Digital devices were most frequently used during rounds and clinical conferences. Overall, digital device use was found more appropriate when seen in the case-based format rather than as a direct statement. Furthermore, use of these devices was seen as most appropriate when the provider explained its use or left the room to use the device. Conclusions Digital devices are used by faculty and trainees at similar rates for parallel purposes, and the benefits for patient-related care are evident. However, the use of digital devices in the presence of patients should be minimized and always preceded by an explanation. These findings can inform institutional policy when creating guidelines on the professional use of these devices in the patient care setting.

Este texto se propone realizar una aproximación general, descriptiva y panorámica de la presencia y participación de las mujeres en la política institucional de la Ciudad de México en las últimas décadas y en la actualidad. En primer lugar, se expone un recuento de su evolución histórico-cuantitativa en cargos políticos. En segundo lugar, se presenta una exposición de cultura política y preferencias electorales, de mujeres y hombres en dicha ciudad en nuestros días. También se analiza la situación de las mujeres en la política y la opinión pública según sexo, en 2012 y 2018. Sobre el primer punto, se observó el incremento progresivo en la participación política de las mujeres hasta llegar a la paridad. Con respecto al segundo, se muestra cómo, para algunas cuestiones, hubo sesgos de género, aunque en muchas características de la cultura política las semejanzas entre los sexos fueron más importantes.

Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities attending 4-year colleges and universities. Informed by Astin’s Input-Environment-Outcome model and the interactional model of disability, this study investigated the effect of student characteristics (i.e., disability type, gender, mother’s education level) and environmental factors (i.e., faculty encouragement and engagement in political discussion) on the development of academic ability and intellectual confidence in students’ senior year of college. The comparison between two outcome models for students with learning disabilities and those with physical or sensory disabilities provided important educational implications. Results from the multiple regression analyses revealed that both student characteristics and environmental factors significantly affect student development, accounting for students’ academic ability and intellectual confidence upon entering college. Institutional policy implications and educational interventions for college students with disabilities were also discussed.

The role of the Head of Department is at the heart of tertiary education; it is where institutional policy and procedure are predominately enacted. The extant literature on the nature and challenge...

Social responsibility implies an institutional policy committed to the objectives and mission of the university over time, it is a form of social action that creates good relations in the internal and external organization of the university, since it seeks the improvement of the environment, in various areas of the economy and society. About the responsibility of Higher Education institutions in Ecuador

Objective: Morehouse School of Medicine, a collaborative partner in the National Research Mentoring Network, established the Mentoring Academy Institutional Plan­ning Forum (MA Forum) to help minority-serving institutions (MSI) optimize research mentoring. In this commentary, we describe the policy workshop and review survey data from six MSIs to assess the current state of organizational policies and activities that advance research mentoring. Participants: Twenty-eight institutional leaders, representing six MSIs, participated in an MA Forum between May 20, 2016 and May 11, 2017. Methods: After describing the MA Forum’s background, design and recruitment strat­egy, we present a synthesis of institutional summaries built from responses to a 45-item survey that explored existing mentoring infrastructure, policies, and activities at each institution. Results: There is a heavy reliance on extra­mural funds to facilitate research mentoring initiatives. Mentoring policies and activities were most often governed by individual programs rather than the institution. Thus, the research mentoring expertise was concentrated at the local level, which may prevent opportunities for future scalability and optimization. Conclusions: Given these findings, we offer recommendations to help MSIs establish a mentoring culture backed by institutional policy. Ethn Dis. 2019;29(Suppl 2): 371- 376; doi:10.18865/ed.29.S2.371.

This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

Objective The study aimed to assess the practice of delayed cord clamping (DCC) and the awareness of its benefits for newborns between Obstetric (OB) and neonatal physicians. We examined if provider characteristics including years of experience, level of training, familiarity of the American College of Obstetricians and Gynecologists (ACOG)/American Academy of Pediatrics (AAP) recommendations, institutional policy, and the racial and ethnic background of patient population were associated with implementation of DCC. Study Design This research is a cross-sectional online questionnaire study. Results 975 questionnaires were returned. Overall, the awareness of ACOG versus AAP recommendations was 94 versus 86% (p 50% of the time, respectively (p 10 years of practice were less likely to acknowledge DCC benefits. Physicians with a majority of non-White patients were less likely to practice/witness DCC (p Conclusion There continues to be room for improvement in the practice of DCC. Institutional policies and awareness of ACOG/AAP recommendations impact the understanding of the benefits of DCC and the likelihood of the practice. There is a significant difference in the practice of DCC among patients with different racial backgrounds. Hospital leadership may consider investing in the education and implementation of updated guidelines to ensure DCC is routinely practiced. Key Points

Recent studies have demonstrated that vasopressors can be delivered safely through peripheral intravenous lines. While norepinephrine is usually delivered at a concentration of 16 to 32 μg/mL, out of concern for extravasation and interstitial necrosis, some patients receive more dilute norepinephrine solutions through peripheral intravenous catheters. We describe a case of severe hyponatremia and seizure resulting from administration of norepinephrine concentrated at 4 μg/mL in dextrose 5% in water. After the incident, the institutional policy changed to recommend normal saline as the default diluent for peripheral norepinephrine, with a more concentrated option available. The incident also informed similar guidelines at other hospitals.

Purpose The timely management of cancer surgery suffered due to COVID-19 and nationwide lockdown. Continuing cancer surgery was a challenge faced by all. We present our experience on cancer surgery in a cancer centre with high volume of patients and limited resources during early pandemic. Methods We retrospectively analysed our operation theatre database on surgery and anaesthesia from 1st April to 30th June 2020. Results A total of 457 surgeries were done—complex major, major, intermediate and minor surgeries constituted 43%, 25%, 12% and 20%, respectively. Median age of patient was 50 years, and 76% were below 60. The median ASA class was I (I–IV), and 97% were ASA I and II. The median Eastern Cooperative Oncology Group score was 0 (0–3), and 92% had score 0 and 1. Major cases done under regional anaesthesia were 30.7%. Median length of intensive care unit stay was 1 (1–6) days, and length of hospital stay was 7 (7–15) days. Clavien–Dindo Grade II complication in patients above 60 years was 16.4% and below 60 years was 17.6% (p = 0.76). 10% in ASA I compared to 26% of ASA II (p = 0.00) and 15.9% with ECOG 0 and 1 compared to 30.9% with ECOG 3 and 4 (p = 0.01) had grade II complication. Four (1%) patients had Grade ≥ III CD complication. Covid testing was undertaken in 52% patients pre-operatively, and there was no positive case in post-operative period. Conclusions Adopting and implementing institutional policy catering to limited resource available at our centre, we facilitated cancer surgery.

16 páginas Las redes sociales aplicadas en la educación superior se han convertido en una herramienta innovadora. Por eso es relevante determinar sus ventajas y desventajas como estrategia académica. Este estudio utiliza el método descriptivo, empírico y cuantitativo en el análisis de una muestra de 191 estudiantes de un programa académico profesional en una universidad oficial colombiana. Los resultados muestran que las redes sociales se deben incorporar en la educación superior como política institucional y no solo como eventos episódicos o coyunturales. Esto exige un proceso educativo paralelo orientado a forjar en los estudiantes la responsabilidad y la autonomía en el uso de este recurso. Social media applied to higher education have become a groundbreaking tool. Then, it is vital to determine its advantages and disadvantages as an academic strate-gy. This study employs a descriptive, empirical, quantitative method in analyzing a sample of 191 students from an undergraduate program at a Colombian public university. The results suggest that social media should be incorporated into higher education as an institutional policy and not only episodically or circumstantially, requiring a parallel educational process to foster students’ responsibility and auto-nomy in using this resource.

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU&rsquo, s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping, mainstreaming, diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

This paper evaluates different approaches to embeddedness of the Fourth Industrial Revolution in national economics and on global market. The numerous and varied attempts to achieve success amidst this turbulent and constantly changing global market has created two main paradigms of institutional policy, correlating with the countries that initiated and/or achieved the embedding of the Fourth Industrial Revolution. The state, as the initiator, pursues a top-down policy: imposing formal institutions and stimulating business in every way possible to modernize its activities in accordance with the principles of the Fourth Industrial Revolution. If the idea of the Fourth industrial revolution was instead initiated by business, then a down-top policy is implemented: the state turns out to be a weak actor which adapts to changing conditions and is modernized through digitalization. Top-down policy is implemented mainly in Natural States; down-top policy (sometimes known as bottom-up policy) is mainly a characteristic of Open Access Order countries. Since the Fourth Industrial Revolution is associated with high level of technology (such as the development of the Internet of Things), the leading role in the global market is played by industrialized and post-industrial countries, as they are creating an institutional image of the new global market. Thus, the Open Access Order has the greatest impact on the development of the global market. The main goal of this research is to define the paths of institutional policy amidst the Fourth Industrial Revolution, whether in Natural States or in Open Access Order, through applying the methodology of Douglass North. Its impact on the global market can also be ascertained. Institutional and comparative analysis methodology was used in the research. The results indicate that (1) Natural States pursue a top-down policy to embed the institutions of the Fourth Industrial Revolution, (2) Open Access Order goes radically other way by employing a down-top path, and (3) digitalization occurs according to the chosen institutional policy. These findings not only make it possible to adjust the Fourth Industrial Revolution, but also to modify the institutions already in force. The experiences of those Fourth Industrial Revolution initiatives that have already been implemented in selected national economies avoids institutional traps, and allows those countries that have embarked on a different path to succeed.

This article critically analyses national and institutional forms of policy and different conceptions of widening participation in higher education in England by contrasting representations of ‘it’ as a ‘problem’ to be managed, compared with complex and recurring dilemmas in practice. Building on Bacchi’s (2012a) strategy, the article asks, ‘What’s the Problem Represented to be?’ (WPR), and how the ‘problem’ of widening participation was constructed in specific contexts, by examining tensions between constructions of policy in texts and representations of widening participation in semi-structured interviews with national and institutional policy actors. Policy actors did not share a single voice, and various proposals embodied different representations of the ‘problem’. These do not reduce practice to distinct or static categories limited by available policy options. Instead, contemporary representations, interpretations and translations of policy and practice make visible both limitations and possibilities for widening participation in higher education in the future.

Este artigo, com foco temático na história da educação feminina, tem por objetivo compreender como sobreveio a participação de mulheres nos processos de internacionalização da Universidade Federal de Mato Grosso - UFMT. Ao trazermos reflexões sobre processos de internacionalização vivenciados na instituição de educação superior federal, localizada na região Centro-Oeste do Brasil, fundada tardiamente no ano de 1970, analisamos a mobilização feminina internacional na instituição entre os anos de 1973 a 2016. Trazemos algumas reflexões a partir da análise de documentos institucionais tais como legislação, artigos científicos, páginas de web site e documentos oficiais coletados no acervo institucional. É compreensível que não houve uma política institucional definida para os processos de internacionalização, bem como inexiste, no perfil de seus partícipes, equidade de acesso. Identificamos, contudo, que mulheres participaram e contribuíram para os processos de internacionalização da UFMT. Possibilidades de atuações e oportunidades para mulheres, entretanto, ainda representam parcela ínfima nos movimentos de internacionalização. Para nós, claro está que uma instituição de ensino superior não pode prescindir de políticas públicas que incentivem a internacionalização, mas deve articular iniciativas viáveis e ações que promovam a equidade de acesso às políticas de internacionalização institucionais.

El propósito del artículo es describir y comprender el proceso de configuración del problema público de la educación superior chilena, a partir de la movilización estudiantil en defensa de la educación pública, hasta la conformación de una respuesta política institucional limitada la idea de gratuidad (2011-2017). A través de una investigación cualitativa que conjuga diferentes procedimientos de producción de información, y aplicando la perspectiva de la sociología de los problemas públicos, proponemos como hallazgo más significativo la conformación de dos momentos en el proceso, que definen dos arenas y problemáticas diferenciadas. El momento de la manifestación pública (2011-2013) asociada a la demanda por el derecho a la educación pública gratuita, y el momento de la arena técnico-institucional de la gratuidad (2014-2017). Concluimos reconociendo algunos alcances sociopolíticos del proceso, en especial para la movilización estudiantil y su causa pública, a partir de la comparación entre ambos momentos. The purpose of the article is to describe and understand the process of shaping the public problem of Chilean higher education, from student mobilization in defense of public education, to the formation of an institutional policy response limited to the idea of free education (2011-2017). Through a qualitative research that combines different procedures of information production, and applying the perspective of the sociology of public problems, we propose as the most significant finding the conformation of two moments in the process, which define two differentiated arenas and problems. The moment of public manifestation (2011-2013) associated with the demand for the right to free public education, and the moment of the technical-institutional arena of free education (2014-2017). We conclude by recognizing some socio-political scopes of the process, especially for student mobilization and its public cause, based on the comparison between both moments. O propósito do artigo é descrever e compreender o processo de configuração do problema público da educação superior chilena, a partir da mobilização estudantil em defesa da educação pública, até a conformação de uma resposta política institucional limitada à ideia de gratuidade (2011-2017). Através de uma pesquisa qualitativa que conjuga diferentes procedimentos de produção de informação, e aplicando a perspectiva da sociologia dos problemas públicos, propomos como achado mais significativo a conformação de dois momentos no processo, que definem duas arenas e problemáticas diferenciadas. O momento da manifestação pública (2011-2013) associada à demanda pelo direito à educação pública gratuita, e o momento da arena técnico-institucional da gratuidade (2014-2017). Concluímos reconhecendo algum escopo sociopolítico do processo, principalmente para a mobilização estudantil e sua causa pública, a partir da comparação entre os dois momentos.

Background Transitioning towards sustainable food systems for the health of the population and planet will require governments and institutions to develop effective governance to support the adoption of sustainable food practices. The aim of the paper is to describe current governance within Australian and New Zealand universities designed to support sustainable food systems. Methods A systematic search of governance documents to support sustainable food systems within Australian and New Zealand universities was conducted. Data were obtained from 1) targeted websites 2) internet search engines and 3) expert consultations. Inclusion criteria consisted of university governance documents including by-laws, policies, guidelines, frameworks, and procedures that support sustainable food systems. Results Twenty-nine governance documents across nineteen Australian and New Zealand universities were included for synthesis, including waste management policies (n = 3), fair-trade/procurement policies (n = 6), catering and or event guidelines (n = 7) and catering policies (n = 2), and environmental management plans (n = 11). The main strategies adopted by universities were sustainable waste management and prevention (e.g. reducing landfill, reducing wasted food, (27%)), ethical procurement practices (i.e. fair-trade (27%)) and environmentally sustainable food consumption (e.g. local, seasonal, organic, vegetarian food supply (14.5%)). Only 12.5% of universities addressed all three of the main strategies identified. Conclusions This study indicates that while sustainable food systems are considered in some university governance documents, efforts are predominantly focused on aspects such as waste management or procurement of fair-trade items which as stand-alone practices are likely to have minimal impact. This review highlights the scope of universities to provide strong leadership in promoting and supporting sustainable food systems through holistic institutional policies and governance mechanisms.

Advance care planning (ACP) is especially important during the COVID-19 pandemic. Previously identified barriers to ACP include lack of time during patient visits, billing, clinician and patient discomfort and lack of resources, and difficulties with documenting and accessing ACP documents. Here we describe new challenges and new opportunities for ACP that have arisen from the COVID-19 pandemic, both due to the complexities of the illness and expedited changes in some of the stagnancies in the health care system. The shared risk for COVID-19 that all people face brings urgency to institutional policy changes to ACP form completion. However, research should assess acceptability and effectiveness of these strategies.

This article aims to analyze the concept of micro-injury in the light of Labour Law. The objective is to discuss the business practice of micro-injuring employees as a way of guaranteeing economic competitiveness against the rivalry, as well as its consequences for the working class and society. Finally, Brazilian Federal Labour Inspection System´s as well as Public Ministry of Labour´s and Labour Justice´s institutional policy against micro damaging is discussed.

En el 2013, el Ministerio de Educación Nacional de Colombia (MEN) publicó los Lineamientos de Educación Superior Inclusiva, documento orientador para las universidades. Con base en estos lineamientos, el artículo describe la metodología diseñada y aplicada para medir el grado de inclusión social en la formación profesional de la Universidad Autónoma de Bucaramanga. Se diseñaron y aplicaron cuestionarios tanto en estudiantes como docentes; así como una rúbrica de valoración en tres tipos de documentos de política institucional. Mediante la triangulación de resultados, incluyendo análisis de respuestas a pregunta abierta de 311 estudiantes y 46 docentes, se identificaron fortalezas, debilidades y oportunidades de mejora para la institución, Se resalta el diseño de una metodología que facilite el análisis e implementación de los lineamientos en las universidades colombianas; tema de gran importancia para un país que deja atrás 50 años de conflicto interno e inicia un proceso de paz y reconstrucción de tejido social.

Responsibility center management (RCM) budgeting systems devolve budget responsibility while creating funding formulas that provide incentives for academic units to generate revenues and decrease c...

Background Failure of timely test result follow-up has consequences including delayed diagnosis and treatment, added costs, and potential patient harm. Closed-loop communication is key to ensure clinically significant test results (CSTRs) are acknowledged and acted upon appropriately. A previous implementation of the Alert Notification of Critical Results (ANCR) system to facilitate closed-loop communication of imaging CSTRs yielded improved communication of critical radiology results and enhanced adherence to institutional CSTR policies. Objective This article extends the ANCR application to pathology and evaluates its impact on closed-loop communication of new malignancies, a common and important type of pathology CSTR. Materials and Methods This Institutional Review Board-approved study was performed at a 150-bed community, academically affiliated hospital. ANCR was adapted for pathology CSTRs. Natural language processing was used on 30,774 pathology reports 13 months pre- and 13 months postintervention, identifying 5,595 reports with malignancies. Electronic health records were reviewed for documented acknowledgment for a random sample of reports. Percent of reports with documented acknowledgment within 15 days assessed institutional policy adherence. Time to acknowledgment was compared pre- versus postintervention and postintervention with and without ANCR alerts. Pathologists were surveyed regarding ANCR use and satisfaction. Results Acknowledgment within 15 days was documented for 98 of 107 (91.6%) pre- and 89 of 103 (86.4%) postintervention reports (p = 0.2294). Median time to acknowledgment was 7 days (interquartile range [IQR], 3, 11) preintervention and 6 days (IQR, 2, 10) postintervention (p = 0.5083). Postintervention, median time to acknowledgment was 2 days (IQR, 1, 6) for reports with ANCR alerts versus 6 days (IQR, 2.75, 9) for reports without alerts (p = 0.0351). ANCR alerts were sent on 15 of 103 (15%) postintervention reports. All pathologists reported that the ANCR system positively impacted their workflow; 75% (three-fourths) felt that the ANCR system improved efficiency of communicating CSTRs. Conclusion ANCR expansion to facilitate closed-loop communication of pathology CSTRs was favorably perceived and associated with significant improved time to documented acknowledgment for new malignancies. The rate of adherence to institutional policy did not improve.

The Indian textile industry is lacking in an entrepreneurial inclination of a skilled young generation; because of this, the industry is facing a challenge to achieve sustainable development and gr...

At the University of Pittsburgh Medical Center's Hillman Cancer Center, multiple occurrences of critically elevated partial thromboplastin time (PTT) levels drawn by central venous access devices (implantable ports) were determined to be inaccurate. Root cause analysis revealed the institutional policy and staff education for collection did not support peripheral venipuncture for coagulation panels. Peer-reviewed literature and case studies were evaluated by the evidence-based practice council, and the data revealed that PTT levels yielded incorrect results when drawn through an implantable port. This suggested that peripheral venipuncture might be preferable.

Introduction Communicating science is one of the main steps in the research process. However, the method of communication must be aligned with the audience for the message. This is especially evident in institutions that promote teaching, research, and extension, especially when considering joint actions that promote a dialogue between themselves and the community. Methods In light of this need, this study was conducted with the aim of analyzing the main documents guiding the policies and institutional actions related to research at the two federal institutes based in the state of Goiás/Brazil: Institution A and Institution B and proposing ways to include scientific dissemination as a mediator of the research consolidation process. This is a bibliographic, documentary study with a descriptive, qualitative approach based on a case study. Results and Discussion The analyses indicate that research must be consolidated as institutional policy and that a policy to encourage research must be implemented. This has yet to be achieved at these institutions, although scientific dissemination is explicitly addressed by institutional documents guiding the development and dissemination of pedagogical practices, especially in teaching and extension. Scientific journalism and scientific dissemination are mediators and facilitators of this endeavor.

Proposals for research concerning fetal and/or placental tissue may be refused institutional review board (IRB) review, effectively preventing the research from occurring. We conducted an anonymous electronic survey of IRB chairs to determine their assessment of the likely response to research projects using fetal/placental tissue obtained from various procedures. We found that proposals concerning tissue obtained from diagnostic procedures or miscarriage were anticipated to be considered at most institutions. Tissue obtained after abortion was likely to be refused consideration by more than 25% of respondents. Additional consultation during review was anticipated for up to 30% of scenarios. Responses for fetal and placental tissue were similar. The most frequently anticipated reason for refusal was institutional policy.

Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community engagement, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research. Resume Le changement climatique est une preoccupation urgente. L’enseignement superieur peut relever ce defi mais les analyses systematiques du changement climatique dans l’education sont rares. Ce document aborde cette lacune dans la litterature en signalant comment les etablissements d’enseignement postsecondaires canadiens se sont impliques dans l’analyse du changement climatique grâce a des mesures politiques. Nous avons utilise des methodes quantitatives et descriptives pour analyser ces politiques de changement climatique a partir d’un echantillon representatif de cinquante etablissements canadiens et decouvert que plus de la moitie possedent une politique climatique. Nous les avons analysees de maniere qualitative et trouve que la forme de reponse la plus commune etait axee sur le milieu bâti du campus avec des reponses secondaires sous-developpees axees sur la recherche, le programme, la participation communautaire et la gouvernance. Nous considerons les motivations de ces mesures institutionnelles et finissons par les implications pour les decisionnaires et les recherches futures.

This research aims to understand how Project 12:30 is constituted in the process of development of the Institutional Culture Policy, in the view of the managers of a Federal Institution of Higher Education. It is a case study, qualitative approach through semi-structured interviews, based on the results of a larger study, a master's dissertation. The results pointed to the lack of knowledge of the Public and Institutional Policies of Culture by the managers. These include Project 12:30 and the Institutional Culture Policy itself as vital to the Institution, reinforcing the need for its continuity as an institutional policy, not just a management policy. Thus, from the managers' perspective, future actions are proposed, with the intention of improving university management in the area of culture.

Ownership of traditional courseware is vested in the faculty. In the digital forum, however, under the Copyright Act of 1976, case law, and institutional policy ownership maybe vested in the institution.

The cost of higher education continues to rise, forcing many students to seek financial support to pursue their education. Many countries have utilized national systems of student aid to help mitigate the increasing costs. However, these financial aid systems often lead to significant student debt. Guided by restrained choice theory, this study analyzes innovative institution-level policies in the United States called Loan Repayment Assistance Programs (LRAPs), and provides insight into how these policies affect traditionally disadvantaged students’ choice to enroll in a university. Findings suggest that disadvantaged students, specifically first-generation students, are more cognizant and have a better understanding of innovative financial policies (e.g., LRAPs), and the use of such programs could increase student choice and retention, based on their subsequent enrollment satisfaction.

La responsabilidad social se fundamenta en la capacidad de elegir la propia conducta de manera consciente, deliberada, voluntaria, libre y en relación con otros. Cada generación tiene que responder del impacto de sus acciones y de la repercusión de estas sobre el desarrollo sostenible. Analizar y medir este tipo de constructos tiene importancia capital para la mejora de la Política Institucional en la Educación Superior como propone la UNESCO. El objetivo del presente estudio es ofrecer a la comunidad universitaria internacional un indicador sintético (índice) para la medida de la responsabilidad social del universitario que permita, con una escala de tan solo 6 u 8 ítems, evaluar con eficacia el grado de Responsabilidad Social del Estudiante Universitario (en adelante RSEU) en cualquier momento de su desarrollo académico. Un indicador con garantías de fiabilidad y validez suficientes y semejantes a los obtenidos en el instrumento inicial de 20 ítems. Se analiza la fiabilidad, homogeneidad y capacidad predictiva de estos índices sobre muestras de estudiantes universitarios de 2º y 4º curso de diversas facultades. Los resultados muestran el buen comportamiento de estos índices, así como su semejanza al instrumento completo. post-print 484 KB

Much of the work on physician wellbeing has focused on bolstering individual skills. Because many drivers of poor wellbeing are attributable to the environment, we advocate an organizational view of the problem. In this chapter, we review quantitative and qualitative methodologies for evaluating organizational structures and institutional policies. We illustrate these techniques using examples from our experience characterizing surgical residency programs in the FIRST and SECOND Trials.

Economic activity takes place within the limits of an economic system that consists of a set of economic entities which operate in an organizational framework in compliance with a set of axioms and other rules.

Over the past ten years, offering English-medium-instruction (EMI) courses has been a significant trend in Vietnamese higher education. However, like many universities in Japan and China and other countries, Vietnamese universities are facing issues in the delivery of EMI courses at both institutional policy and classroom pedagogical levels. This chapter reports on in-depth interviews with four university managers and ten lecturers at several public universities in Vietnam. The findings illuminate the question of what drives EMI in such universities, highlighting domestic competitiveness and at the same time a lack of attention to educational goals for EMI. We argue that, together with a lack of professional development preparedness and resources, this lack of attention to educational goals has led to the practice of what can be conceptualised as a ‘policy of encouragement’ for EMI, offering little or no policy guidance on EMI pedagogy. Furthermore, based on the lecturers’ personal accounts of their course practices, we contend that this unguided encouragement has been one of the primary reasons for the practice of a ‘pedagogy of assumption’ on the part of lecturers—assumptions about what EMI ‘is supposed to be’ and ‘what the university expects’, as well as assumptions about the EMI learning challenges for students. The chapter ends with recommendations for a more coordinated approach to the delivery of EMI at institutional and classroom levels.

This chapter addresses the link between the internationalization of higher education, English-Medium Education (EME), and sustainable education, from global/national/institutional policy to classroom practices. By drawing upon research from across the world, it is clear that a reappraisal of the link between EME, internationalization and sustainable education is called for. Teaching through English is both an opportunity and a challenge for universities today—a means to enhance the quality of teaching and learning, but also a means of reinforcing global inequalities. The Sustainable Development Goals (SDGs) offer higher education institutions (HEIs) a useful roadmap for achieving quality education through curricular reform and teacher training. These aims can be achieved if the SDGs are skilfully integrated, since they are so intimately aligned with the intended outcomes of the internationalization of higher education and EME.

The recent student protests in South Africa highlight a disconnect between academic research on higher education and institutional policy and practice. One reason for this impasse may be the “siloing” of research focused on different “moments” along a student’s pathway through higher education; another is the relative lack of research focused on less-resourced institutions. Addressing these challenges is a priority, not only in South Africa but also around the world.

Aim/Purpose\ud The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts.\ud \ud Background\ud There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences.\ud \ud Methodology\ud Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences.\ud \ud Contribution\ud There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities.\ud \ud Findings\ud Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future networking.\ud \ud Recommendations for Practitioners\ud Our recommendations to doctoral education training programs and/or supervisors are to explicitly discuss and promote networking and/or conference attendance, and to find ways to support students to engage in networking outside their immediate study environment.\ud \ud Recommendation for Researchers\ud Our recommendation to researchers is to further investigate the importance of networking behaviors and experiences on doctoral student training and/or career outcomes.\ud \ud Impact on Society\ud This research highlights the importance of recognizing the learning needs of doctoral students who are expected to work in a complex, globally connected society as part of the reality of higher education in the 21st century.\ud \ud Future Research\ud Results from the study could help inform a larger study on the trends and motivations of doctoral students’ networking across all disciplines.

Esta investigación determinó los juicios que tienen los estudiantes sobre la Educación Económica y Financiera, mediante el análisis de las variables Concepciones y Desarrollo de la asignatura o proyectos. Se tuvo en cuenta las subvariables: Contenidos (presupuesto, ahorro, administración de la deuda, servicios bancarios y negociaciones financieras), Estrategias metodológicas y Aplicación escolar y familiar, mediante los indicadores: Conocimientos, Habilidades y Actitudes. El análisis de los gráficos permitió afirmar que los estudiantes tuvieron alguna experiencia en torno a la Educación Económica y Financiera, fenómeno que incidió de alguna manera en la formación de nociones, conceptos y estructuras relacionadas con el tema, razón por la cual, un buen número de ellos manifestaron una concepción clara de ahorro, presupuesto, administración de la deuda, servicios bancarios y negociaciones financieras, con un cierto grado de habilidad. Sin embargo, la falta de una política institucional que incentive prácticas financieras hace que las actitudes no sean las más deseables.

Universities’ sexual consent policies remain the focus of national media and government attention in the United States. Affirmative consent (i.e. physical and verbal consent) is increasingly the norm for institutional definitions of consent; yet these policies remain at odds with how students report consenting to sexual activity. In this paper, we examine how students formulate their understanding of sexual consent in ways that either resist or align with their university’s policies on sexual assault. Using conversation analysis, we analyse interviews in which students make explicit references to university policy when defining personal definitions of consent. We show that interviewees who do not align with university policy orient to this position as problematic and accountable, and conduct significantly more interactional work when defining consent. These findings illustrate the complex challenges that university students may face in articulating personal understandings of sexual consent, which may have consequences for policy and sexual consent programs.

University libraries have played an important role in constructing an infrastructure of support for Research Data Management at an institutional level. This paper presents a comparative analysis of two international surveys of libraries about their involvement in Research Data Services conducted in 2014 and 2018. The aim was to explore how services had developed over this time period, and to explore the drivers and barriers to change. In particular, there was an interest in how far the FAIR data principles had been adopted. Services in nearly every area were more developed in 2018 than before, but technical services remained less developed than advisory. Progress on institutional policy was also evident. However, priorities did not seem to have shifted significantly. Open ended answers suggested that funder policy, rather than researcher demand, remained the main driver of service development and that resources and skills gaps remained issues. While widely understood as an important reference point and standard, because of their relatively recent publication date, FAIR principles had not been widely adopted explicitly in policy.