Search Results for
"human"

Clinical educators (CEs) play a key role in student learning, yet their insights of student preparedness and performance during initial clinical placements are often under-recognised. AIM: To explore the experience of hospital-based CEs on the preparedness and performance of student dietitians on clinical placements to inform curriculum planning. METHODS: Eight semi-structured focus groups consisted of dietetic CEs (n=20) involved in the training of third-year students commencing their first clinical placement. Focus groups were conducted up to 2 months' post-placement completion and thematically analysed grounded in phenomenology. RESULTS: Six themes emerged: 1) role of professional skills, 2) clinical skills and knowledge, 3) anxiety and confidence, 4) unique needs of culturally and linguistically diverse (CALD) students, 5) impact of student training on CEs, and 6) variation in expectations of student preparedness. CONCLUSIONS: CEs valued professional skills of students and they reported students exhibited a range of developed traits. Anxiety and knowledge gaps hindered placement progress, and CALD students were reported to provide particular challenges. Expectations of CEs, the university, and students are not always congruent, and there were similar variations between CEs themselves. The findings have been used to address these challenges and improve collaboration between university and clinical placements. © 2015 Association of Schools of Allied Health Professions, Wash., DC.

Distinguishing carefully between mobility across firms and across occupations, this study provides causal estimates of the wage effects of mobility among graduates from apprenticeship in Germany. Our instrumental variables approach exploits variation in regional labor market characteristics. Pure firm changes and occupation-and-job changes after graduation from apprenticeship result in average wage losses, whereas an occupation change within the training firm results in persistent wage gains. For the majority of cases a change of occupation involves a career progression. In contrast, for job switches the loss of firm-specific human capital seems to dominate. © 2015 Elsevier B.V.

With the upgrading of industrial structure and the products in our country, the requirements for practitioners become more and more high. Enterprises require students to carry on internships with certain skills. Therefore, in this context, the establishment of the intramural training base becomes the strategic choice of vocational college students' skills training, and becomes the most effective way of production and study cooperation. Based on this, this paper makes a research on the planning and arrangement of the intramural training base of the construction intelligent engineering technology based on constructivism. Construction intelligent engineering technology major in Shenyang chemical industry school is taken as an example, the construction process of training base and the requirements of constructivism on the learning environment are combined on the basis of the brief introduction of the related theories and technologies, the basic principles of the construction of the practical training base based on constructivism were put forward, and the training program, the teaching staff, the operating mechanism and the management in the construction of the training base were expounded. Experimental results show that the planning and arrangement of the intramural practice base in the construction intelligent engineering technology major based on constructivism fit the objective law of students' learning, have a important role in cultivation of the professional skills of students in vocational education, and also have good social and economic benefits. © 2015, UK Simulation Society. All rights reserved.

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The challenges faced by the biopharmaceutical industry in its key role to overcome the bottlenecks in innovative medicines development are related to addressing the technical knowledge gaps, the limitations to clinical trial testing, and the lack of clarity in the global pathways and processes to efficient outcomes. It is postulated that the lack of an adequately sized and appropriately trained multi-professional workforce, both in the industry and in the clinical research field, to enable fulfillment of the demanding aims for medicines development is a significant part of the problem. The current global status of pharmaceutical medicine’s efforts to conduct education and training is seen as patchy, inadequate, and without recognition, direction or leadership. It is therefore proposed that the movement towards competency-based education (CBE) should be harnessed, and core competency job and role profiles and competency curricula should be developed. CBE presents a means of addressing the educational and training needs within medicines development, harmonizing the workforce and the requirement for increased inter-professional teamwork. An educational environment in which aspiring and established biomedical professionals could readily learn about the competencies they need to pursue a particular career path is envisioned. Utilizing competencies provides the building blocks to align and harmonize the desired learning outcomes for effective performance amongst a multi-professional workforce. The effective implementation of training programs as described here has the potential to transform drug development procedures into an efficient and integrated process; medical product life-cycle management would result in the availability of better and safer medicines more rapidly, for the benefit of patients and society. © 2015, Springer International Publishing Switzerland.

Purpose – The purpose of this paper is to extend the understanding of the added value of management studies, as the current state of research in the field has focused principally on studies undertaken at prestigious institutions. In addition, this study tests the extent to which career-related attitudes and chance events have influenced career success. Design/methodology/approach – The authors used data provided by 1,228 graduates from an average-ranked academic institution. Findings – The findings suggest that such management education can result in significant tangible and intangible outcomes for graduates’ careers and their employing organizations. Both intellectual ability and career attitudes influenced the career success outcomes to differing levels. The contribution to the literature is both to theory and to managerial practice, in response to the recent critique of management education as well as the growing need for new cadres of managers, which cannot be supplied by high-prestige, leading business schools alone. Originality/value – Testing career impact of MBA from an average-ranked university, and the impact of chance event – both understudied. © Emerald Group Publishing Limited.

This paper analyses a unique data set to examine the determinants of the explicit reasons employers give for training employees in Australia. The nature of the data requires the use of multinomial logit methods to uncover how certain strategic, recruitment and organizational variables impact on the reasons employers provide for their training choices. The results highlight the complexity of training decision-making in enterprises and show that numerous reasons are cited by employers for undertaking training. The most commonly identified training drivers relate to training strategy variables capturing the status of the organization as a registered training organization (RTO), the use of a business plan and strategic importance of training. In contrast, the relatively least important drivers are the level of staff permanence, occupational structure, occupational status and the number of employees. The complexity of training decisions suggests that policy-makers should be cautious in following generic and simple solutions in trying to promote employer training. © 2014 Australian human Resources Institute.

Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students. © 2015 Saadati et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Purpose – This paper aims to analyze the role of human capital (HC), human resource development (HRD) and vocational educational and training (VET) in the emerging Indian economy. How may we define the HC, HRD and VET in India? To what extent and how as HRD investments in India contributed to India’s recent economic development? What were the investments and what were the returns? Who invested and who obtained the returns? Is India really different from other countries? Design/methodology/approach – To achieve that goal, the authors use a model of the HC, HRD and VET national market. Specifically, they divide the analysis in four broad stages: stocks, investments and outcomes; supply, demand, price and quantity; needs; and private and public forces. Findings – The authors conclude that the India’s HC, HRD and VET have been growing and will have to grow even more, for India to become developed. Currently, the urgency is even greater in the HRD and VET side than in the education side. The government goals for 2022 are immense, and the raise in the HRD and VET in India that is aimed will effectively change India’s economy and society. Research limitations/implications – The authors only use secondary data. They believe that a deeper and very detailed study on all the States of India could be made, following this paper. Also, the analysis could be replicated for the other BRICS. Practical implications – India HRD and VET market is described as being one of the major India’s problems of today and promises of tomorrow. Social implications – Today, only around ten million of India’s citizens receive HRD and VET annually. This number is to be multiplied between 20 and 50 times. This change will change India’s economy and society. Originality/value – Also, the authors believe that the paper is original because it analyzes India’s HC, HRD and VET with a new conceptual model. © 2015, Emerald Group Publishing Limited.