A quantitative exploration of the sociocultural context

of teenage pregnancy in Sri Lanka

Rajapaksa-Hewageegana, Neelamani; Salway, Sarah Maria ; Piercy, Hilary ; Samarage,
Sarath. BMC Pregnancy and Childbirth 14 (2014).

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Doc number: 394

Abstract

Background: In common with other countries, teenage pregnancy is attracting policy attention in Sri
Lanka because of the risks it poses to maternal and infant health and social and economic well-
being. This study aimed to increase understanding of the contextof teenage pregnancy, by (1)
describing the socio-economic and demographic characteristics of pregnant teenagers and their
partners; (2) exploring whether teenage pregnancies are planned and how they are received; and (3)
exploring factors associated with unplanned teenage pregnancy.

Methods: A population health-register based sample survey was conducted in Badulla District, Sri
Lanka. Interviewer-administered questionnaires were administered to two samples: 450 pregnant
women aged less than 20 years; and 150 male partners of pregnant women aged less than
20 years. Bivariate statistics described the characteristics and context of teenage pregnancy.
Multivariate logistic regression explored correlates of unplanned pregnancy.

Results: Over 60% of pregnant teenagers and male partners indicated that the
current pregnancy was planned; while 79% of pregnant teenagers and 85% of male partners
welcomed the pregnancy. Most pregnant teenagers were living within stable and supportive family
environments, with 94% reporting that they felt 'very well supported'. Nevertheless, a sub-
group of pregnant teenagers appeared to be vulnerable, reporting unplanned and
unhappy pregnancy; factors that were also associated with first intercourse being reported as not
wanted. Levels of reproductive and contraceptive knowledge were poor among both pregnant
teenagers and male partners. Just 46% of teenagers and 64% of male partners knew
that pregnancy was possible at first intercourse. Mothers appear to be an important
source of information and support for young women, with peers being reported far less often.

Conclusions: Intervention to reduce teenage pregnancy must recognise the normative

nature of early childbearing for the majority ofgirls who currently conceive and their families.
Avoiding such pregnancies will require a fundamental shift in life chances such that
delaying pregnancy offers significant socioeconomic advantages. Meanwhile, improved
provision of contraceptive information and services is needed to support the
delay of second pregnancies for young mothers. In addition, strategies to identify and protect those
girls who are vulnerable to unwanted sexual activity are needed.

ajapaksa-Hewageegana, N., Salway, S. M., Piercy, H., & Samarage, S. (2014). A quantitative
exploration of the sociocultural context of teenage pregnancy in sri lanka. BMC Pregnancy and
Childbirth, 14 doi:http://dx.doi.org/10.1186/s12884-014-0394-y

Exploring attitudes and behaviour towards teenage

pregnancy
Redwood, Tracey, BN, MSc, PCHPE, PhD, PCRDS; Pyer, Michelle, BA, PhD, FRGS; Armstrong-
Hallam, Sarah, BA.Community Practitioner 85.3 (Mar 2012): 20-3.

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This article illustrates a methodological approach, which actively engaged 14 to 19 year olds in the
research process. This two phase study explored the attitudes and behaviours of young people
towards teenage pregnancy in Northamptonshire, UK. The first phase involved training young
mothers to lead six focus groups with three specifically targeted 'at-risk' groups;
other teenage mothers, young offenders and looked after children (from 14 to 19 years of age). An
open question began each focus group but the young women or peer researchers were aware of the
topics they wished to explore and provided prompts as necessary. Seven topics are presented under
the headings of: alcohol and drugs; planned pregnancy; professionals' treatment; need for love;
support by family, friends and partners; labelling and the reality for teenage mothers; and future
aspirations. The reasons for pregnancy or consequences ofpregnancy are discussed under the
implications and recommendations.

Redwood, Tracey, BN, MSc, PCHPE,PhD., P.C.R.D.S., Pyer, Michelle, BA,PhD., F.R.G.S., & Armstrong-
Hallam, S. (2012). Exploring attitudes and behaviour towards teenage pregnancy. Community
Practitioner, 85(3), 20-3. Retrieved from
http://search.proquest.com/docview/927566673?accountid=37714

Integrative Review: Teenage Pregnancy Prevention and

Compentencies of the Nurse to the Promotion of
Health
Gurgel, Gledes Ibiapina; Alves, Maria Dalva Santos; Ximenes, Lorena Barbosa; Vieira, Neiva
Francenely Cunha;Beserra, Eveline Pinheiro; et al. Online Brazilian Journal of Nursing 10.3
(2011).

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Objective: Analysis of the scientific knowledge produced by nurses related
to teenage pregnancy based on the competencies of the promotion of health recommended by the
Galway Conference. Methods: An integrative review on the literature based on the Pubmed and
Cinahl database was conducted, and the sample was developed using nine studies that mention
nursing activities, which promote health and early pregnancy prevention. Results: these studies
demonstrate paths to the care/caring of the nurse, differently from the biologist, but facing an
educative model, which aims to the promotion and maintenance of a state of health and life to the
teenager. Conclusions: It is necessary the continuous performance of studies that motivate the
discussion of this specific area of knowledge, aiming to the improvement of the assistance given to
the teenager.

Details
Gurgel, G. I., Alves, M. D. S., Ximenes, L. B., Vieira, N. F. C., Beserra, E. P., & Gubert, F. A. (2011).
Integrative review: Teenage pregnancy prevention and compentencies of the nurse to the promotion
of health. Online Brazilian Journal of Nursing, 10(3) doi:http://dx.doi.org/10.5935/1676-
4285.20113586

Loosely evidence-based: The role of research in U.S.

teen pregnancy policy
Kohn, Julia E. . New School University, ProQuest Dissertations Publishing, 2012. 3511241.

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Teen pregnancy has become a highly salient issue on the U.S. national policy agenda over the past
40 years. In light of significant federal investments to address teen pregnancy, it is critical to
understand how policy efforts are aligned with the existing evidence, and to examine how that
evidence is utilized by multiple stakeholders during the policy process. Employing a qualitative
content analysis of legislative documents, this dissertation analyzes the use of research during three
policy episodes.

This dissertation documents the social construction of teen pregnancy as an "epidemic" during the
1970s and the use of research in the consideration and passage of the Adolescent Health Services
and Pregnancy Prevention and Care Act of 1978the first federal teen pregnancy policy effort. It
then explores the connection between welfare reform and teen pregnancy, particularly the
use ofresearch during the passage of welfare reform legislation in 1996. Finally, it reveals a marked
shift toward evidence-based policy in 2010 with the establishment of a new federal
teen pregnancy prevention program, funded through both federal appropriations and health care
reform legislation.

Findings reveal significant use of research during these policy episodes; research was more often
used symbolically to argue for policies that legislators wished to promote, rather than instrumentally
or conceptually in order to craft or guide specific policy provisions. Research that did not support the
conventional wisdom regarding teen pregnancy was either omitted or cited selectively. Findings
suggest that the use of research may be increasing through policies requiring the use of evidence-
based strategies to prevent teen pregnancy. Implications for policymakers, advocates, and
researchers are discussed.

Kohn, J. E. (2012). Loosely evidence-based: The role of research in U.S. teen pregnancy policy (Order
No. 3511241). Available from ProQuest Central. (1022333963). Retrieved from
http://search.proquest.com/docview/1022333963?accountid=37714

Interventions addressing the social determinants of

teenage pregnancy
Fletcher, Adam ; Harden, Angela ; Brunton, Ginny ; Oakley, Ann ; Bonell,
Chris. Health Education 108.1 (2008): 29-39.

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Purpose - The limited evidence of effectiveness of existing teenage pregnancy strategies which
focus on sex education, together with growing evidence that factors such as poor school ethos,
disaffection, truancy, poor employment prospects and low expectations are associated
with teenage pregnancy, has increased interest in interventions which target these "wider" social
determinants. This paper aims to identify promising interventions and priorities for future research
and to make recommendations for policy and practice in the UK. Design/methodology/approach -
This paper discusses the evidence regarding the potential of interventions which target
determinants of teenage pregnancy relating to school disaffection and low expectations, drawing on
recent systematic reviews and trials to consider future directions for research, policy and practice.
Findings - High-quality research evidence illustrates the potentialof two approaches to address
determinants of teenage pregnancy relating to disaffection and low expectations. These are school-
ethos interventions, which aim to facilitate a positive and inclusive school-ethos, strengthen school
relationships and reduce disaffection; and targeted, intensive youth work interventions, which aim to
promote positive expectations, vocational readiness and self-esteem through vocational and life-
skills education, volunteering and work experience. Practical implications - Two forms ofintervention
which address key social determinants of teenage pregnancy - school-ethos interventions and
targeted youth work interventions - require more attention from researchers and policy-makers.
Originality/value - This paper calls for a shift in the research and policy agenda. In addition to
interventions that aim to address proximal, individual factors, such as sexual health-related
knowledge, there should be a more complementary focus on socio-environmental as well as
targeted individual-focused interventions aiming to address the wider social
determinants of teenage pregnancy.

Fletcher, A., Harden, A., Brunton, G., Oakley, A., & Bonell, C. (2008). Interventions addressing the

social determinants of teenage pregnancy. Health Education,108(1), 29-39.

doi:http://dx.doi.org/10.1108/09654280810842111

Understanding the effect of South Carolina adolescent

pregnancy prevention initiatives on key leaders'
collaborative capacity in adolescent pregnancy
prevention
Aunprom-me, Sitthidol. University of South Carolina, ProQuest Dissertations Publishing, 2003.
3098643.

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A cross-sectional survey design with a nested panel was conducted in 2000 and 2002 with key
leaders from South Carolina to understand impact of APPI on key leaders' collaborative capacity in
teen pregnancy prevention. Key leaders from 23 counties with completion of 3-year funded APPI
programs (n = 504) participated in the study. The purpose of the study was to determine key leaders'
awareness of, concern about, and collaborative capacity in teen pregnancy prevention and the
extent to which county level capacity and key leaders' awareness of and concern about county
teen pregnancy including key leader characteristics were associated with their collaborative
capacity.
The results of this study indicated that, in general, key leaders were moderately aware and very
concerned about their county teenpregnancy prevention. Females were more aware and concerned
than males. African-American key leaders were more aware and concerned than Caucasians. No
significant change in awareness and concern from 2000 to 2002 was found. Regarding key leaders'
improvement in collaborative capacity, they reported having improved or maintained in active level
about 45 percent of all 15 teenpregnancy prevention activities. Female key leaders reported having
better improved or maintained in active level than males. African-American key leaders have better
improved or maintained in active level than those who were Caucasians. Key leaders from health
organizations, civic or media, youth organizations, and schools have better improved or maintained
in active level than those from government and religious organizations. In generally, key leaders
have improved or maintained their active level of collaborative capacity during the two-year period.

Key leader profiles which included being key leaders from government and religious organizations,
county level capacity scores from the second year, and awareness of and concern about county
teen pregnancy prevention were significantly associated with key leaders' improvement and
maintenance in active level of collaborative capacity in teen pregnancy prevention.

These results may help with the better understanding of factors that associated with key leaders'
collaborative capacity in teenpregnancy prevention which would ultimately help build capacity in
teen pregnancy prevention.

Aunprom-me, S. (2003). Understanding the effect of south carolina adolescent pregnancy prevention
initiatives on key leaders' collaborative capacity in adolescent pregnancy prevention (Order No.
3098643). Available from ProQuest Central. (305317651). Retrieved from
http://search.proquest.com/docview/305317651?accountid=37714

Teenage pregnancy and social disadvantage: systematic

review integrating controlled trials and qualitative
studies
Harden, Angela ; Brunton, Ginny ; Fletcher, Adam ; Oakley, Ann . BMJ : British
Medical Journal 339 (Nov 12, 2009).

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Objectives To determine the impact on teenage pregnancy of interventions that address the social
disadvantage associated with early parenthood and to assess the appropriateness of such
interventions for young people in the United Kingdom.

Design Systematic review, including a statistical meta-analysis of controlled trials on interventions

for early parenthood and a thematic synthesis of qualitative studies that investigated the views on
early parenthood of young people living in the UK.

Data sources 12 electronic bibliographic databases, five key journals, reference lists of relevant
studies, study authors, and experts in the field.

Review methods Two independent reviewers assessed the methodological quality of studies and
abstracted data.

Results Ten controlled trials and five qualitative studies were included. Controlled trials evaluated
either early childhood interventions or youth development programmes. The overall pooled effect
size showed that teenage pregnancy rates were 39% lower among individuals receiving an
intervention than in those receiving standard practice or no intervention (relative risk 0.61; 95%
confidence interval 0.48 to 0.77). Three main themes associated with early parenthood emerged
from the qualitative studies: dislike of school; poor material circumstances and unhappy childhood;
and low expectations for the future. Comparison of these factors related toteenage pregnancy with
the content of the programmes used in the controlled trials indicated that both early childhood
interventions and youth development programmes are appropriate strategies for reducing
unintended teenage pregnancies. The programmes aim to promote engagement with school through
learning support, ameliorate unhappy childhood through guidance and social support, and raise
aspirations through career development and work experience. However, none of these approaches
directly tackles all the societal, community, and family level factors that influence young people's
routes to early parenthood.

Conclusions A small but reliable evidence base supports the effectiveness and
appropriateness of early childhood interventions and youth development programmes for reducing
unintended teenage pregnancy. Combining the findings from both controlled trials and qualitative
studies provides a strong evidence base for informing effective public policy.
Harden, A., Brunton, G., Fletcher, A., & Oakley, A. (2009). Teenage pregnancy and social
disadvantage: Systematic review integrating controlled trials and qualitative studies. BMJ : British
Medical Journal, 339doi:http://dx.doi.org/10.1136/bmj.b4254

Social messages and teen sexual health: Voices of

urban African American youth
Secor-Turner, Molly Ann . University of Minnesota, ProQuest Dissertations Publishing, 2008.
3328340.

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Despite a trend toward declining teen birth rates in the United States, African American teens
experience disproportionately high ratesof teen pregnancy and childbearing. These experiences,
coupled with higher rates of concentrated poverty, occur at much higher rates among poor, urban
teens.

The social context in which African American adolescents live has a significant impact on their
decision making and perceptions regarding sexual behavior and pregnancy. One important influence
on the social context of African American adolescents is thesocial messages they receive regarding
sexual behavior, pregnancy and childbearing. These social messages often contain prevalent racial
and gender stereotypes that encourage African American youth to engage in sexually risky
behaviors, while placing value on women's sexuality and childbearing abilities. The goal of this
focused ethnography was to explore from the perspectives of low-income, urban African American
young women how social messages influenced their perceptions and experiences of sexual behavior
and childbearing as adolescents.

Focus groups and individual interviews were conducted with 20 purposively recruited participants.
Descriptive content analytic strategies were used to systematically identify and categorize key
concepts and patterns related to social messages from the perspective of young African American
women who had and had not experienced teen childbearing.
Family, peers, sexual partners, school and media were identified as the main
sources of social messages about sexual behavior andpregnancy. Five themes related to
the social context of social messages were identified: Getting Ready and Getting It Over With, The
Path for African American Girls, Insecurity and Independence (Gender Expectations), Living Into a
Future, and Instability and Uncertainty. These themes frame the context in which participants made
decisions about engaging in sexual behaviors andpregnancy timing to provide a rich
description of the relationship between source and content of social messages and the
implications of the context in which they occur.

Findings from this study have important implications for practice, research and policy development
that emphasize the importance ofsocial context in the everyday lives of low-income, urban African
American youth.

Secor-Turner, M. (2008). Social messages and teen sexual health: Voices of urban african american
youth (Order No. 3328340). Available from ProQuest Central. (304512354). Retrieved from
http://search.proquest.com/docview/304512354?accountid=37714

Characteristics of Sexually Active Teenage Girls Who

Would Be Pleased with Becoming Pregnant
Cavazos-rehg, Patricia A ; Krauss, Melissa J ; Spitznagel, Edward L ; Schootman, Mario
; Cottler, Linda B ; et al. Maternal and Child Health Journal 17.3 (Apr 2013): 470-6.

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To investigate factors associated with favorable pregnancy attitudes among teenage girls.
Participants were sexually active teenagegirls aged 15[euro]"18 years old (n = 965) who took
part in the 2002 or 2006[euro]"2010 National Survey of Family Growth (NSFG). Multinomial
multivariable logistic regression was used to assess the likelihood of being pleased with
a teenage pregnancy. Sixteen percent of sexually active teenage girls (n = 164) would be pleased
(11 % a little pleased, 5 % very pleased) if they became pregnant. In a multivariable model,
participants who had not yet discussed sexual health topics (i.e., how to say no to sexual intercourse
or birth control) or had only discussed birth control with a parent were more likely to be very pleased
with a teenagepregnancy than participants who had discussed both topics with a parent.
Prior pregnancy, racial/ethnic group status, older age, and having parents with a high school
education or less also increased the odds of being pleased with a teenage pregnancy. Being
pleased with a teenage pregnancy was correlated with a lack of discussion of sexual health topics
with parents, prior pregnancy, and sociodemographic factors (having less educated parents,
racial/ethnic group status). Pregnancy prevention efforts can be improved by acknowledging the
structural and cultural factors that shape teenage pregnancy attitudes.[PUBLICATION ABSTRACT]

Cavazos-rehg, P., Krauss, M. J., Spitznagel, E. L., Schootman, M., Cottler, L. B., & Bierut, L. J. (2013).

Characteristics of sexually active teenage girls who would be pleased with becoming

pregnant. Maternal and Child Health Journal, 17(3), 470-6.

doi:http://dx.doi.org/10.1007/s10995-012-1020-0

Factors associated with teenage marital pregnancy

among Bangladeshi women
Sayem, Amir M; Nury, Abu Taher MS. Reproductive Health 8 (2011): 16.

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Abstract

Background: Teenage pregnancy is a public health concern both in developed and developing world.
In Bangladesh, most of the firstpregnancies occur immediately after marriage, especially among
teenagers. Although women aged 15-29 years are the most fertility contributing women in
Bangladesh, studies are not yet conducted on teenage pregnancy within this group of women. In the
current study, an attempt had been made to identify the factors
affecting teenage marital pregnancy in women aged 15-29 years.

Methods: A cross sectional survey was carried out in 389 women, selected with a convenience
sampling technique. Participants were selected on the basis of two criteria, such as married women
and age within 15-29 years. We excluded women aged more than 29 years as we attempted to
conduct study within high fertility contributing women and with the assumption that they may provide
data subjected to relatively high level of recall bias as marital pregnancy may be a longer past event
to them. In the analysis, we applied bi-variate and multi-variate logistic regression technique to find
out odds ratio of teenage marital pregnancy.

Results: Result revealed that 72.5% of the participants experienced first marital pregnancy during
their teenage, with a mean age of17.88 years (SD = 2.813). Multivariate logistic regression analysis
revealed that participants aged 20-24 years had higher likelihood (OR 1.971, 95% CI 1.132 to
3.434), whereas participants aged 25-29 years had lower likelihood (OR 0.054, 95% CI 0.016 to
0.190) ofexperiencing teenage marital pregnancy compared to participants aged 15-19 years. In
addition, participants desired for >2 children had significant higher odds (OR 3.573, 95% CI 1.910 to
6.684) and participants born in urban area had significant lower odds (OR 0.458, 95% CI 0.228 to
0.919) for teenage marital pregnancy.

Conclusions: Based on the findings, we conclude that in order to reduce teenage marital pregnancy,
consideration should be given on women's desired number of children and birth place so that
women's desired number of children is limited to within two children, and that rural women get
increased working and other related opportunities that may contribute in
delaying teenage pregnancy.

Sayem, A. M., & Nury, A. T. M. S. (2011). Factors associated with teenage marital pregnancy among
bangladeshi women. Reproductive Health, 8, 16. doi:http://dx.doi.org/10.1186/1742-4755-8-16

Experiences of pregnancy among Japanese teenagers:

Decisions and perceptions of being a pregnant teenager
Machiura, Michiko. University of California, San Francisco, ProQuest Dissertations Publishing,
1997. 9738373.

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In a multisite qualitative study, seventeen pregnant Japanese teenagers were interviewed when they
were at least 20 weeks pregnant. All but one were married at the time of the interview. Ten of them
were followed by telephone calls after birth. The grounded theory approach, which employed a
combination of dimensional analysis and a basic data analysis, was used in order to describe and
understand their subjective experiences of pregnancy.

The pregnant teenagers talked about their processes of becoming pregnant and their life as a
pregnant teenager in Japanese society. Sociocultural values about pregnancy, marriage, and child
rearing influenced continuing the pregnancy within the contexts of family, school, and job. For
example, timing of pregnancy, legitimacy of a child, financial situation, and women's roles were
factors related to reactions to pregnancy, continuing the pregnancy, and the family's reactions
to pregnancy.

The pregnant teenagers made their decisions by themselves at first to continue the pregnancy,
however, they had to consult with their families to get family approval and get married. Some
pregnant teenagers considered the pregnancy as a way out of their current lives and others gave
positive meanings to their pregnancies, such as the importance of the baby's life. The decisions to
continuepregnancy made them go through the pregnancy with ganbaru (overcome or go through
hardship and difficulty in one's life) attitudes. It was priority for them to have a healthy baby as a
pregnant teenager. Although more than half of families disagreed with continuing their pregnancies,
families were the major source of financial and emotional support for them during pregnancy.

After becoming socially acceptable pregnant teenagers, they set priorities for being pregnant above
being a teenager. The pregnant teenagers used cognitive strategies for managing pregnancy from
the perspective of being pregnant and being a teenager simultaneously. Life as a pregnant teenager
was described as both positive and negative, which was related to their decisions to continue
the pregnancy and perceptions of being pregnant. Two concepts, ganbaru and shikata ga nai (there
is no way out but being in a particular situation), were constructed from the data as cognitive
strategies for managing pregnancy, also represented the positive and negative aspects of being
pregnant. Even though it was hard to be a teenager during pregnancy, as a result ofprioritizing being
pregnant, most pregnant teenagers perceived being pregnant as shikata ga nai because of their
decisions to continue the pregnancy and have a healthy baby. Ultimately, they accepted their lives
as pregnant teenagers.

Machiura, M. (1997). Experiences of pregnancy among japanese teenagers: Decisions and perceptions
of being a pregnant teenager (Order No. 9738373). Available from ProQuest Central. (304363727).
Retrieved from http://search.proquest.com/docview/304363727?accountid=37714
Peer Support in Negotiating Multiple Relationships
within Supervision Among Counselor Education
Doctoral Students
Minor, Amanda J ; Pimpleton, Asher; Stinchfield, Tracy ; Stevens, Heath; Othman, Nor Asma
.International Journal for the Advancement of Counselling 35.1 (Mar 2013): 33-45.

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Counselor education doctoral students (CEDSs), like other doctoral students, need assistance
and support to ensure their self-care. One area markedly affecting self-care is one's relationships
with others. The purpose of this article is to examine the multiple relationships involved within
CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an
intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues
such as multiple relationships while being a CEDS and propose a call for research into the use of
peer support as an effective approach to managing multiple relationships.[PUBLICATION
ABSTRACT

Minor, A. J., Pimpleton, A., Stinchfield, T., Stevens, H., & Othman, N. A. (2013). Peer support in
negotiating multiple relationships within supervision among counselor education doctoral
students. International Journal for the Advancement of Counselling, 35(1), 33-45.
doi:http://dx.doi.org/10.1007/s10447-012-9161-9

Support role for UniSA's MBA program: [1 STATE

Edition]
Kenihan, Geoffrey. The Advertiser [Adelaide, S. Aust] 08 Feb 2003: E12.

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"The International Graduate School of Management offers programs for PhD, Doctor of Business
Administration, Graduate Diploma and Graduate Certificate as well as a range
of Masters programs," the spokesperson said.

"The masters programs encompass an MBA provided here in Adelaide, externally via the Internet or
internationally," the spokesperson said. "The masters programs place emphasis on the development
of general management and leadership capabilities. The curriculum is dynamic and adaptive,
reflecting the reality of changing local and global forces."

The spokesperson said the program executive officer would be responsible for the co-ordination of
academic administrative supportto the masters programs of the school, in liaison with relevant
academic and administrative staff.

Kenihan, G. (2003, Feb 08). Support role for UniSA's MBA program. The AdvertiserRetrieved from
http://search.proquest.com/docview/355740828?accountid=37714

Peer Support in Negotiating Multiple Relationships

within Supervision Among Counselor Education
Doctoral Students
Minor, Amanda J ; Pimpleton, Asher; Stinchfield, Tracy ; Stevens, Heath; Othman, Nor Asma
.International Journal for the Advancement of Counselling 35.1 (Mar 2013): 33-45.

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2. Abstract/Details
3. References 65
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Abstract
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Counselor education doctoral students (CEDSs), like other doctoral students, need assistance
and support to ensure their self-care. One area markedly affecting self-care is one's relationships
with others. The purpose of this article is to examine the multiple relationships involved within
CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an
intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues
such as multiple relationships while being a CEDS and propose a call for research into the use of
peer support as an effective approach to managing multiple relationships.[PUBLICATION
ABSTRACT]

Minor, A. J., Pimpleton, A., Stinchfield, T., Stevens, H., & Othman, N. A. (2013). Peer support in
negotiating multiple relationships within supervision among counselor education doctoral
students. International Journal for the Advancement of Counselling, 35(1), 33-45.
doi:http://dx.doi.org/10.1007/s10447-012-9161-9

Higher Education Graduate Preparation Programs:

Characteristics and Trends
Underwood, Susan J ; Austin, Christine E . Journal of College Student Development 57.3
(Apr 2016): 326-332.

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Student affairs is a transformative profession, with professionals offering support and assistance
to students as they pursue higher education. An increasing number of these professionals have
been guided by a foundation in knowledge, skills, and attitudes gained in higher education graduate
degree programs. It is estimated that between 15% and 20% of the current workforce
in student affairs are new professionals coming directly from graduate
preparation programs (Cilente, Henning, Skinner Jackson, Kennedy, & Sloan, 2006; Renn &
Hodges, 2007).

Details

Underwood, S. J., & Austin, C. E. (2016). Higher education graduate preparation programs:

Characteristics and trends. Journal of College Student Development,57(3), 326-332. Retrieved

from http://search.proquest.com/docview/1790490091?accountid=37714

Preventing indirect effects of trauma: Educational

preparation of counseling students
Stewart-Spencer, Sarah E.. Regent University, ProQuest Dissertations Publishing, 2010. 3405790.
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This study assessed the educational preparation and training in master's
counseling students regarding indirect trauma. The study compares master's
counseling students in programs accredited by Council for Accreditation of Counseling and Related
EducationalPrograms (CACREP) and programs that are not accredited. The purpose of this study
was to determine if CACREP's educational standards influence the student's knowledge of indirect
trauma and their preparation to prevent, recognize, or combat symptoms of indirect trauma.
Comparison of the two samples, students in CACREP programs and students in non-
CACREP programs, was accomplished by using the Knowledge of Indirect Trauma Questionnaire.
This study (n = 543) yielded no significant differences in the educational preparation of master's
counseling students concerning knowledge of indirect trauma based on program accreditation.
Overall results indicated that students in CACREP and non-CACREP counseling programs do not
have adequate knowledge about indirect trauma.

Stewart-Spencer, S. (2010). Preventing indirect effects of trauma: Educational preparation of

counseling students (Order No. 3405790). Available from ProQuest Central. (288360191).

Retrieved from http://search.proquest.com/docview/288360191?accountid=37714

Exploring elements that support or impede program

progress for nontraditional graduate students: A
qualitative case study of MBA and MPA program
initiatives at Metro Campus
Maruyama, Kenichi. Arizona State University, ProQuest Dissertations Publishing, 2008.
3338421.

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The purpose of this study was to illustrate an understanding of the nontraditional
graduate student experience in the Metro Campus MBA and MPA programs. This study posed the
following questions: (1) Why do some nontraditional students pursue MBA or MPA degrees? (2)
How well are MBA and MPA programs designed to serve the students? (3) How do
nontraditional students interact with their classmates, faculty, and program administrators? (4) How
does an urban campus serve the nontraditional students? (5) How are prospective students able to
pursue and complete the degrees successfully? A qualitative case study was conducted to examine
policies, procedures, initiatives, and issues which might support or hinder nontraditional
graduate students' program progress.

The researcher generated narrative data from interviews with MBA and MPA nontraditional
graduate students, faculty, andprogram/campus administrators, as well as by reviewing institutional
documents. The researcher also observed classroom interactions for supplemental data. The study
employed the New Public Management (NPM) paradigm as a theoretical lens, and three theoretical
propositions (customer orientation, public entrepreneurship, and public accountability) were
developed to conduct the data analysis. The concept of institutional accessibility was used to assess
how well the MBA and MPA programs at the Metro Campus served their students in terms of
geographical access, admission and program requirements, financial affordability, course
andprogram availability, teaching and mentoring, and support services.

The majority of Metro Campus MBA and MPA students pursued their degrees while balancing work,
family, and other personal obligations. A wide range of student characteristics were represented in
the programs. Yet, few ethnic minority students were observed in the programs. The MBA and
MPA programs utilized business values and techniques to accommodate the needs and interests
nontraditional graduate students. The programs achieved public accountability by charging a
reasonable cost, maintaining their reputation, and satisfying their students, which made the MBA
and MPA degrees more accessible for people who could afford the cost. However, financial
affordability, mentoring, and support services were overlooked, which can adversely affect
underrepresented groups. A conceptual model was developed to describe the delivery of
professional graduate education at public higher education institutions.
Maruyama, K. (2008). Exploring elements that support or impede program progress for nontraditional

graduate students: A qualitative case study of MBA and MPA program initiatives at metro

campus (Order No. 3338421). Available from ProQuest Central. (304687327). Retrieved from

http://search.proquest.com/docview/304687327?accountid=37714

CHALLENGE AND URGENCY IN DEFINING

DOCTORAL EDUCATION IN MARRIAGE AND
FAMILY THERAPY: VALUING
COMPLEMENTARY MODELS
Wampler, Karen S . Journal of Marital and Family Therapy 36.3 (Jul 2010): 291-306.

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In this overview, I comment on the strong theme of the need to define and improve the quality of
doctoral education in marriage and family therapy that pervades the three essays. Deficits in
research training are the central concern, although the essayists take different perspectives on the
nature of the research training needed. The different perspectives can be understood in terms of
three different models of doctoral education. The institutional model focuses on professional training
with little financial support forstudents and lower expectations for faculty research. The community of
scholars model emphasizes a balance of research and practice with students required to attend full-
time and financial support provided. Research is a mix of faculty- and student-driven and is often
focused on professional issues. The star researcher model often held out as the ideal, although not
yet represented in marital and family therapy (MFT), emphasizes faculty externally funded
programmatic research with students working on and supported by faculty grant funding. The value
and role of all three models in MFT doctoral education are described and discussed. [PUBLICATION
ABSTRACT]

Wampler, K. S. (2010). CHALLENGE AND URGENCY IN DEFINING DOCTORAL EDUCATION IN

MARRIAGE AND FAMILY THERAPY: VALUING COMPLEMENTARY MODELS. Journal of Marital and Family
Therapy, 36(3), 291-306. Retrieved from
http://search.proquest.com/docview/734367319?accountid=37714
Master's Student Life: The Balance Between Student
and Professional
Grube, Sean A ; Cedarholm, Katie; Jones, Camilla; Dunn, Merrily. College Student Affairs
Journal 24.2 (Spring 2005): 152-161.

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This manuscript explores the concept of balance for master's students enrolled in student affairs
preparation programs in the Southeast and Midwest. It provides research on the ways balance is
restricted for master's students who are employed in a studentaffairs setting while also enrolled in
preparation programs, and it investigates themes which emerged during interviews on the concept of
balance such as defining the concept of balance and establishing priorities. The study also examines
the role conflict graduate students experience. [PUBLICATION ABSTRACT]

Grube, S. A., Cedarholm, K., Jones, C., & Dunn, M. (2005). Master's student life: The balance between

student and professional. College Student Affairs Journal, 24(2), 152-161. Retrieved from

http://search.proquest.com/docview/224811042?accountid=37714

Intangible Factors Influencing the Successful

Completion of Graduate LIS Coursework by Non-
traditional Students: A Case of Two IMLS-funded
Scholarship Projects
Most, Linda R; Kazmer, Michelle M ; Marty, Paul F . Journal of Education for Library and
Information Science 54.3 (Jul 2013): 205-219.

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This paper examines two IMLS-funded scholarship programs that targeted non-traditional
LIS students, documenting non-academic aspects of the programs that
participating students identified as most important to the successful completion of their
academicprograms and to their establishment as contributing members of the professional library
community. Formative analyses conducted during the programs pointed to the importance of
ongoing and extensive administrative and emotional support for participants, and this paper provides
an analysis of the value of these intangible sources of student support. Using online surveys and
semi-structured interviews of selected participants from both scholarship programs, this study found
that multiple forms of intangible support, from multiple sources inside and outside the academy, that
surpassed institutional norms, were crucial to the academic and early career success of non-
traditional LIS students. [PUBLICATION ABSTRACT]

Most, L. R., Kazmer, M. M., & Marty, P. F. (2013). Intangible factors influencing the successful

completion of graduate LIS coursework by non-traditional students: A case of two IMLS-funded

scholarship projects. Journal of Education for Library and Information Science, 54(3), 205-219.

Retrieved from http://search.proquest.com/docview/1414019578?accountid=37714

Hardiness, Perceived Social Support, Perceived

Institutional Support, and Progression of Minority
Students in a Masters of Nursing Program
Bond, Mary Lou, PhD, RN, CNE, ANEF, FAAN; Jones, Mary Elaine, PhD, RN; Barr, Wendy J,
PhD, RN, CNE; Carr, Gloria F, PhD, RN; Williams, Sarah J, PhD, RN, BC, CNE; et
al. Hispanic Health Care International 10.3 (2012): 109-117.

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Lack of cultural diversity in the health care workforce has been linked to health disparities. In 2009-
2010, only one fourth (26%) ofmasters students in nursing and one fifth (23%) of
doctoral students were from minority backgrounds (American Association of Colleges of Nursing
[AACN], 2010), still not representative of the U.S. population. To better understand the perceptions
of minoritystudents, this exploratory, descriptive pilot study investigated hardiness, perceptions of
institutional and social support, programprogression, and graduation among students in three
separate universities. Fifty-five persons participated in the study in which data were collected upon
entry to the program and at three subsequent time points. Findings suggest that institutions are
perceived to provide adequate support with advising and technical support but that
opportunities for socialization with other graduate students, mentoring and financial support were
less available. Grade point average (GPA) may also be a reason for drop out within theprograms.
[PUBLICATION ABSTRACT]

Bond, Mary Lou, PhD, RN, CNE,A.N.E.F., F.A.A.N., Jones, Mary Elaine,PhD., R.N., Barr, Wendy J,
PhD,R.N., C.N.E., Carr, Gloria F,PhD., R.N., Williams, Sarah J, PhD, RN,B.C., C.N.E., & Baxley,
Susan,PhD., R.N. (2012). Hardiness, perceived social support, perceived institutional support, and
progression of minority students in a masters of nursing program. Hispanic Health Care
International, 10(3), 109-117. Retrieved from
http://search.proquest.com/docview/1039284509?accountid=37714

Understanding Intent to Leave the Field: A Study of

Student Affairs Master's Students' Career Plans
Silver, Blake R; Jakeman, Rick C . Journal of Student Affairs Research and Practice 51.2
(2014): 170-182.

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This qualitative study of 20 student affairs master's students explored their career plans and
perceptions of the field. Five themes emerged from interviews with participants who considered
leaving student affairs to pursue other careers: (a) distance from the institutional mission,
(b) student affairs as devalued work, (c) lack of fulfillment, (d) emotional burdens, and (e) financial
concerns. Implications relate to improving master's students' experiences in order to proactively
address attrition from the student affairs profession.

Silver, B. R., & Jakeman, R. C. (2014). Understanding intent to leave the field: A study of student

affairs master's students' career plans. Journal of Student Affairs Research and Practice, 51(2),

170-182. doi:http://dx.doi.org/10.1515/jsarp-2014-0017

Report on an Investigation into an Entry Level Clinical

Doctorate for the Genetic Counseling Profession and a
Survey of the Association of Genetic Counseling
Program Directors
Reiser, Catherine ; Leroy, Bonnie ; Grubs, Robin ; Walton, Carol. Journal of Genetic
Counseling 24.5 (Oct 2015): 689-701.

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The master's degree is the required entry-level degree for the genetic counseling profession in the
US and Canada. In 2012 the Association of Genetic Counseling Program Directors (AGCPD)
passed resolutions supporting retention of the master's as the entry-level and terminal degree and
opposing introduction of an entry-level clinical doctorate (CD) degree. An AGCPD workgroup
surveyed directors of all 34 accredited training programs with the objective of providing the Genetic
Counseling Advanced Degrees Task Force (GCADTF) with information regarding potential
challenges if master's programs were required to transition to an entry-level
CD.Program demographics, projected ability to transition to an entry-level CD, factors influencing
ability to transition, and potential effects of transition on programs, students and the genetic
counseling workforce were characterized. Two programs would definitely be able to transition,
four programs would close, thirteen programs would be at risk to close and fourteen programs would
probably be able to transition with varying degrees of difficulty. The most frequently cited limiting
factors were economic, stress on clinical sites, and administrative approval of a new
degree/program. Student enrollment under an entry-level CD model was projected to decrease by
26.2 %, negatively impacting the workforce pipeline. The results further illuminate and justify
AGCPD's position to maintain themaster's as the entry-level degree

Reiser, C., Leroy, B., Grubs, R., & Walton, C. (2015). Report on an investigation into an entry level
clinical doctorate for the genetic counseling profession and a survey of the association of genetic
counseling program directors. Journal of Genetic Counseling, 24(5), 689-701.
doi:http://dx.doi.org/10.1007/s10897-015-9838-4

The Masters of Sustainable Practice: A Review of a

Program for Working Professionals
Edirisinghe, Ruwini ; Fraser, Kym . Australian Journal of Environmental Education 30.2
(Dec 2014): 239-253.

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Abstract

This study sought to distil recommendations and curriculum design principles that could underpin the
re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim
of the study was to redesign the program to better meet the expectations of contemporary working
professionals. Four data sources were used to develop 12 program recommendations: postgraduate
sustainability education literature, postgraduate coursework literature, publicly available
information for contemporary coursework Masters sustainability programs both in Australia and
overseas, and interview data from current and graduate studentsfrom the RMIT
University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model
comprised of six curriculum design principles that the authors argue are essential for the
development of curricula for contemporary working professionals. Sustainable practice
coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment
opportunities; provide significant guidance to achieve individual aspirations and to customise
the program for eachstudent; recognise learning through current workplace roles and through
continuing professional development opportunities; use integrative assessments to achieve the
Australian Qualification Framework knowledge and skills application requirements; incorporate short
credit-bearing courses, in particular for the development of employability skills;
and support students to transition to professional practice.

Edirisinghe, R., & Fraser, K. (2014). The masters of sustainable practice: A review of a program for
working professionals. Australian Journal of Environmental Education, 30(2), 239-253.
doi:http://dx.doi.org/10.1017/aee.2015.10

Are there Differences in Academic and Social

Integration of College of Agriculture Master's Students
in Campus Based, Online and Mixed Programs?
Hammond, Danielle E ; Shoemaker, Candice . NACTA Journal 58.3 (Sep 2014): 180-188.

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To investigate differences in student's academic and social integration between campus based and
online programs, College of Agriculture Masters students in U.S. campus and online
degree programs were surveyed. To investigate potential influences of differences, College of
Agriculture graduate program directors were surveyed. Data were gathered using online
questionnaires. Thestudent questionnaire included demographics and three scales, academic
integration, social integration and intention to persist. Academic integration was measured with the
subscales of advisor relationship and academic interaction. Social integration was measured with
the subscales of peer group support, faculty interactions and involvement in social interactions. The
director questionnaire included five variables designed to measure attitudes and design of
online programs. Descriptive statistics, ANOVA, Mann-Whitney U and Tukey's HSD were conducted
to identify program differences and to identify attitude and program format differences. Significant
differences were found between online and campus students on academic and social integration
scales, but not on the intention to persist scale; and on graduate director attitudes and types of
communication used in the graduate onlineprograms. This study indicates that there are differences
in integration of campus and online students. Strategies to improve onlinestudent's socialization may
include communication components designed to increase meaningful interactions.

Hammond, D. E., & Shoemaker, C. (2014). Are there differences in academic and social integration of

college of agriculture master's students in campus based, online and mixed programs? NACTA

Journal, 58(3), 180-188. Retrieved from

http://search.proquest.com/docview/1613182330?accountid=37714

ESTABLISHING AND MAINTAINING PROGRAM

COHERENCE IN A COHORT-BASED GRADUATE
PROGRAM
Lamb, Lisa Clement ; Jacobs, Victoria R . The Teacher Educator 44.2 (2009): 126-142.

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One characteristic of master's programs that has received little attention in the literature is the
opportunity that cohorts allow forcreating intellectually coherent programs rather than a collection of
independent courses. We thus describe how the faculty who taught in a cohort for students earning
a master of arts degree in K-8 mathematics education created a coherent program by (a) identifying
unifying themes that cut across courses, (b) building on ideas from one semester to the next, and (c)
linking assignmentsfor courses taught within the same semester. We share examples of each of
these three features of our cohort model, as well asstudents' reflections on the program. The
reflections support the notion that these features were both transparent and valuable tostudents.
[PUBLICATION ABSTRACT]

Lamb, L. C., & Jacobs, V. R. (2009). ESTABLISHING AND MAINTAINING PROGRAM COHERENCE IN A
COHORT-BASED GRADUATE PROGRAM. The Teacher Educator,44(2), 126-142. Retrieved from
http://search.proquest.com/docview/220632431?accountid=37714
Research interest in graduate psychology education as
measured by Holland's vocational categories: A
comparison of degree models
Webb, Kirk. Seattle Pacific University, ProQuest Dissertations Publishing, 2004. 3168821.

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This study was designed to explore individual differences based on vocational interest (measured by
Holland's Self-Directed Search, 1994) that led to enrollment in professional Ph.D., Psy.D.,
or Masters level training programs in counseling and/or psychology. The hypothesis
that students choose degree programs based upon individual differences in vocational personality
was not supported. This was due, in part, to the finding that the large majority of students in all three
degree programs were of social vocational personalities as measured by the high score of the Self-
Directed Search. The hypothesis that students choose program emphasis (research or therapeutic)
based on vocational personality was also not supported. This too may be due to the large
percentage of social vocational personalities in all three training settings. The study found that
doctoral students (Ph.D. and Psy.D.) were more aware than Masters students of their programs'
research emphasis before entering the degree, however, the doctoral students were only moderately
aware of the program emphasis. This investigation also found that 27% of the variance in degree
choice could be accounted for by the students' intention to use research in their future professional
work. This analysis also found that doctoralstudents are significantly more aware of their programs'
training model when compared to Masters students. However, this result may be flawed due to the
timing of the data collection and therefore should be interpreted very cautiously. The history of the
Boulder model (scientist-practitioner), Vail model (practitioner-scholar), local clinical scientist model,
and Masters training model (practitioner) is summarized. The study also explored Holland's
vocational personality categories and analyzed the investigative and social personalities as they are
found in these degree programs. Finally, the study recommends the employment of Gelso's
suggestions (1979; Gelso & Lent, 2000) for improving Ph.D. training environments in order to
encourage students to value research in their future professional work.
Webb, K. (2004). Research interest in graduate psychology education as measured by holland's

vocational categories: A comparison of degree models (Order No. 3168821). Available from

ProQuest Central. (305055849). Retrieved from

http://search.proquest.com/docview/305055849?accountid=37714

International Students in Rehabilitation Counseling

Education Programs: Results From a National Survey
Abstract
TranslateAbstract
A national sample of 21 international students in Rehabilitation Counseling Education
(RCE) programs was surveyed on their connection to their programs, the stressors they experienced
during graduate studies, and their recommendations for RCE programsto
better support international students. Participants engaged in limited social activities due to time
limitations, cultural and language barriers, and limited social opportunities. Further, participants
suggested that RCE programs need to possess awareness and understanding of
international student needs and offer assistance with social support, financial resources, career
development, language skills, and cultural transitions. Implications and recommendations from the
findings are offered. [PUBLICATION ABSTRACT]

Zhu, Y., & Degeneffe, C. E. (2011, International students in rehabilitation counseling education

programs: Results from a national survey. Rehabilitation Research, Policy, and Education, 25, 73-

85. Retrieved from http://search.proquest.com/docview/1324427670?accountid=37714

The Degree for Quitters and Failures: A look at the

melancholy history of the master's degree
Cassuto, Leonard . The Chronicle of Higher Education (Jun 1, 2015): n/a.

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Today's arguments about alternative academic careers almost always center on Ph.D.s. Should we
train Ph.D.s for nonfaculty jobs? Some say that we already have a credential for people who don't
want a full-blown scholarly Ph.D. -- it's called a master's degree.

Instead of reforming the Ph.D. to make it more relevant to different career choices, this argument
goes, we should just direct undecided graduate students into master's programs. After that, they can
either go to work or -- if they're told the score and still want to play the game -- enter a
Ph.D. program. Why worry about alt-ac careers for Ph.D.s when that's what a master's degree is for?

Cassuto, L. (2015). The degree for quitters and failures. The Chronicle of Higher Education, Retrieved

from http://search.proquest.com/docview/1692051372?accountid=37714

The impact of experience-based MBA educational

programs on international career mobility
Ryan, Jason ; Silvanto, Sari; Brown, Haakon T . Journal of Global Mobility 1.1 (2013): 28-45.

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Purpose - The purpose of this paper is to examine empirically whether teaching methodologies that
emphasize internationalexperiential learning have a significant role in fostering or encouraging
greater international mobility. To that end, it assesses whether MBA programs that emphasize
experience-based learning in the form of international travel, exchanges and internships have more
internationally mobile graduates than programs that do not. It also discusses the broader role of
experiential learning in teaching students skills relevant to international business.
Design/methodology/approach - This study uses data from the Financial Times Global MBA
Rankings and the A.T. Kearney/Foreign Policy Globalization Index to assess
whether international experiential learning is conducive to the future international mobility
of graduates. It employs a multivariate data analysis methodology to examine whether
the international experience and exposure received during an MBA is a predictor of
subsequent international mobility. Findings - This study finds that MBA programs that use
experiential teaching methods that emphasize international travel, exchanges and internships tend
to have more internationally mobile graduates than those that do not, even after the influence of
foreign students and location have been controlled for. Originality/value - Relatively few studies have
examined the question of whether the internationalexperiential teaching methods that many MBA
programs use, such as exchanges, internships and travel, have an impact on the
subsequent international mobility of graduates. This is an important research area as many MBA
programs have embraced experiential learning techniques as the centerpiece of their efforts to train
more culturally sensitive, adaptable and internationally-minded graduates to work both domestically
and overseas.

Ryan, J., Silvanto, S., & Brown, H. T. (2013). The impact of experience-based MBA educational

programs on international career mobility. Journal of Global Mobility,1(1), 28-45.

doi:http://dx.doi.org/10.1108/JGM-10-2012-0015

Transitioning Challenges Faced by Chinese Graduate

Students
Huang, Ying, PhD. Adult Learning 23.3 (Aug 2012): 138-147.

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This literature review examines transitioning challenges faced by Chinese international students who
pursue graduate degrees in the United States. Based on existing research on adulthood in U.S. and
Chinese contexts and the features of Chinese graduate students, Chinese adults,
and international students as learners in Western countries, the examination includes the adult
learning environment in American graduate education, the demographic features of
Chinese international students who pursue graduate degrees in the United States, and
the challenges they are confronted with inside and outside the classroom. The emphasis is given to
two types of transitions experienced by Chinese graduate students in the United States: learning to
live into adulthood and learning to learn in an adult learning setting. Findings of this literature review
shed light on understanding Chinese graduate students as a particular group of learners, provide
practical suggestions for practitioners in the United States and other Western countries who teach or
mentor Chinese graduate students, and inform future research on Chinese international students.
[PUBLICATION ABSTRACT

Huang, Y., PhD. (2012). Transitioning challenges faced by chinese graduate students.Adult

Learning, 23(3), 138-147. Retrieved from

http://search.proquest.com/docview/1433470146?accountid=37714

UNDERSTANDING OF INTERNATIONAL
GRADUATE STUDENTS' ACADEMIC
ADAPTATION TO A U.S. GRADUATE SCHOOL
Zhou, Yuchun ; Frey, Christopher ; Bang, Hyeyoung . International Education 41.1 (Fall
2011): 76-94,99-100.

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When moving to a new environment, international graduate students faced a series of transitional
difficulties which impact their behaviors and psychological well-being in learning. However, few
studies have specifically addressed their experiences with academic adaptation. To understand
these students' academic needs, this study explored the academic experiences of
ten internationalgraduate students, using individual interviews. The findings revealed three main
themes: adjustment to academic interactions with others, development of individual strategies for
adjustment, and acquisition of graduate experiences at U.S. graduate school. Specifically, academic
interactions included communication with professors, colleagues, school staff, and family members.
Individual acculturative strategies referred to both language skills and cultural
knowledge. Graduate experiences indicated research concerns and assistantship work. With better
understanding of these students' academic adaptation, school administrators and faculty may
accurately recognize these students' academic need and then effectively offer supportive campus
services. The results of this study may be used to help international students better prepare for
U.S. graduate education. [PUBLICATION ABSTRACT]

Zhou, Y., Frey, C., & Bang, H. (2011). UNDERSTANDING OF INTERNATIONAL GRADUATE STUDENTS'

ACADEMIC ADAPTATION TO A U.S. GRADUATE SCHOOL.International Education, 41(1), 76-

94,99-100. Retrieved from http://search.proquest.com/docview/911991616?accountid=37714

Challenges in international hospitality management

education
Jayawardena, Chandana . International Journal of Contemporary Hospitality Management
13.6 (2001): 310-315.

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Hospitality educators are faced with various challenges. Understanding multi-ethnic and multi-
national student mentality is seen as the key challenge for educators involved
in international hospitality management education. A new model which aims at ensuring productive
interactions with host communities is presented. This model is recommended
for international hoteliers and internationalhospitality educators working in foreign countries. Among
criticisms of management education is the wrong usage of the term "international" to describe "local"
hospitality management programs. The importance of balancing theory and practice is emphasized.
The notion of treating students as customers is rejected. Instead, viewing the industry as the
customer is advocated. Hospitality educators are prompted to publish "industry-friendly" and "action-
learned" research relevant to current problems. The action learning circle model is presented as a
guideline for academics. A 9-point formula is recommended for academics involved
in internationalhospitality management education.

Jayawardena, C. (2001). Challenges in international hospitality management education. International

Journal of Contemporary Hospitality Management,13(6), 310-315. Retrieved from
http://search.proquest.com/docview/228331754?accountid=37714

Accounting knowledge and skills and the challenges of

a global business environment
Mohamed, Ehab K A; Lashine, Sherif H. Managerial Finance 29.7 (2003): 3.

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The rapid spread and acceptance of globalization and the enormous developments in information
technology, has led to dramatic changes in the business environment. These changes have brought
new challenges not only to business but also to business education. Business schools that prepare
future managers in different disciplines are responsible for closing the gap between the skills
acquired by its graduates and the required skills by the global markets. This paper identifies
the challenges facing accounting education in providing students with the knowledge and skills that
raise their competency level to meet that required by the market. These challenges warrant that the
competency level of accountants should be improved. Current accounting education and the skill
levels of accountants are not in line with what is required in the dynamic environments of global
business. A strategic plan for closing the gap between the acquired and required skills is presented
to help prepare students for facing and dealing with the challenges of the new global business
environment. [PUBLICATION ABSTRACT]
Mohamed, E. K. A., & Lashine, S. H. (2003). Accounting knowledge and skills and the challenges of a
global business environment. Managerial Finance, 29(7), 3. Retrieved from
http://search.proquest.com/docview/212614033?accountid=37714

Competency needs in Irish hotels: employer and

graduate perspectives
Nolan, Ciara; Conway, Edel; Farrell, Tara ; Monks, Kathy . Journal of European Industrial
Training 34.5 (2010): 432-454.

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3. Abstract/Details
4. References 53
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Abstract
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Purpose - The purpose of this study is to investigate hotel industry employers' expectations of, and
satisfaction with, graduatecompetencies in comparison with graduate perceptions of what is required
for their roles and their satisfaction with how well their education experience prepared them.
Design/methodology/approach - The research involved a questionnaire survey of 41 employers and
33 graduates in the Irish hotel sector, supplemented by a series of interviews. This sector was
chosen because it represents the main destination of graduates who specialise in hospitality and
tourism management. Findings - The competencies consistently regarded as important across both
samples related to interpersonal and professional knowledge skill domains. However, a number of
gaps were evident with regard to satisfaction with how the education experience
prepared graduates for careers in the industry. Research limitations/implications - The study was
confined to graduate and employer views on hospitality and tourism management education in
Ireland. Its findings would benefit from a future comparative analysis including generic
business graduates, as well as support from different national contexts. Practical implications - The
findings highlight the need for greater collaboration and partnership between the industry and
education providers in preparing students to meet the needs of the hotel industry. In particular, the
focus of the curriculum and the pedagogical approaches used need to be reviewed to ensure closer
alignment. Originality/value - The research focuses not only on the critical competencies needed by
hotel managers but also on the level of satisfaction experienced by both graduate and employer
samples. [PUBLICATION ABSTRACT]

Nolan, C., Conway, E., Farrell, T., & Monks, K. (2010). Competency needs in irish hotels: Employer
and graduate perspectives. Journal of European Industrial Training, 34(5), 432-454.
doi:http://dx.doi.org/10.1108/03090591011049800

Diverse Issues Facing the Business Management

Education: A Conceptual Journey
Khan, Mohammad Ayub . International Journal of Information and Education Technology 5.4
(Apr 2015): 287-291.

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3. References 42
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This paper studies of how to construct an integrative-holistic system of education encompassing
major diverse issues concerning the modern education of business management. Furthermore, this
paper provides a theoretical-conceptual framework which could be used by all stakeholders in
educational institutions in order to integrate successfully all those diverse elements affecting the
quality and design of the business management education.

Details
Khan, M. A. (2015). Diverse issues facing the business management education: A conceptual

journey. International Journal of Information and Education Technology, 5(4), 287-291.

doi:http://dx.doi.org/10.7763/IJIET.2015.V5.518

Developing tomorrow's talent: the case of an

undergraduate mentoring programme
Gannon, Judie M ; Maher, Angela . Education & Training 54.6 (2012): 440-455.

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Purpose - The purpose of this paper is to explore the value of an alumni and employer engagement
mentoring initiative in a hospitality and tourism school within a UK university.
Design/methodology/approach - The paper uses the survey method and interviews to provide
qualitative and quantitative data on the participants' reactions to the initiative. Findings - The main
components of successful mentoring programmes; matching, preparation, interaction and evaluation
are explored to help identify the long- and short-termchallenges and benefits of mentoring students
as they transition into the graduate labour market. The findings highlight the benefits to mentors and
mentees and the challenges for ensuring participant engagement and ongoing development.
The article concludes with an agenda for further mentoring developments in the midst of the
dynamic challenges facing UK higher education institutions and the hospitality and tourism industry.
Practical implications - The article highlights the importance of a systematic approach to developing
a mentoring programme and engaging industry in a distinctive way with the transitioning of
undergraduates into the workplace. Originality/value - This article offers unique evidence of an
employer engagement initiative aimed at supporting sector specific management graduates as they
transition from university into industry.

Gannon, J. M., & Maher, A. (2012). Developing tomorrow's talent: The case of an undergraduate
mentoring programme. Education & Training, 54(6), 440-455.
doi:http://dx.doi.org/10.1108/00400911211254244
Challenges in source use for Chinese graduate students
in the United States
Qin, Yu . Syracuse University, ProQuest Dissertations Publishing, 2008. 3345016.

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4. References 108
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To date few studies have closely examined the challenges faced by Chinese graduate students
currently studying in the United States. Among the limited scholarship that exists, little has been
discussed about theoretical frameworks to guide effective pedagogical programs tailored to
Chinese graduate students in American college. This dissertation acknowledges the unique
development paths that have led to Chinese students documentation style, and to pinpoint their
rationale for plagiarizing so as to develop a sound pedagogical framework on which further
discussion and implementation of training programs can be built. Specifically, this study investigates
the perceptions and attitudes of Chinese and American graduate students towards textual
borrowing. Research indicates that Chinese graduate students' plagiarism is a product of both
language and culture. Low language proficiency is conducive for plagiarism, and cultural attitudes
are determinative. The study recognizes that to these students plagiarism is a means of learning,
rather than a matter of judgment error or moral transgression. The author recommends that
educators think holistically about the educational system and about how to provide substantial value-
added education programs onsource use to Chinese graduate students. The author proposes a
People-Program-Place-Process (PPPP) model that will help educators better approach source use
education for Chinese graduate students in the United States.

Qin, Y. (2008). Challenges in source use for chinese graduate students in the united states (Order No.
3345016). Available from ProQuest Central. (304400220). Retrieved from
http://search.proquest.com/docview/304400220?accountid=37714