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Introdução/objetivo: as redes sociais permitem a autodeclaração de emoções que dificilmente seriam observadas no ambiente físico. Nesse contexto, este estudo busca analisar a relação entre as experiências com a pós-graduação e as emoções autodeclaradas nas redes sociais. Complementarmente, busca identificar diferenças na percepção dos respondentes conforme as características pessoais. Metodologia: os dados obtidos junto aos discentes do stricto sensu totalizaram 1173 participações. A análise consistiu em testes de diferenças entre grupos e modelagem de equações estruturais. Resultados: os resultados revelam que as emoções positivas são influenciadas pela organização do curso, pelas relações interpessoais e pelo apoio ao desenvolvimento acadêmico, no modelo geral. Enquanto as emoções negativas são afetadas pela organização do curso e pelas relações interpessoais, no modelo geral, e pela estrutura institucional e pela organização do curso, para o modelo restrito à área de ciências sociais aplicadas. Conclusões: a pesquisa demonstra que as emoções que os estudantes brasileiros compartilham nas redes sociais são afetadas pelas vivências durante a pós-graduação e estão sujeitas a variações de acordo com as características únicas de cada aluno. Adicionalmente, o estudo sublinha a relevância de acompanhar de perto as emoções manifestadas pelos estudantes em ambientes virtuais, uma vez que esses dados podem oferecer insights preciosos para a administração dos programas de pós-graduação. Introduction/objective: Social networks allow the self-declaration of emotions that would hardly be observed in the physical environment. In this context, this study seeks to analyze the relationship between postgraduate experiences and self-declared emotions in social media. In addition, we seek to identify differences in the perception of respondents according to personal characteristics. Methodology: Data obtained from stricto sensu students totaled 1,173 participants. The analysis was performed with the help statistical techniques of differences between groups and structural equation modeling. Results: The results reveal that positive emotions are influenced by the course organization, interpersonal relations and support for academic development, in the general model. while negative emotions are affected by the course organization and interpersonal relations, in the general model, and the institutional structure and course organization, for the model restricted to the area of ​​applied social sciences. Conclusions: The research demonstrates that the emotions that Brazilian students share on social networks are affected by their experiences during postgraduate studies and are subject to variations according to the unique characteristics of each student. Additionally, the study highlights the relevance of closely monitoring the emotions expressed by students in virtual environments, as this data can offer valuable insights for the administration of postgraduate programs.

Postgraduate student research experience is key to understanding the quality of postgraduate education. This article presents the critical factors that can enhance postgraduate students' research experience. The research explored postgraduate students' research experiences (n=116) at a research-intensive public university in New Zealand. The aim was to inform the development of a more personalised and scalable research methodology programme. The study identified several factors that can significantly enhance the postgraduate research experience, including the quality of supervision, institutional and department support, personal investment, and financial support. Also, the study found that courses on research methodology play an essential role in improving the postgraduate experience. In particular, providing research methodology education to students during candidacy enriches postgraduate research experience and contributes to the timely completion of postgraduate education. Despite the demonstrated significance of research methodology in postgraduate education, findings revealed that students are generally dissatisfied with the design and teaching of current courses on research methods. Students said courses on research methods are pedagogically monolithic, conceptual challenging, and inflexibly adaptive to individual future career trajectories. Findings also suggest that the way research methods are taught is disengaged from practical problems, with some teaching focused on the higher level of abstraction, with less opportunity to apply what is gained from research methods courses. This research contributes to the growing need to transform the way we design and teach courses on research methods, and the importance employing a research-led approach to  inform the transformation.

The spiritual identity development of six South African, emerging adult, female, postgraduate psychology students (21 to 22 years old) was explored using reflective writing exercises and individual interviews. Interpretative phenomenological analysis revealed that spiritual identity exploration occurs continuously across the lifespan, with optimal opportunities for deepened development during emerging adulthood. Development happens in context and is enhanced by the postgraduate psychology training experience, as well as exposure to spiritual and religious diversity. Reflections on challenging events result in sophisticated meaning-making processes regarding purpose in life, as well as the authoring of a spiritual life story. There is an intricate and reciprocal relationship between the development of a spiritual identity and the psychology profession - spirituality, values and worldviews can be regarded as important aspects of the therapeutic process for many individuals.

Purpose The purpose of this paper is to identify the relative importance of factors that influence the overall satisfaction of postgraduate built environment students and also examine the extent to which demographic backgrounds affect this. Design/methodology/approach The data used in this paper have been collected through Postgraduate Taught Experience Survey in the UK. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction. Findings Factors related to teaching and learning have the most statistically significant importance for postgraduate built environment student satisfaction in the UK. Other factors imposing statistically significant influence on student satisfaction are related to assessment and feedback, organisation and management, skills development and information related to the course as all factors of these categories have a significance value of 0. On the other hand, students showed a lower level of satisfaction to factors related to Dissertations or major projects although it is not statistically significant. Gender is the only demographic factor, which has a statistically significant influence on student satisfaction for built environment students. Research limitations/implications The sample includes data only from a single university. Therefore, it may impose restrictions of generalisability of this research. Practical implications This research identifies the factors that affect the satisfaction of postgraduate built environment students. The built environment course directors can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to enhance the quality of the programmes in order to make them more attractive and appealing to students. Originality/value This is pioneering research that provides a comprehensive overview of the factors affecting postgraduate built environment student satisfaction in the UK.

Introduction: Public health education strives to transform and empower students to engage in policy and practice improvement. However, little is known of the nature of such change among students, especially when studying Aboriginal health and wellbeing, which may involve disrupting long held assumptions and prejudices. This article reports findings regarding the feasibility, specificity and sensitivity of the Growth and Empowerment Measure (GEM) in the evaluation of two innovative Australian 13-week postgraduate public health electives focused on Aboriginal health and wellbeing. The GEM's 14-item Emotional Empowerment Scale (EES14) and its subscales Inner Peace and Self-Capacity, and 12 Scenarios (S12) and its subscales Healing and Growth and Connection and Purpose were used to examine transformative experiences. A new short form of the S12, the Core6, was also trialled as a briefer measure of functional empowerment. Methods: Pre-course GEM responses and demographic information were collected from consenting students during the mandatory, face-to-face workshops of the Aboriginal public health Perspectives course and the Aboriginal empowerment and wellbeing Lifespan course. The two-day Perspectives course workshop introduced a group scenario-building activity towards ending health inequality. Lifespan students experienced a 3-day immersion based on Stage 1 of the Aboriginal Family Well Being empowerment program. Insights from both workshops were further integrated through structured online discussions and written assessments. At the end of semester, a post-course GEM was mailed to students for completion and return. Students could also provide feedback through evaluation surveys and semi-structured focus groups. Effect sizes were assessed using paired 't'-tests, Wilcoxon signed-rank tests and multiple ANOVA. Cronbach's alpha confirmed internal consistency. Results: Baseline GEM data was provided for 147 out of a total of 194 workshop experiences from participating students. Twenty students attended workshops for both Perspectives and Lifespan. Fifty-five matched pairs (representing 52 individual participants) were obtained from 170 students who completed one or both courses. Statistically significant positive change of small to medium effect size was detected in all GEM scales, subscales and some individual items. Lifespan yielded larger effects than Perspectives, most markedly on two subscales: Inner Peace, and Connection and Purpose. Participating students reported significant growth in the Scenario item 'knowing and being who I am' following Perspectives and Lifespan. Those completing Perspectives also reported a significant increase in 'gaining voice and being heard', consistent with its action-oriented scenario-building assessment. In contrast, the psychosocial development approach embedded in Lifespan stimulated strong development in spirituality, responding constructively to judgement, appreciating empowerment in their communities and skills to make changes in their lives. Feedback indicated that students valued these personal and professional growth experiences. Conclusion: The GEM was sensitive and specific in measuring components of empowering change among participants. Challenges included low post-course response rates that limited extrapolation to overall course impact, and attention needed to starting point when comparing the increment of change. The GEM is a promising tool for studying postgraduate courses designed to stimulate transformative learning, wellbeing and cultural competence through empowerment, and relevant in the education of health professionals in the fields of Aboriginal and rural health.

In order for universities to pursue benchmarking exercises, there is a need for a comprehensive set of benchmark indicators that focus on outcomes; measure functional effectiveness rather than superficial criteria; are systematically developed to have good content (and 'face') validity; and differentiate between universities to provide appropriate standards as a basis of ascertaining excellence and continuous improvement. This study explores some of the issues, complexities, and challenges in attempting to benchmark the quality of research supervision of research and PhD students across a large sample of universities and across similar disciplines in different universities. It describes the extensive development of the Postgraduate Research Experience Questionnaire (PREQ), which is designed to measure the extent to which PhD and postgraduate research students have satisfactory experiences in relation to the quality of their research supervision. The study evaluates the usefulness of ratings by PhD and postgraduate students' evaluation of their postgraduate research and supervisory experience for making benchmark comparisons across universities and academic disciplines. The study uses a multilevel modelling perspective. [Author abstract, ed]

Purpose - The purpose of this paper is to present a framework that can be utilized in the design of graduate employer surveys carried out by tertiary institutions as a form of monitoring their graduate attributes. It further aims to identify the potential issues and challenges that may be involved in undertaking such a survey.Design methodology approach - The paper describes an approach to administering a graduate employer survey conducted at Monash University, Australia. The survey utilized a combination of means, involving telephone, e-mail and mail-outs. During a period of approximately four months, 2,753 companies were contacted and response was obtained from 464 of them. The survey instrument was based on 23 graduate attributes. In the course of the survey, employers were asked to rate graduate attributes in terms of importance and their satisfaction with the extent to which each of these attributes was demonstrated by Monash University graduates employed by the particular company. Open-ended feedback was also sought from the employers.Findings - Universities world-wide have increasingly incorporated the development of the so-called graduate attributes into their quality development mechanisms. One way of monitoring these graduate attributes has been through conducting graduate employer surveys. The paper presented a workable approach to collecting employer feedback, which may offer some guidance to other higher education institutions that may be considering introducing similar employer surveys. It also identified some of the issues and challenges involved in undertaking such a survey.Practical implications - The paper discusses a number of practical limitations to administering an employer survey. These include the need for: a well-sourced database of employers of the institution's graduates; established relations with industry and professional bodies; proper staffing and infrastructure; and awareness of timelines suitable for individual employers to complete such a survey. The implications for the university resulting from the limitations are that the leadership need to address these limitations in order to increase the efficiency and effectiveness of the future iterations of the graduate employer survey. The limitations may also serve as guidance to other institutions concerning aspects they need to address when planning to conduct a similar survey.Originality value - Internationally, and certainly in Australia, there are very few higher education institutions that have well-established graduate employer surveys. The Monash University graduate employer survey outlined here may offer some guidance to tertiary institutions considering conducting similar graduate employer surveys.

Background Simulation-based learning (SBL) and augmented reality (AR) /virtual reality (VR) are increasingly adapted and investigated globally to aid traditional teaching methods of clinical skills in several fields of clinical dentistry. This cross-sectional study was, therefore, aimed to assess the availability of such technology to Prosthodontics postgraduate trainees in Pakistan, as well as their introspective views regarding the effectiveness of adapting to simulation-based learning methods. Method Total population sampling yielded a sample of 200 participants. Weblink of a pre-validated questionnaire designed using REDCap 0.001 version 11.0.3 software was disseminated to Prosthodontics postgraduate trainees across Pakistan with the ethical review board’s approval. Trainees were inquired regarding the availability of simulation-based learning and augmented/virtual reality technology in their centres and whether they receive regular training. The authors further explored trainees’ perceptions regarding the utility and effectiveness of adopting simulation-based training in the postgraduate education system. Frequencies of categorical responses were reported. Differences in data from all provinces of Pakistan were studied with Fisher’s exact. Results Ninety completed responses were analysed with SPSS 23.0. A few trainees ( n  = 18, 20%) were familiar with Augmented Reality. No participant reported having Augmented Reality in their centre. Though simulation-based learning was available to 38 (42.2%) of participants across Pakistan, with differences in distribution among provinces ( p  = 0.001), only 24% of them received regular simulator training. Participants believe that SBL can reduce procedure-related risks (72.2%). Combining simulation-based learning with traditional teaching was favoured by 81.1% of participants. Conclusion A varied availability of SBL was observed across provinces, whereas AR was unavailable to Prosthodontics postgraduate trainees in Pakistan. Stakeholders and regulatory bodies should continually strive to incorporate technological advancements of simulation-based learning and Augmented/Virtual Reality in teaching strategies to improve Prosthodontics postgraduate students’ academic and clinical training quality. Clinical trial number Not applicable due to the cross-sectional nature of the study.

This article is a product of a study that deployed a qualitative research approach to examine what motivates students in Tanzania to undertake postgraduate studies, and the causes of late completion of such studies. A total of 47 participants were involved in this study through focused group discussions and semi-structured interviews. The results revealed five distinct reasons why postgraduate students enter a doctoral or master’s degree course: employment prospects, better salary, career progression or change, personal development, and prestige or self-actualization. Moreover, it was found that the determinants of late completion were both institutional and personal. Institutional factors included a non-supportive learning and research environment, cumbersome thesis and examination process, heavy supervisors’ workload, supervisors’ lack of motivation, and low entry qualifications by candidates. On the other hand, personal factors were poor educational background, social and financial problems, lack of good communication skills, research incompetence, low commitment, and partial study leave. The study concludes that efforts to improve the quality of postgraduate training should address the potential systemic, institutional and individual barriers. In the light of this, it is recommended that the institutional conditions and policies should be re-examined to ensure that supervisors and those they supervise are effectively facilitated in fulfilling their roles and responsibilities, so that postgraduate research produces good and timely quality results.

Background In the context of competency-based postgraduate education, professional progression is often tracked through milestones, particularly in North American settings. This study aimed to explore the perceptions of residents and preceptors regarding newly implemented milestones in self-assessment and formative assessment within Finland's 6-year national postgraduate education (PGE) program for family medicine/general practice. Method We conducted a qualitative study involving preceptors and residents participating in a nationwide 1-year pilot study that utilized a mobile application for milestone tracking. All five universities responsible for PGE recruited a total of 35 preceptors and 36 residents for the study, which began in April 2022. Participants for the focus group interviews were recruited via email from those study participants still involved in training or serving as preceptors between late 2022 and March 2023. Subsequently, six preceptors and six residents participated in semi-structured interviews, conducted in groups of three participants each. The interviews were conducted separately for preceptors and residents. We employed a constructionist approach and used inductive thematic analysis to examine the data from a sociocultural perspective. Results We identified six major themes reflecting perceptions from both groups: 1) Enhancing goal orientation, 2) Facilitation of supervisory meetings, 3) Milestones document as a tool, 4) Support in assessment, 5) Variability in the search for the zone of proximal development, and 6) Provocation of emotions. The major theme of ‘enhancing goal orientation’ including the subthemes, was perceived similarly across the groups. However, we found differing emphases in 14 out of 22 subthemes. Conclusions The study provided insights into previously unexplored themes, including the emotional impact of milestones, the role of supervisory meetings, and variability in strategies for searching for the zone of proximal development. Other themes we identified, such as enhancing goal orientation, milestone documentation, and support in assessment, aligned with existing literature.