The purpose of this study was to determine whether program chairs in interior design have a preferred degree credential for candidates seeking a full-time, tenure-track position or other full-time position at their institution and to determine if there is a correlation between this preference and the program chair’s university’s demographics, their own credentials, or their acceptance of an online terminal degree. Data were collected for the 2 research questions using a quantitative survey instrument. Multiple regression analysis was used to analyze the relationship between the dependent variable, the Hiring Perception Scale and the independent variables, characteristics of the program. Multiple regression analysis was also used to analyze the relationship between the dependent variable, the Hiring Perception Scale and the independent variables, the program chair’s credentials. The survey instrument was a selfministered online questionnaire divided into 5 sections. Some of the demographic categories utilized in the survey instrument were developed by the Interior Design Educators Council (2008) in their member survey. Other questions were designed based on questions used on a survey by Adams and DeFleur (2005). Their survey examined the acceptability of doctoral degrees earned online as credential for obtaining a faculty position. The group of participants for the survey was composed of interior design-program chairs in interior design programs accredited by the Council for Interior Design Accreditation. The results from analyses appeared to show only institution type, “Public” and land-grant status predicted hiring perceptions. The five variables that were related to individual characteristics of the program chair did not predict hiring perceptions. This study has provided the preferred degree preference by interior design chairs for full-time positions. Findings revealed acceptance of online terminal degrees and the most-valued credentials preferred by interior design chairs.

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Yes / Whilst there is increasing demand on radiology services in the UK, pressures are restricting the expansion of the multi-professional workforce. A pilot academy for radiography reporting was established to augment the traditional university and clinical education in a simulated environment using focussed teaching and real image worklists in a dedicated environment away from departments. Methods: Located at a facility to replicate the clinical reporting environment, the emphasis of the nine-month pilot was to provide extensive ‘hands-on’ training to eight trainees. Evaluation of the academy was undertaken through focus groups, telephone interviews, and online surveys to consider the experiences of the trainees and their managers and mentors. Results: There was overwhelming support for the academy from trainees, mentors, and managers. Key benefits included relieving pressures on department and mentors; providing an intense, structured, and safe environment to learn; and, perhaps most importantly, an extensive and cohesive peer-support network. Issues identified included conflict within departments due to differences in reporting style and the need for greater collaboration between the university, academy, and departments. Conclusion: The use of simulation in education is widely researched, however, there are a number of key factors that need to be considered when implementing it into practise. Peer-support and reflection is seen as essential for its success. Extensive dedicated time to focus on reporting alongside peers can support the development of these skills away from the clinical environment and as such can reduce pressure on service delivery and positively influence learner outcomes. / The pilot academy received funding from the NHS Vanguard scheme (Working Together NHS Vanguard) for purchase of equipment and the salaries of the clinical educator (pro-rata). The university fees and backfill payments were funded by Health Education England.

Development of appropriate educational structures for industrial graduate students is becoming increasingly important, as industry's demand for graduate-educated employees increases. In the past few years, a special investment has been made in industrial graduate schools, with the aim ofbringing graduate education and industry together, and increasing industry's access to doctoral graduates. In this study, we followed a group of doctoral students in the Graduate School for Applied IT and Software Engineering, in order to document their experiences and identify problems and factors relevant to their progress in graduate education and in industry. In an extensive interview study, twenty-three graduate students present their situation and experience of graduate education, conducted partly through placement in a company. In a stepwise analysis of the material, diff erent environmental factors are identi:fied, that can be related to a structured interpretation of their experience, dependent on the nature of their industrial environment. The result is related to earlier research on traditional graduate education and supervision. Questions elucidated in the material and analysis include the graduate students' experience oftheir situation, how they handle the responsibility for their education, which people they experience as most signi:ficant, what in±luence their company has exercised over their subject choice and publication and how the acadernic environment interacts with the company environment. The study provides a comprehensive survey of a so-far fairly unknown educational situation characterized by great variation in study conditions, and presents a model for analysis of the graduate educational prodess for industrial doctoral students.

This research explores the meaning of learning as a process of social participation in clinical practice. The study focused on six first‐year student physiotherapists during a period of early clinical experience on a work integrated learning programme. The programme was unique at the time of the study in that it placed students in clinical settings from the first week of their undergraduate experience. The research applied a case study design and qualitative data were gathered from each student via on‐line learning journals, reflection lines and pre/post experience interviews. Data were analysed, between and within cases, to develop a sense of progressive narrative through the experiences made significant by each participant over the course of the clinical experience. An abductive logic was applied to develop a more theoretical explanation of learning as participation in clinical practice for each participant. The study concludes that these individuals adopted an agentic approach and recognised the benefit to their learning of proactively seeking opportunities to get involved in practice. Interaction with a range of co‐participants was valued, for a variety of reasons. Students were more willing to discuss their own deficits and ask questions of junior clinicians. Interactions with senior clinicians were more likely to challenge and extend the students' practice. Interactions with non‐physiotherapy colleagues in the multidisciplinary team were valued for the different perspectives they offered. Students valued participation in situations where they could assume greater responsibility, as long as their efforts were recognised by the clinical educator. Participants did not always see value in “routine” practice where there was little opportunity to be involved in decision making or discussion, describing their involvement as being “an extra pair of hands”. Participants described their performance of secondary Discourses of practice in the construction of their respective identities, which I describe as productive worker, trustworthy student, engaged student and junior professional. These Discourses supported participants' bids for recognition and progressive involvement in communities of clinical practice. However, where the participant identity was associated too strongly with a particular Discourse the educator could restrict access to learning opportunities. Participants dis‐identified themselves from Discourses that conflicted with individual habitus and conveyed lack of care or unethical behaviour. Where power relations challenged the possibility of overt rejection, participants were strategic and excluded these Discourses from their future, rather than current repertoires. At the start of their early clinical experience, participants expressed a desire to “learn by doing” and “learn on the job”. These cases demonstrate that even at an early stage of experience, participants were contributing to the productivity of the workplace and they felt valued when their contributions were recognised. These cases demonstrate that mutual relations support participation but require ongoing negotiation. Considering mutuality as a mechanism for participation in early clinical experience can support analysis of the ways in which social relations support both learning and work objectives. Mutuality as a mechanism for participation requires the learner and educator to recognise these dual objectives. Changing conditions of practice can threaten mutuality. Where a threat occurs, it is countered by adaptive practices that continue to support mutuality in terms of engagement, repertoire and enterprise with the community of clinical practice.

Abstract available through the Journal of the American Pharmacists Association.

Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.

The struggles of Latino males along the education pipeline have been well documented in recent history. Despite this increased research focus, gaps continue to exist in the literature on Latino males in education settings. Currently, the literature predominately centers on the Latino male experience in the K-12, community college, and 4-year college environments. The educational experiences of Latino males in doctoral education settings have not yet been presented. This study examines and provides insight into the Latino male doctoral student journey by detailing Latino male doctoral student experiences and perceptions at a predominately White, research-intensive, public university. In light of the deficit model research surrounding men of color, it is imperative to present the narratives of successful, high achieving Latino males along their pursuit of a doctoral degree. This study critically examines the experiences and perceptions of Latino males in pursuit of a PhD within the humanities or social sciences at a predominately White, research-intensive, public university. The mission of the study was to shed light on thematic influences, factors, and emotions that led these individuals to take interest and pursue a doctoral degree. The study's findings are presented under the lens of Latino critical race theory and gender role conflict in order to develop a thorough understanding of the internal and external influences on the Latino male doctoral student experience. My dissertation's unique contributions are its addition of the Latino male doctoral student experience to the literature on Latino males in educational contexts. Furthermore, this study's unique contributions include a new perspective on how Latino males perceive their gender roles and responsibilities as successful doctoral students. The Latino male doctoral students in this study displayed resilience during moments of vulnerability and embrace responsibility during challenging circumstances. These actions were efforts to maintain control of their doctoral education experience and to create a new image for Latino masculinity. As the findings indicate, the Latino male doctoral student experience at a large predominately White, research-intensive, public university is filled with complexity, adversity, and determination. / text