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Graduates of nonprofit education programs have seemingly opted in to the nonprofit sector by means of their field of education, but prior research on worker sorting depicts a complex rationale for sector selection. This study used a sample of 153 alumni of nonprofit education programs to sort among factors influencing sector commitment. Given that these alumni have seemingly indicated a sector commitment by way of their education field, this analysis investigated factors that may disrupt sector commitment and found that individuals who view their work as a calling or who have a nonprofit identity are associated with a commitment to working in the nonprofit sector. This study adds to the growing body of sectoral differences literature and helps inform human resource management and leadership about employee characteristics that should be prioritized for development and promotion. [ABSTRACT FROM AUTHOR]

The University of North Alabama (UNA) was accused of negligence in the handling of a student's allegation of sexual assault by a professor. The initial university response prompted backlash from students, alumni, and the community. A more conciliatory response followed, and the UNA president spoke of the case during his annual address. These three responses, prompted by stakeholder critique, provided a unique opportunity to extend theory by analyzing how dialectical tensions and stakeholder responses affect organizational strategic decision-making in image reparation efforts. [ABSTRACT FROM AUTHOR]

As a consequence of globalization and steadily declining financial state support, the strategic importance of alumni loyalty (AL) has remained topical in a competitive education market. Due to the vital role of AL, researchers created numerous econometric models to reveal primary drivers of AL. However, these models mainly focused on AL in English-speaking societies. Since consumer behavior can significantly depend on the cultural norm, research into Western alumni may not necessarily predict the behavior of alumni from Eastern countries. Therefore, this study aims to investigate whether the bond between the intention to AL (IAL) and its antecedents is sensitive to the cultural environment. Three of Hofstede's (2001) dimensions were integrated into the integrative model of intention to alumni loyalty. The authors test this model using a structural equation modeling approach, multi-group as well as important performance analyses. A sample of 159 German and 229 Russian students reveals that predisposition to charity exerts a greater impact and integration exerts less influence on IAL enhancement in individualistic cultures than in collectivistic societies. In high power distance cultures, corporative quality (esp. university reputation) is an essential IAL driver. In contrast, interactive quality (esp. correctness of knowledge evaluation) is a critical factor in low power distance cultures. Benefits of the alumni association play a valuable role on IAL enhancement in both masculine and feminine societies. The findings can serve as a framework for developing a culturally stable universal alumni loyalty model that can be generalized from one cultural setting to another. [ABSTRACT FROM AUTHOR]

The 2020-2021 academic year presented many challenges to honors educators, including their ability to support honors education as a community of opportunity in virtual learning environments. This study considers how remote learning platforms emerging from the COVID-19 pandemic illuminated previously underutilized resources, such as alumni. Authors describe programming that emphasizes opportunities for interpersonal engagement between students and alumni and maximizes potential for relationship building and communal longevity. Intersections for alumni/student virtual connection in classrooms are identified, as are co-curricular events and recruitment initiatives for prospective students. To assess impact, a survey instrument was designed according to a conceptual model of student engagement and satisfaction level and distributed to enrolled honors students. Beyond simply assessing the value students experience in the moment, researchers also evaluate how virtual experiences with alumni motivated students to attend similar events, promote such events to peers, and engage as alumni participants post-graduation. The survey provides an opportunity for students to share free responses; and subsequent content analysis of student response identifies common themes. Results reinforce current literature, suggesting that alumni participation in the curricular and co-curricular life of an honors community illustrates the value of human capital. Alumni provide a motivational force that challenges students to critically reflect on issues such as vocational discernment, networking, embracing undergraduate experiences, and resiliency. Authors conclude with ideas on future collaborations between honors alumni and students. [ABSTRACT FROM AUTHOR]

Background: Using English as a medium of instruction (EMI) in non-English speaking countries to teach healthcare subjects has been questioned in various international healthcare educational contexts, despite the numerous benefits it offers to students and institutions. Purpose: The present study collected data to examine the impact of the EMI policy and analyze the experiences of students and instructors in a healthcare course in Saudi Arabia. Methods: The study used three instruments: alumni records (n = 3,044), instructors' questionnaires (n = 134), and students' questionnaires (n = 358). The participants were from different majors in five colleges at a Saudi University: College of Medicine, College of Dentistry, College of Pharmacy, College of Nursing, and Applied Medical Sciences. Results: The results of alumni data from healthcare colleges of the last five years revealed that the cumulative grade point average (GPA) can be predicted by the first semester grades of the students in the intensive English proficiency program. The results of the questionnaires indicate that the healthcare students' perspectives and healthcare instructors' views demonstrate that using EMI to teach healthcare subjects presents certain obstacles that have a negative impact on students' academic achievement, especially if the students lack fluency in English. Conclusion: Policymakers should focus on improving the English proficiency of students and provide ongoing English language learning opportunities for the complete duration of the healthcare programs. [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]

Introduction: The purpose of this study was to report on the career accomplishments of Public Health Service (PHS) alumni from the Uniformed Services University (USU) School of Medicine (SOM) in several professional areas such as specialty choice, board certification rates, leadership roles, academic achievements, deployments, and length of service.Materials and Methods: This study was conducted using the data obtained from the Long-Term Career Outcomes Study Alumni Survey. The cohort included all alumni who graduated from the SOM classes of 1980-2017. We analyzed the frequency distributions of the survey items of interest of the PHS alumni.Results: Out of the 144 PHS alumni we reached, 39 responded, yielding a 27.1% response rate. 56.0% of PHS alumni entered primary care specialties and 97.0% were board certified in their first residency trained specialty. 30.6% of PHS alumni completed residency training in a military facility. 87.2% of PHS alumni have been in a leadership role since medical school, and 67.6% of PHS alumni currently hold a leadership role. 7.7% of PHS alumni have deployed for ≥30 days to a theater of combat operations. 66.7% and 71.8% of PHS alumni engaged in medical humanitarian and volunteering missions, respectively, and 75% of PHS alumni stayed in active duty longer than their initial commitment. 71.8% of PHS alumni were published in peer-reviewed journals and 17.6% were academically affiliated with USU.Conclusions: Our findings suggest that PHS alumni are likely to enter primary care specialties, engage in medical volunteering and humanitarian missions, frequently remain in uniform longer than their initial active duty commitment, and are affiliated with numerous universities and medical schools throughout their career. PHS alumni appear to be successfully meeting the mission set forth by the U.S. PHS. [ABSTRACT FROM AUTHOR]

Involvement with the 4-H program during youth has been empirically shown to have positive effects on participants and to influence their life perspectives and career development. The activities offered within 4-H allow individuals to build relationships with peers and mentors, develop life and leadership skills, and create a positive self-concept. The focus of this study was to identify key touchstones which influenced 4-H alumni life perspectives and inform program development to ensure individuals are exposed to these activities during their 4-H involvement. Although numerous studies have examined the positive outcomes of 4-H programming, limited research exists identifying the context in which these influential experiences occur. This study employed a modified Delphi approach, using an expert panel (n = 31) to identify and generate consensus regarding 4-H experiences, events, and programs deemed influential in expanding alumni life perspectives. Thirty-six items were retained following the Delphi process. Two items received unanimous consensus: 1) interaction with diverse groups, and 2) hearing dynamic speakers and listening to accomplishments they have achieved because of involvement in 4-H. Retained items were analyzed for overarching themes using the constant comparative method (CCM). Five themes emerged following the CCM analysis: 1) professional skills and leadership development, 2) networking and mentorship opportunities, 3) 4-H events, programs, and camps, 4) 4- H projects and educational opportunities, and 5) internal influences. These themes may be combined with Robert’s (2006) model of experiential learning to identify the appropriate setting, duration, level, and intended outcomes of 4-H programming. [ABSTRACT FROM AUTHOR]

Institutions of higher education espouse the importance of developing future leaders, although limited research assesses undergraduate leadership programs from the alumni lens. Interviews with alumni from a student affairs leadership program revealed the importance of incorporating leadership experiences, learning community, formal learning, peer coaching, and reflection in leadership programming. Alumni valued the program due to skills learned and experiential capital gained. This study provides practitioners with evidence-based practices for leadership program development and highlights the importance of the alumni perspective. [ABSTRACT FROM AUTHOR]