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The social class gap in bachelor's and master's completion
While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor's programme dropout and in the transition from bachelor's to master's in Denmark from the formal introduction of the bachelor's degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor's departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor's programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master's level, with privileged students being more likely to pursue a master's degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education. (HRK / Abstract übernommen).
Journal Article
Job satisfaction of nurses with master of nursing degrees in Poland: quantitative and qualitative analysis
Background
Understanding the issue of job satisfaction of nurses with master of nursing degrees may help develop organisational changes necessary for better functioning of health care institutions. This study aimed to evaluate the level of job satisfaction among holders of Masters of Nursing degrees employed at health care institutions and to ascertain its determinants.
Methods
The cross-sectional study was carried out in randomly selected health care institutions in Poland using the Misener Nurse Practitioner Job Satisfaction Survey and an original survey questionnaire with two open-ended questions. Quantitative data were analysed using descriptive and summary statistics.
Results
The participants gave highest satisfaction ratings to their relationships with direct superiors and other nurses, as well as their social contacts at work. The lowest ratings were given to the pension scheme and factors connected with remuneration. A highly statistically significant relationship was found between the job classification and the level of professional satisfaction (
p <
0.001). Qualitative analysis of responses to the two open-ended questions supported Herzberg’s Two-Factor theory: internal factors promoted satisfaction, whilst external ones caused dissatisfaction.
Conclusions
Managers of nurses should strengthen the areas that contribute to higher employee satisfaction, particularly interpersonal relationships, by commendation and recognition of work effects.
Journal Article
The ten-day MBA : a step-by-step guide to mastering the skills taught in America's top business schools
\"An updated and revised edition of The Ten- Day MBA, incorporating the latest theories and topics taught at America's top business schools\"-- Provided by publisher.
Book
Enquiry-Based Learning in Public Health - Opportunities for Application-Led Qualitative Method Teaching
Eine bevölkerungs- und systembezogene Perspektive auf Gesundheit, starker Anwendungsbezug und Interdisziplinarität, aber auch eine Affinität zu quantitativen und epidemiologischen Methoden und Methodenpragmatismus zeichnen Public-Health-Forschung und -Praxis aus. Diese Orientierung stellt die qualitative Methodenausbildung in Public Health vor einige Besonderheiten. In diesem Beitrag reflektieren wir das Konzept der zweisemestrigen Grundlagenveranstaltungen im Masterstudiengang Public Health der Fakultät für Gesundheitswissenschaften der Universität Bielefeld. Wir setzen mit dem Seminarkonzept auf forschendes Lernen, bei dem die Studierenden den Forschungsprozess mittels der konstruktivistischen Lehrmethode des Cognitive Apprenticeship durchlaufen. Diese offene Herangehensweise ermöglicht es uns, auf unterschiedliches Vorwissen und unterschiedliche Kompetenzniveaus zu reagieren. Mit einer gegenstandsbezogenen, pragmatischen Vermittlung bereiten wir auf die Nutzung und Weiterentwicklung von Methodenkompetenz in der späteren heterogenen Forschungs- und Berufspraxis in Public Health vor. Zugleich bleibt es für uns eine Herausforderung, Studierende für die Bedeutung und den Nutzen der Anwendung einer Vielfalt qualitativer Methoden zu sensibilisieren.
The field of public health is characterised by a population and systemic perspective on health, applicability and interdisciplinarity, and a slant towards quantitative and epidemiological methods and methodological pragmatism. This presents specific challenges for the teaching of qualitative methods in public health. In this contribution we reflect on the concept of the two-semester methods seminars in the master of public health course at the School of Public Health at Bielefeld University, Germany. Our teaching is guided by the concept of enquiry-based learning. In our methods seminars, we employ the constructivist teaching method of cognitive apprenticeship to introduce students to the research process. This open approach allows us to respond to different degrees of prior knowledge and levels of competence. With our pragmatic, application-led teaching, we qualify graduates to develop and employ methodological skills in their later academic and practical careers. At the same time, it remains a challenge to sensitise students to the significance and benefits of a wide range of qualitative methods.
Journal Article
The 30 day MBA in business finance : your fast track guide to business success
\"The 30 Day MBA in Business Finance draws on 13 fundamental disciplines that form the basis of a modern MBA finance course. This revised and updated second edition provides guidance on understanding financial reports, assessing the credit worthiness of business partners, determining profitable strategies, raising finance and ensuring proper records. Though based on UK accounting practice, the book makes readers more marketable as job candidates by offering them a wider view of finance. With new case studies, links to valuable online resources and self-assessment tests, this practical and accessible guide contains everything needed to eliminate gaps in financial knowledge, think like a financial strategist and become a top manager. \"-- Provided by publisher.
Book
Professional outcomes from nursing-based masters degree coursework programs
To synthesise existing research literature related to professional outcomes that registered nurses gain from completing nursing-based masters degree coursework programs.
Excellent healthcare relies on nurses with exceptional skills and thorough education. As healthcare systems adapt to changing needs, there is a need for advanced nursing education. Many nurses choose to undertake masters level study, providing specialised training and advanced knowledge. While these degrees are increasingly important for the profession and patient outcomes, professional outcomes gained for the nurse are unclear. This is complicated by growth in available programs but corresponding lack of consolidated evidence on their professional impact.
An integrative review informed by Whittemore and Knafl.
A comprehensive search was conducted in four databases, CINAHL, ProQuest Central, MEDLINE and ERIC for English-language studies published between 1990 and 2024.
A total of 2376 articles were initially identified. Following the application of inclusion and exclusion criteria, 40 articles underwent full-text review, with 16 studies being included in final analysis. Data were analysed in the context of three key concepts of professional outcomes: (1) Enhanced professionalism; (2) Practice enhancement; and (3) Expanded career opportunities.
Findings suggest there is value of advanced nursing education in shaping professional growth and improving healthcare delivery, highlighting the role of masters programs in fostering enhanced professionalism, advancing clinical practice and expanding career opportunities. More research is needed to understand the long-term outcomes of masters degrees for nurses, profession and health care generally.
Journal Article
The 12 week MBA : essential management skills for leaders
Getting an MBA takes time and money, making it inaccessible to many people who want to take charge in the business world. Now 'The 12-Week MBA' offers an alternative way to learn business essentials, focusing on the skills and knowledge required to succeed as a manager and business leader. Its unique premise is that there is a core set of business skills that entrepreneurs and future leaders of organizations can learn and will need regardless of their industry, function, or level. These core skills, such as value creation, people skills, and decision-making, can be learned in less time and at lower cost than in a traditional two-year MBA, where the typical content becomes obsolete by the time students have graduated.
BOOK
Barriers to early career development for Chinese nurses with master’s degrees: A qualitative study
This study examined barriers to career development planning from the perspective of nurses with master’s degrees in China.
The quality of nursing personnel is closely related to clinical nursing quality and patient satisfaction. Assisting highly educated nurses in career planning is crucial for reducing dropout rates. However, no domestic and international research has been done on the barriers to career development faced by highly educated nurses. Investigating these barriers can provide a foundation for developing targeted clinical nursing education and practice strategies.
Descriptive qualitative design.
Data were collected through semi-structured interviews and analyzed using qualitative content analysis. Following the COREQ guidelines.
Seventeen nurses (two men and 15 women; age range: 26–29), reaching data saturation. Data analysis revealed eight subcategories in three categories: (1) transition shock, including the gap between nursing education and clinical practice, discrepancy between career growth expectations and clinical training system, and perceived professional crisis; (2) contextual elements, including external higher expectations, influence of leadership style, and limitations of the nursing standardized training system; and (3) lack of necessary support, including limitations of vocational development training programs in hospitals and schools and support requirements for the work environment.
The findings offer insights useful for nursing education experts and institutions and clinical nursing departments (especially their managers). Specifically, by clarifying the barriers faced by highly educated nurses in career development planning, the findings can inform the development of training systems and practices for enhancing highly educated nurses’ career satisfaction and professional identity.
Journal Article