Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
156,446
result(s) for
"Personal development"
Sort by:
Student perspectives on employability development in higher education in South Africa
PurposeThis study responds to identified challenges of poor work-readiness of many graduates and the inadequate relation between education and work. Through students' perspectives, the study examines the extent to which selected South African universities are supporting their students in developing employability skills and the influence of such employability support on students' enhanced employability.Design/methodology/approachThrough purposive sampling, information was obtained from a sample of 402 final year students at two universities in South Africa. After an exploratory factor analysis, 34 of the 35 items on the questionnaire successfully loaded for further analysis under seven components.FindingsSouth African universities that were analysed are adequately engaging their students with two of the six employability development opportunities (EDOs), while students' engagement with the other four is only to a fair extent. EDOs are found to jointly influence students' employability. The curriculum has the highest influence, followed by personal development planning, career development learning and work experience. Real-world activities and extracurricular activities were not found to influence students' self-perceived employability.Originality/valueBeyond identifying skills that graduates are expected to possess, which dominate the discussion and debate on graduate employability, this study elucidates the role of universities in providing support structures – EDOs – that enable students to establish an appropriate connection between theory and practice. It provides insight into the employability potential of South African universities and increases the universities' awareness of what they can do to ensure the production of work-ready graduates.
Journal Article
An educational intervention to enhance self-care practices among 1st year dental students- a mixed method study design
Background
Prevalence of rising stress among medical students has been reported widely and may jeopardize patient interaction and care. Evolving medical education needs to demonstrate compassionate self-care practices to enhance mental well-being of students. Although numerous researches have highlighted the stressors and coping strategies but no structured educational intervention has been reported so far among medical students of Pakistan. Hence, we explored if a Personal Development Plan could stimulate meaningful self-reflection and self-care practices among dental students.
Methods
All first-year dental students of Riphah International University participated in this mandatory lesson plan. This 1-h activity every fortnightly, consisted of a thought-provoking discussion with predetermined reading material followed by SMART goal settings & later follow ups. Students were divided into 4 groups of 18–20 students with a designated trained Mentor. At the end of academic year, students were asked to submit a 500-word reflection based on their experience of understanding self-care needs (intellectual, emotional, physical, spiritual aspects).
A mixed-methods embedded design was used. First a quantitative analysis of the content of all 75 students' reflections was conducted using a scoring system based on the REFLECT rubric. Then for the qualitative manual thematic analysis, the researchers exclusively used reflections that scored levels 3 and 4 on the REFLECT rubric.
Results
Approximately 60% of students demonstrated an in-depth thoughtful reflection according to the REFLECT rubric. Students reflected by acknowledging the importance of self-care for their personal and professional grooming, Some observed the positive impact of working on self-determined healthy lifestyle behaviours on their physical & emotional wellbeing. They stressed the importance of physical activity, meditation and social connections in their daily life. They also reflected on reduced stress after incorporating these self-care strategies.
Conclusions
This study supports the value of incorporating self-care strategies in medical/dental curriculum to enhance personal and professional wellbeing of students and hence patient care. Students reflected on different themes of self-care related to physical, spiritual and social wellbeing. In addition, more than half of the students exhibited higher levels of reflection suggesting that these sessions contributed to action-oriented self-awareness towards holistic health.
Journal Article
Leave your mark : land your dream job. kill it in your career. rock social media
\"LEAVE YOUR MARK isn't an advice book--it's a mentorship in 288 pages. Aliza Licht -- global fashion communications executive, AKA fashion's favorite \"PR girl\" and Twitter phenom -- is here to tell her story, complete with The Devil Wears Prada- like moments and insider secrets. Drawing invaluable lessons from her experience, Licht shares advice, inspiration, and a healthy dose of real talk in LEAVE YOUR MARK. She delivers personal and professional guidance for people just starting their careers and for people who are well on their way. With a particular emphasis on communicating and building your personal brand, something she knows a thing or two about, Aliza is your sassy, knowledgeable guide to the contemporary working world, where personal and professional lines are blurred and the most important thing you can have is a strong sense of self.\"-- Provided by publisher.
Book
Examining Nurses’ Personality Traits and Work–Life Balance in Türkiye: A Cross‐Sectional Study
Background: Personality is a significant measure that influences an individual’s perception of balancing work and family. Understanding an individual’s personality can help develop strategies for a healthier work–life balance. Aim: This study aimed to examine the relationship between nurses’ personality traits and work–life balance. Methods: This was a descriptive cross‐sectional study. The sample comprised 188 nurses working in institutions affiliated with a foundation in Istanbul, Türkiye. Data were collected using a sociodemographic information form, the Five‐Factor Personality Inventory (5FPI), and the Work–Life Balance Scale (WLBS). Descriptive statistics, independent group t ‐test, one‐way analysis of variance, and regression analysis were used in data analysis. This study was prepared in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist. Results: The work–life balance of nurses was above average (3.23 ± 0.74); among five‐factor personality traits, agreeableness and neuroticism had the highest and lowest scores, respectively. Regression analysis showed that personality traits of nurses had a 23.5% effect on work–life balance. Conclusions: The findings showed that organizational factors are significant in nurses’ work–life balance levels and that nurses with a dominant neuroticism factor experience work–life balance. Implications for Nursing Management: Nursing management should examine the personality traits of nurses, ensure that their strengths and developmental aspects are discovered, and make plans accordingly. Furthermore, to increase awareness, personal development training, workshops, or courses can be organized at regular intervals.
Journal Article
The cities of the future
Discover how cities around the world are transforming into greener, more innovative, and people-friendly spaces while continuing to develop. In this inspiring book, Didier Cornille takes readers on a journey to visit pioneering cities like Curitiba in Brazil, London in the UK and Berlin in Germany, showcasing their impressive green initiatives and vibrant communities.
BOOK
Conscious Intra-Personal Development: The Experience Counts
The future of mankind will depend on the ability of the individual to acquire Self-knowledge. The preservation of autonomy of the individual is supported by learning to fathom one's own unconscious and inner being, the undiscovered self. By consciously developing Self-knowledge the possibility originates for the individual to make his own conscious choices and to understand an other human being. It often takes a great deal of effort from an individual to consciously open up to his inner being. Gaining experiences related to intra-personal development and consciously reflecting on those experiences, is essential to keep the conscious intra-personal development process in motion. Education can lend a helping hand during this process, from the start of the school career of children, by making room in the curriculum for affective and experiential education. Theory disturbs the experiential orientation and the focus on emotions. Offer affective and experiential education to children from an early age, with plenty of personal room, and continuing this form of education until they leave school, supports young people to become more and more self-directing. The way in which this form of education is taken care for is crucial for its success.
Journal Article
The curmudgeon's guide to getting ahead : dos and don'ts of right behavior, tough thinking, clear writing, and living a good life
A \"fussy--and entertaining--book on the hidden rules of the road in the workplace, and in life, from the standpoint of an admonishing but encouraging workplace grouch and taskmaster. Why the curmudgeon? The fact is, most older, more senior people over us in the workplace are closet curmudgeons. In today's politically correct world, they may hide their displeasure over your misuse of grammar, or your overly familiar use of their first name without an express invitation. But don't be fooled by their pleasant demeanor. Underneath, they are judging and evaluating your every move and utterance\"-- Provided by publisher.
Book
Personal development and athletic success: exploring the link and predictors of performance among basketball players
Introduction: Personal development goes beyond physical training and technical skills. However, the impact of life skills on athletic performance remains underexplored, indicating a need to examine how personal development contribute to athlete’s success. Objective: This study examined the relationship between personal development, specifically life skills, and performance and the key predictors of performance among varsity basketball players at Mindanao State University (MSU), Philippines. Methodology: A quantitative correlational design was employed, involving 48 varsity players. Performance data were collected through notational analysis, while personal development was assessed using a standardized life skills questionnaire covering teamwork, goal-setting, social skills, problem-solving, emotional skills, leadership, time management, and communication. Pearson's correlation and multiple regression analyses were applied. Results: The findings revealed that the players exhibited moderate personal development overall and majority have fair performance. A statistically significant positive correlation (r = 0.967, p < 0.05) was identified between personal development and performance, with teamwork, emotional skills, leadership, and time management emerging as significant predictors of performance. Discussion: This highlights the importance of integrating structured life skills training into sports programs to foster well-rounded players. Such training not only enhances performance but also equips players with transferable skills for life beyond sports. Conclusions: Current sports environments lack full optimization of life skills, physical and technical skills, thereby calls a need for intervention. Future research should explore similar relationships across diverse sports and cultural contexts to generalize and expand these findings.
Journal Article