Data from 590 college graduates are used to assess the relationship between family employment status and gender role attitudes for a predominately European American sample. The women in this study are employed full time, part time, or are full-time homemakers, and all report being married to men employed full time. The men in the study are all employed full time and report having wives who are employed full time, part time, or are full-time homemakers. Controlling for the (...) effects of selected background factors, full-time employed women are the most supportive of nontraditional family gender roles, followed by part-time employed women. The attitudes of homemakers are more similar to those of the men. Few significant differences exist when comparing the men with full-time employed wives, those with part-time employed wives, and men married to homemakers. The findings suggest an important link between work experiences, lifestyle choices, and gender role attitudes, particularly for women. (shrink)

Employability is a vital aspect for human development in career fields. In order to explore the factors affecting the employability of finance and trade graduates in higher vocational colleges, the researchers focused on human development in educational settings and conducted a piece of quantitative research within nine higher vocational colleges. The study uses descriptive statistical analysis to demonstrate the sample structure, using t-test, rank sum test, and chi-square test to assess the variables. It also adopts exploratory factor analysis to (...) identify the classification of both educational practice and employability. Then, a multivariable linear regression model was adopted to examine the relationships between three main factors as well as the employability and career development of finance and trade graduates. The findings imply that the soft skills and basic skills of finance and trade college graduates have immensely improved through educational practice; graduates with high motivation for learning could enhance their soft skills and more internships or club engagement brings stronger professional skills. Based on these results, higher vocational colleges, enterprises, policymakers, teachers, and finance and trade graduates will benefit from the findings related to the reform of educational practice for strengthening graduate employability and human development. The originality of this paper is the conceptual evolution of finance and trade college graduate employability, as well as the empirical analysis on educational practice, student engagement, and family background affecting their human development. (shrink)

With the popularization of higher education and the promotion of college enrollment expansion, the number of college graduates increases sharply. At the same time, the continuous transformation and upgrading of the industrial structure put forward higher requirements on the employability of college students, which leads to the imbalance between supply and demand in the labor market. The key to dealing with employment difficulties lie in the improvement of college students’ employability. Therefore, we make a (...) regression analysis of 263 valid samples from universities in Anhui Province and extract the factors that influence the improvement of college students’ employability in the process of talent cultivation in university. The result shows that there is a positive correlation between course setting, course teaching, club activities, and college students’ employability, among which the course teaching and club activities are the most critical factors which may influence college students’ employability. In addition, from the viewpoint of individual college students, the overall grades of college students and the time of participating in the internship are also closely related to their employability, i.e., college students with good overall grades and long internship time should also have stronger employability. (shrink)

Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to examine (...) how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research. (shrink)

This study investigates the significant relationship between mental health and academic motivation among graduating students. Thus, the study employed a correlational design to determine if there is a significant relationship between mental health and academic motivation among 150 graduating college students. Hence, the Mental Health Inventory 38 (MHI-38) and Academic Motivation Scale (AMS-C28) were employed to measure the study variables. Moreover, statistical analysis reveals that the r coefficient of 0.35 indicates a low positive correlation between the variables. The p-value (...) of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. (shrink)

Faced with tremendous employment pressure, how to enhance effective career exploration and career adaptability is crucial for college students’ career. This study uses self-assessed data from 840 undergraduate students at three time points to reveal the formation mechanism of career adaptability from a dual perspective of teacher support and students’ effective part-time behavior. In particular, the mediating role of career exploration is introduced based on self-regulation theory, and the moderating role of teacher support and students’ effective part-time work (...) is introduced based on social cognitive career theory. The results show that Future work self-salience positively influences career adaptability; future work self-salience indirectly influences career adaptability through career exploration; both teacher support and students’ effective part-time behavior positively moderate the indirect relationship between future work self-salience and career adaptability through career exploration. This study attempts to provide practical guidance for college graduates to engage in career exploration and career construction. (shrink)

The purpose of this study was to understand the influence mechanism of college students’ entrepreneurial intention in view of the increasing number of college students at present to alleviate college students’ employment competition. The psychological factors that influence the entrepreneurial tendency of art graduates were analyzed and studied. First, venture capital and factors affecting entrepreneurial performance were analyzed. Second, the coefficient calculation is carried out for college students majoring in art through the regression analysis (...) of the logistic model. Finally, a team entrepreneurial performance questionnaire was designed, and team reward levels were discussed. The results show that the logistic model can well reflect the real situation of the respondents. The significance level of the entrepreneurial team was 0.02, which was correlated. Additionally, corresponding suggestions were put forward according to the questionnaire results. Clear team goals, assignment of tasks to members, good pressure resistance, and psychological quality of members are necessary qualities for successful entrepreneurship. This conclusion provides a certain theoretical basis for the current college students’ entrepreneurial learning and a reliable inspiration for helping college students to successfully start a business. (shrink)

An advanced degree in criminal justice can open doors far outside traditional criminal justice practice, making it a highly in-demand course. This current study aimed to assess the viability of J.H. Cerilles State College to offer a Master of Science in Criminal Justice with Specialization in Criminology (MSCJ) in 2021. A descriptive survey type of research was employed as the methodology for this study. The 215 respondents from students, graduates, and professionals in the field from private and government (...) institutions were chosen via random sampling to answer the online survey questionnaire. Management viability, market viability, operation viability, location viability, and industry viability were all evaluated. There was evidence to suggest that offering MSCJ in the college is doable, provided that the curriculum will be tailored to account for community needs and industry demands. In meeting future demand for this field of study, constant improvements in school facilities, instruction, research, and extension should be made. The methodology utilized in this study can be replicated in a future feasibility assessment, which may also include other areas that were not covered in this study. z. (shrink)

Employer studies indicate recent college graduates are underprepared for workplace communication. Philosophy instructors should offer alternative writing assignments to improve career readiness. I propose philosophy instructors offer white paper assignments in lieu of, or in addition to, traditional academic writing assignments like argumentative papers. White papers provide students familiarity with business writing and inclusive and empowering learning opportunities. I present my argument as a white paper and provide sample white paper topics, scaffolding suggestions, and assessment examples.

The article sets out to demonstrate the need for theopastoral education in tropical Africa, by showcasing St. Andrew’s College, Kabare, in Central Kenya. The statement of the problem therefore is: How has St. Andrew’s College, Kabare, journeyed with its establishment as a centre of theopractical education? This will drive us to methodologically employ historical-analytical design in our bid to understand the intrigues behind the formation and growth of the institution. As it prepares to graduate from a diploma (...) class='Hi'>college to a university, how has it wrestled with the challenges in its endeavour to reconstruct theological and pastoral education? The article sets on the premise that the nature of theological articulation in the East African region, as propounded by the then-all powerful East African Revival Movement, needed theopastoral reconstruction via establishment of an institution that would thoroughly address relevant concerns. To this end, the first synod of the diocese of Mt Kenya East, held at St. Andrew’s Church, Kabare, on 26 August 1975, requested the standing committee of the synod to appoint a commission to investigate the future plans of lay and clergy training and report this matter to the next synod. In other words, the first synod of the new diocese foresaw the birth of St Andrew’s as a centre of theological education and holistic training. In view of this, the article will explore the intrigues behind this process in a bid to show its relevance for the rest of the tropical Africa. (shrink)

Personal stories and concrete advice for how to make the transition from an academic career to the larger marketplace of careers from those who have successfully done it.

The crisis in student loans has grown to the point that outstanding student loan debt will likely exceed $1 trillion in early 2012. Yet employment prospects for college graduates have grown alarmingly bleak, particularly since 2008. The downturn in the world economy since 2008 is itself, in substantial measure, the outcome of the historic peaking of world oil production rates within the past six years. With the onset of permanent oil production rate declines within a few years’ (...) time, the world economy faces an epoch of contraction destined to last decades. These broader economic developments are setting the stage for a tragic bursting of the bubble in student loan debt. The situation also raises acute moral questions revolving around a basic conflict between the interests of the institutional complex of higher education and the masses of students who financially sustain that complex. (shrink)

In this paper, three major themes in research on corporate social responsibility (CSR) are identified. Of particular interest, however, is the potential link between CSR and organizational effectiveness (OE). Data collected from 410 college graduate and undergraduate students were used to examine this relationship. Using factor analysis, eight dimensions of CSR and three components of OE were extracted. Canonical analysis was then performed. The result supports the proposition that specific CSR practices affect select OE outcomes. In addition, the method (...) employed here provides a parsimonious approach to give priority to social claims. (shrink)

Using the 1979-2006 waves of the National Longitudinal Survey of Youth, we investigate how the earnings bonus for fatherhood varies by characteristics associated with hegemonic masculinity in the American workplace: heterosexual marital status, professional/managerial status, educational attainment, skill demands of jobs, and race/ethnicity. We find the earnings bonus for fatherhood persists after controlling for an array of differences, including human capital, labor supply, family structure, and wives’ employment status. Moreover, consistent with predictions from the theory of hegemonic masculinity within (...) bureaucratic organizations, the fatherhood bonus is significantly larger for men with other markers of workplace hegemonic masculinity. Men who are white, married, in households with a traditional gender division of labor, college graduates, professional/managerial workers and whose jobs emphasize cognitive skills and deemphasize physical strength receive the largest fatherhood earnings bonuses. (shrink)

Hatred As A Sign Of Life. We've seen a lot of this in the last year, in the last four to five years, in fact. So much hatred that people were willing to risk their lives rather than wear a mask to protect themselves (and others) from COVID-19.So much hatred against them... against the other... against those others.If nothing else, this past year made strikingly visible the divides that exist in the United States, and yet the nature of the major (...) divide remained unspoken.It is not race; it is socioeconomic class.Race is the smoke and mirrors used to hide the class disparities that exist. The truth is really very simple. For every black, urban member of the poor, there are several white members of the rural poor who are wondering why they are not getting as much attention. Members of the (predominantly white and middle- to upper-class) intelligentsia are so focused on not being racist that they don't see how prejudiced they are against the poor. We see a black student and think “Poor kid! All the prejudice he or she has faced!” We fail to see the poverty in a white face. We also fail to see wealth in a black face.I once had a black student come to my office in a fury. A professor had told her that she wrote well, “all things considered,” which she took to mean that she wrote very well for a black student. I believe her interpretation was correct. Why was she upset? Because both of her parents were lawyers. Of course, she knew how to write! One assumes that all children of lawyers know how to write—regardless of skin color. Apparently, there was doubt about the existence of black lawyers.Furthermore, we shouldn't talk about white privilege. As many whites will point out, they're white, but they're not privileged. This term is part of why Clinton failed so miserably in 2016. The truth is that it's wealth privilege. You may disagree with this. But it's the inability to see the suffering of poverty in rural white communities that led to the creation of Trump supporters. I know that middle-class and wealthy people (black and white) also supported Trump, but not for the same reasons as the white rural poor. The white rural poor had had enough.Moreover, when you make the comparison by the right measures, you find that blacks and whites of the same socioeconomic class have the same rates of college graduation, the same rates of employment, and the same leverage of wealth and class. A black kid from West Philly has nothing in common with the black wealthy elites that summer at Oaks Bluff on Martha's Vineyard. That black kid has more in common with the poor “white trash” kid from Alabama who also can't afford the opportunity costs that go with attending college.Until we own up to the problem of socioeconomic class, we will face continued trouble in the United States. Let us be honest with ourselves. The “problem of race” in the United States is about economics. The notion of reparations is about money. The idea that most black families have not acquired as much wealth as some white families is a matter of money. It's not a “problem of race” per se. It's the problem that your skin color may be making it hard for you to make money. Well and good. But being white does not ipso facto help you to make money either. I hate to break it to people, but not all white people are wealthy. White privilege gives off the impression that they are.For every force, there is an equal and opposite force. For every BLM protester, there is somewhere in the hinterland a Proud Boy. For every window smashed by looters, evidence increased that the Capitol needed to be retaken from the powers that be because they were leading our nation astray. For every black person shot illegitimately by police, the white rural poor could name a white person shot for equally illegitimate reasons. I've often wondered why the black urban poor get so much attention. I think it's because they are closer to the TV stations that create our reality.Hatred is usually a product of fear. If whites fear blacks, it's because they fear that blacks will do unto them what they did unto blacks. But they are also jealous—another primeval source of hatred. Why is their poverty and pain being ignored? Was it only made visible by the opioid epidemic?Johnson's “War on Poverty” was never won. Urban renewal renewed nothing. But race is the cause célèbre du jour. Perhaps by this time next year, it won't be. But the fear will remain. Fear of the Other. Jealousy of the Other. Hatred toward the Other. Such hatred can turn into violence at the drop of a hat. Ask the Russians. Ask the Chinese. We don't want a race war, if only because blacks are easier to pick out in a crowd than Jews. It would end very badly. If you want to prevent the race war, solve the poverty problem. Then peace and justice can—even if only in a limited sense—prevail. This is a better kind of life than one based on hatred. We must ignore the dog whistle of race. Instead, we must focus on the numbing reality of poverty. Everybody's poverty. (shrink)

Due in part to a growing realization of the importance of the role that retailing plays in the marketing channel, and to the increasing numbers of college graduates being employed by retailers, growing attention is being placed on business students'' ethical perceptions of retailing practices. This study continues this focus by examining the ethical perceptions of collegiate business students attending two different universities which likely represent two different microcultures — conservative evangelical Protestant and secular.The results suggest that ethical (...) perceptions may vary between the students attending two universities which likely represent differing microcultures. The students attending the conservative evangelical Protestant university appear to possess ethical perceptions which are significantly more ethical than those of students attending the public university. Evidence was observed, therefore, which suggests that ethical perceptions may vary across students from differing microcultures. (shrink)

Scholars agree that college graduation is positively associated with civic engagement. They are less certain about why. College graduates are more likely to grow up in advantaged households and have higher household income and access to social capital after graduation than non-graduates. These pre and post college factors are positively related to civic engagement. However, some suggest that college itself encourages graduates to be more involved. The goal of this study was to compare (...) the pre college, college, and post college predictors of civic engagement using data from surveys of over 5,000 alumni of a large U.S. public university. Results show that college extracurricular activities and discipline studied in college, and post college social capital are the most important predictors of graduates' civic engagement. These findings help explain why college graduates are more involved, advance social capital theory, and suggest strategies for increasing civic engagement. (shrink)

This book talks about the importance of having a defined post-doc career path with the help of a mentor and the potential mental health struggles of figuring out one's career identity.

The recruitment of the next generation of workers is of central concern to contemporary HRM. This paper focuses on university campuses as a major site of this process, and particularly as a new domain in which HRM's ethical claims are configured, in which it sets and answers a range of ethical questions as it outlines the 'ethos' of the ideal future worker. At the heart of this ethos lies what we call the 'principle of potentiality'. This principle is explored through (...) a sample of graduate recruitment programmes from the Times Top 100 Graduate Employers, interpreted as ethical exhortations in HRM's attempt to shape the character of future workers. The paper brings the work of Georg Simmel to the study of HRM's ethics and raises the uncomfortable question that, within discourses of endless potentiality, lie ethical dangers which bespeak an unrecognised 'tragedy of culture'. We argue that HRM fashions an ethos of work which de-recognises human limits, makes a false promise of absolute freedom, and thus becomes a tragic proposition for the individual. (shrink)

The emerging concern about software piracy and illegal or unauthorized use of information technology and software has been evident in the media and open literature for the last few years. In the course of conducting their academic assignments, the authors began to compare observations from classroom experiences related to ethics in the use of software and information technology and systems. Qualitatively and anecdotally, it appeared that many if not most, students had misconceptions about what represented ethical and unethical behaviors in (...) these realms. Clearly, one can argue that if college students are uncertain about what constitutes appropriate and inappropriate behavior then this uncertainty will be carried forward into their workplaces upon graduation. Furthermore, if their workplaces don't provide ethics training as a component of a new employee orientation program, one can project a potential for unintentional violations and infringements of copyrights and law in the field. This study was conducted among graduate and undergraduate students to gain insight into their attitudes, perceptions and understanding of some of the relevant ethics issues. A questionnaire of 11 statements was employed that described ubiquitous but most likely unethical (or surely dubious) behaviors in the prevailing business and academic environments. Each respondent was asked to evaluate each statement twice (once for “self” and once for “colleague”) on a five-option highly ethical (5) to neutral (3) to highly unethical (1) scale. The statements were worded such that lower instrument score was associated with higher ethical responses. The questionnaire's two-part structure was designed to solicit honest answers. The encouraging learning from this study was that the overall sample and its various sub-samples did not consider any of the eleven behaviors to be “ethical” or “highly ethical.” It was also encouraging to note that the overall sample and all sub-samples considered “highly unethical” those behaviors associated with personal privacy or property or outright theft. This indicated that moral judgment and probity prevail. The discouraging learning was that behaviors associated with the use of enterprise property were viewed as “neutral” i.e., neither “ethical” nor “unethical.” These findings suggested confusion and lack of clarity and definition around workplace deportment as it regards ethics in software and information technology use. The current study suggests that additional research needs to be conducted to define and clarify the issues, which in turn can form the basis for programs to rectify or at least ameliorate the situation. (shrink)

Offers career guidance to Ph.D. degree holders, addressing such issues as publishing, interviews, CVs, cultivating references, avoiding career path mistakes, and transitioning to non-academic work.

The challenges public comprehensive universities face today are expanding—they have been challenged to enroll and graduate more students, adopt new technologies that lower cost without sacrificing quality, and align program and curricular offerings with the skills that employers require. While these universities have a long history of adapting to change, today’s environment will likely test the capabilities of even the most adaptive institutions. This volume assembles a team of experts from a variety of disciplines to examine both the history of (...) the comprehensive university and what lies ahead. Overall, the book grapples with such questions as: How do these institutions adapt to serve the growing population of non-traditional students? How well do they prepare graduates for the labor market? Can partnerships between community colleges and comprehensive universities bolster student success? The University Next Door draws much-needed attention to a set of institutions that has historically received little notice, yet play an important role in meeting our new attainment goals and helping the American economy grow. Book Features: Examines the role of comprehensive universities from start to finish—their history and future. Uses empirical analysis to explore complex questions about which students choose these universities and why. Explores how these institutions might struggle under a federal ratings system such as the one proposed by President Obama. Discusses how these institutions can better monitor the needs of the economy and better educate students to fill those needs. Provides recommendations to inform future decisions about higher education policy. (shrink)

The psychological problems and employment problems of college students have always been the focus of attention of all sectors of society. The COVID-19 epidemic has a great impact on the mental health and employment of Chinese college students. Under this background, this study discusses how epidemic anxiety affects the employment confidence and perception of employment situation of Chinese college students. Through the online questionnaire survey of 1,132 college students nationwide, and the ordinal (...) logistic regression analysis of the survey data using Stata 16.0 software, the results show that: Epidemic anxiety negatively affects Chinese college students' employment confidence and employment situation perception, and has a significant impact on employment confidence. The three control variables of employment guidance, older age and higher education have a significant positive impact on college students' employment confidence and employment situation perception. College students in the eastern region have stronger employment confidence and more optimistic employment situation perception. But the expected monthly salary is negatively correlated with employment confidence. Male college students and Science and Engineering students' epidemic anxiety have a stronger negative impact on employment confidence and employment situation perception. Employment guidance has a moderating effect on the relationship between epidemic anxiety, employment confidence and employment situation perception. Employment guidance can enhance college students' employment confidence and reduce their sense of employment crisis by alleviating epidemic anxiety. Combined with the research conclusions, it is proposed that the state and schools should pay attention to the psychological counseling of college students, strengthen the employment guidance of colleges and universities, vigorously support the development of small, medium-sized and micro enterprises, and improve the employment and entrepreneurship service system of college students, so as to promote the employment of college students. (shrink)

Although higher education understands the need to develop critical thinkers, it has not lived up to the task consistently. Students are graduating deficient in these skills, unprepared to think critically once in the workforce. Limited development of cognitive processing skills leads to less effective leaders. Various definitions of critical thinking are examined to develop a general construct to guide the discussion as critical thinking is linked to constructivism, leadership, and education. Most pedagogy is content-based built on deep knowledge. Successful critical (...) thinking pedagogy is moving away from this paradigm, teaching students to think complexly. Some of the challenges faced by higher education moving to a critical thinking curricula are discussed, and recommendations are offered for improving outcomes. (shrink)

In this paper, we explore whether the ethical positions of students are firmly entrenched when they enter college, or do they change due to maturity, experience to ethical discussions in coursework, work experience, or a combination of factors. This study compared the ethical attitudes of freshmen and junior accounting majors, and graduate MBA students when confronted with two ethical dilemmas. Undergraduates were found to be more justice oriented than their MBA counterparts, who were more utilitarian in their ethical approach. (...) While males tended to be more utilitarian, they were also more tentative and neutral in their responses. Females expressed more definite ethical positions than males when assessing specific ethical behaviors. Prior exposure to ethics via coursework or employment did not significantly affect ethical attitudes. (shrink)

In Human Presence Erickson offers a thoughtful study of some fundamental features of human nature central to a theoretical and therapeutic understanding of human existence. Though the language employed is largely philosophical, interfaces with psychoanalysis and religion are made in order to stimulate dialogue that reaches beyond the traditional boundaries of discipline. It is toward more such dialogue that Human Presence serves as preparation. The author provides a probing contrast between traditional psychoanalysis and existential conceptions of time consciousness and he (...) articulates the issues involved in experience or lived time in their centrality to human self-understanding. The author suggests how both conceptions, the existential and the psychoanalytic, enlarge yet limit awareness and insight. In a revealing way, Human Presence raises deep and unavoidable issues regarding the human in us all. Stephen A. Erickson is Professor of Philosophy, Pomona College and Claremont Graduate School, and is a guest faculty member of the Southern California Psychoanalytic Institute. (shrink)

The essays in Object-Oriented Feminism explore OOF: a feminist intervention into recent philosophical discourses--like speculative realism, object-oriented ontology (OOO), and new materialism--that take objects, things, stuff, and matter as primary. Object-oriented feminism approaches all objects from the inside-out position of being an object too, with all of its accompanying political and ethical potentials. This volume places OOF thought in a long history of ongoing feminist work in multiple disciplines. In particular, object-oriented feminism foregrounds three significant aspects of feminist thinking in (...) the philosophy of things: politics, engaging with histories of treating certain humans (women, people of color, and the poor) as objects; erotics, employing humor to foment unseemly entanglements between things; and ethics, refusing to make grand philosophical truth claims, instead staking a modest ethical position that arrives at being "in the right" by being "wrong." Seeking not to define object-oriented feminism but rather to enact it, the volume is interdisciplinary in approach, with contributors from a variety of fields, including sociology, anthropology, English, art, and philosophy. Topics are frequently provocative, engaging a wide range of theorists from Heidegger and Levinas to Irigaray and Haraway, and an intriguing diverse array of objects, including the female body as fetish object in Lolita subculture; birds made queer by endocrine disruptors; and truth claims arising in material relations in indigenous fiction and film. Intentionally, each essay can be seen as an "object" in relation to others in this collection. Contributors: Irina Aristarkhova, University of Michigan; Karen Gregory, University of Edinburgh; Marina Gržinic, Slovenian Academy of Science and Arts; Frenchy Lunning, Minneapolis College of Art and Design; Timothy Morton, Rice University; Anne Pollock, Georgia Tech; Elizabeth A. Povinelli, Columbia University; R. Joshua Scannell, CUNY Graduate Center; Adam Zaretsky, VASTAL. (shrink)

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

The still astonishing expansion of the American university since World War II has transformed the nation's intellectual and cultural life in myriad ways. Most intellectual historians familiar with this period would agree, I suppose, that among the conspicuous changes is the sheer increase in the size and diversity of intellectual and cultural activity taking place on campuses across the country. After all, we know that colleges and universities that employ us also provide full- and part-time academic appointments to novelists, poets, (...) playwrights, filmmakers, choreographers, composers, classical and jazz musicians, painters, photographers, and sculptors, even though most of them probably began their careers with little or no desire to join us in the halls of academe. This now widespread employment practice has decentralized the nation's literary and artistic talent. It also has made for a manifold increase in degree-granting programs in writing and the creative arts. One example will suffice here. When World War II ended, there were a small handful of university-based creative-writing programs. Over the course of the next thirty years, the number increased to fifty-two. By 1985, there were some 150 graduate degree programs offering an MA, MFA, or PhD. As of 2004, there were more than 350 creative-writing programs in the United States, all staffed by practicing writers and poets, many of whom now also hold advanced degrees in creative writing. (shrink)

Upon entering the examination room, Caitlyn encounters a woman sitting alone and in distress. Caitlyn introduces herself as the hospital ethicist and tells the woman, Mrs. Dennis, that her aim is to help her reach a decision about whether to perform an autopsy on her recently deceased husband. Mrs. Dennis begins the encounter by telling the ethicist that she has to decide quickly, but that she is very torn about what to do. Mrs. Dennis adds, “My sons disagree about the (...) autopsy.” As a standardized patient, a specialized actor, the woman playing Mrs. Dennis has already delivered the same opening lines several times to different learners practicing their clinical ethics consultation skills. An SP encounter is a simulated patient encounter used for educational purposes that requires the standardization of verbal and behavioral responses. In the encounter, the simulator, or “patient,” uses a scripted medical history to enable the learner to employ a certain skill, say, the ability to perform a neurological exam. The use of standardized patients in the evaluation of clinical skills has become a staple in medical education. To tackle the challenge of teaching clinical ethics consultation skills, we have incorporated SP encounters into the curriculum of the Bioethics Program of The Union Graduate College and the Icahn School of Medicine at Mount Sinai. SP encounters are incorporated into one of our onsite classes, the Onsite Clinical Ethics Practicum, and they are part of the capstone examination, which all of our graduates must complete successfully. The inclusion of simulated encounters into the curriculum is one way in which we equip our students with the core competencies specified by the American Society for Bioethics and Humanities Task Force for clinical ethicists. (shrink)

The purpose of the study is to explore the in-depth understanding of participants' journeys from helplessness to resilience and post-traumatic growth during COVID-19. The participants’ experiences are taken into consideration and examined in depth. To do so, we employ a phenomenological methodology which is concerned particularly with individual experiences and is exploratory. 90 participants (17 males, 72 females, and the other 1, aged 18-52) were invited to participate in the survey with two self-report questions. The participants’ levels of education include: (...) graduate (n=66), postgraduate (n=18), college (n=1), and others (n=3) were willingly shared their experiences focusing on two self-report questions on personal diaries and 1) Naming an incident during the COVID-19 pandemic that has impacted you? 2) What is your greatest support to overcome adversity during the pandemic? We found four key themes: (1) feelings of helplessness, including confusion, meaninglessness, and disconnection; (2)Theme 2: Finding Inner Strength and Personal Resources (e.g., awareness of self-efficacy ); (3) Theme 3: Having Family and Community Support (e,g., appreciation of others, ability for adaptation); and (4) Theme 4: Belief in the Divine Presence (e.g., attunement to priorities). These findings offer valuable implications for the field of Evolutionary Studies in Imaginative Culture. (shrink)

Tracing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been (...) employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Naturalistic Empiricism as Process TheologyGary Dorrien (bio)The founders of the Chicago School of Theology sought to develop a fully modernist theology, the first one by their standard. They swept aside the a prioris of Kant and Schleiermacher, declaring that nothing is given and no norm from the past holds legitimate authority. Theologian Shailer Mathews, philosopher of religion George Burman Foster, church historian Shirley Jackson Case, and psychologist of religion (...) Edward Scribner Ames were the founders. They agreed with Ernst Troeltsch that Ritschlian historicism is not true historicism and with William James that lingering over the mystery of subjectivity is a loser for theology and philosophy. Theology had to change to deserve the modernist name. Instead of claiming that religious knowledge is a product of religious experience, theologians should say that religious knowledge is a product of disciplined empirical reflection on experience, especially the experience of external relations. Moreover, the Ritschlian approach of employing a Christian framework to get a Christian answer is illegitimate. The only way to make theology truly modern is to make it as scientific as chemistry, or at least, sociology.The Chicago School had a quintessential figure in each of its first three generations. Mathews was the emblematic founder, Henry Nelson Wieman defined the second generation, and Bernard Meland defined the third generation. Each generation had a process orientation that distinctly ventured theological claims. Mathews led the Divinity School as dean from 1908 to 1933, crafting a socio-historical theology of evolutionary process, functional patterns, value theory, and cultural progress. Wieman developed a theological behaviorism that touted its empirical objectivity and opened the door to the organic metaphysical system of Alfred North Whitehead, though Wieman subsequently tried to close the door. One stream of Wieman’s protégés stuck with his approach and another stream tacked back to Whitehead. Meland synthesized the history of the Chicago School, pulled it in Whitehead’s direction, and later regretted that Whitehead, philosopher Charles Hartshorne, and process theology were too scholastic. Process theology, Meland believed, should be more theopoetic, more culturally attuned, and less scholastic—a prescription with an ample future once feminist theology entered this field. [End Page 5]I. Shailer Mathews and the Early Chicago SchoolThe University of Chicago was the product of John D. Rockefeller’s money, Midwest Baptist anxieties about falling behind other denominations, and William Rainey Harper’s vision of a modern Baptist university. Harper, a Hebrew Bible scholar, and a phenomenally enterprising administrator, founded the university in 1890, stocking it with faculty stars he plucked mostly from New England colleges and universities. Mathews was not a star, or thought to be brilliant. Raised in the staid, thoroughly middle-class, evangelical ethos of Portland, Maine, he was educated at Colby College in Maine, befriending sociologist Albion Small, who became Colby’s president in 1888. Small opened a succession of doors for Mathews—seminary at Newton Theological Institution, a faculty position at Colby in public speaking, graduate study in sociology at the University of Berlin, teaching sociology at Colby, and in 1894, two years after Small moved to Chicago to found the nation’s first sociology department, following Small to Chicago. Harper chaired the Old Testament Department, Mathews’s former teacher at Newton, Ernest DeWitt Burton, chaired the New Testament Department, and Mathews was hired to teach New Testament history, never mind that he had no training in it except whatever Burton had taught him. Burton told Mathews not to worry—his Berlin training in sociology should apply just fine to New Testament history. The University of Chicago had a mission to make religion relevant again, and Mathews could help with that.1Harper enlisted him to serve as an extension of himself in Harper’s numerous endeavors. Mathews was really good at representing Harper, speaking for him on the road, hustling back to Chicago for classes, and enjoying his dual role. To ground himself in his acquired field, Mathews wrote a series of articles on “Christian Sociology” that became his first book, The Social Teaching of Jesus (1897). Christian sociology, he explained, was the use of social science to explicate the objective meaning of Christianity, an overdue enterprise. A scientific reading... (shrink)

Entrepreneurship is vital in solving the challenges involved in the employment of college students in China. The two viewpoints on the relationship between employment and entrepreneurship are the refugee effect and the entrepreneurial effect. However, the micro-mechanism of this association is yet to be comprehensively discussed. Based on the refugee effect and entrepreneurial effect, along with the entrepreneurial values as the mediating mechanism and the entrepreneurial environment as the moderating variable, this study establishes a theoretical model exploring (...) the impact of employment pressure on necessity entrepreneurship and opportunity entrepreneurship of college students. Moreover, it selected 14 universities covering the eastern, central, and western regions of China. A total of 1,187 college students were surveyed anonymously using a standardized questionnaire. Then, SPSS 24.0 and Mplus 7.0 were employed to process and analyze the data, and the Structural Equation Modeling was established to test the hypothesis. The results demonstrated that employment pressure had a significant positive impact on college students’ necessity for entrepreneurship. Also, employment pressure indirectly affected necessity entrepreneurship and opportunity entrepreneurship through the mediating effect of entrepreneurial values. The entrepreneurial environment positively moderated the relationship between employment pressure, necessity entrepreneurship, and opportunity entrepreneurship and moderated the mediating effect of entrepreneurial values. That is, in a favorable entrepreneurial environment, entrepreneurial values have a stronger mediating effect. Starting from cognitive psychology, this study explored the micro-psychological mechanism of individual employment pressure that has influenced entrepreneurial motivation. It has enriched the existing literature on the entrepreneurship theory of college students, underlining that the hypothesis on refugee effect and entrepreneurial effect is also applicable at the micro-level. On top of that, it has provided a practical reference for the employment and entrepreneurship of current Chinese college students. (shrink)

This study examines the impact of employment values on college students’ choice intention of slow employment, as well as the role of employment anxiety and social support in this process. A questionnaire survey is conducted among students from several universities in Haidian and Changping Districts of Beijing to test a theoretical model. It is found that the employment long-term income orientation and employment cost avoidance orientation significantly positively predicted the choice intention of slow (...) class='Hi'>employment, and employment anxiety plays a mediating role in this relationship. The short-term income orientation of employment significantly negatively affects the choice intention of slow employment. Social support moderates the impact of the long-term and short-term employment income orientation on employment anxiety and the mediation effect of employment anxiety. This study contributes to the literature on college students’ employment psychology and behavior, and it provides an approach for colleges and universities, society at large, families, and college students to reduce the choice intention of slow employment and achieve fuller employment. (shrink)

These 'letters to an undergraduate' were published in 1845, two years after the death of their author, Thomas Whytehead. His outstanding student career at Cambridge suggested that he would remain in academic life, but having been ordained a deacon and then a priest, he volunteered for missionary work, and in 1841 sailed for the southern hemisphere as chaplain to the newly appointed Bishop Selwyn. He became seriously ill on arrival in Australia, and died in New Zealand the following year. This (...) work was created during Whytehead's time as a curate, and later on his travels: he felt strongly that new undergraduates at Oxford and Cambridge should have a spiritual and moral guide to life in college as well as a history of university institutions and customs. The letters cover the collegiate system, discipline, rooms, the chapel and hall, the lecture room and library, and the lasting importance of college friends. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 535 the consequent thinness and incompleteness which invest the author's discussion in this area. In fact, the omission leads Trinkaus to some misinterpretation regarding the nature and development of poetic theology and the relationships between the studia humanitatis and studia divinitatis. Thus he claims that Petrarch made the classic statement of the theologia poetica ("Poetic is not at all opposed to theology"), thereby inferring that he revived (...) this insight for the Renaissance. But this interrelationship had already been fully and substantively developed by Dante (as Colish convincingly shows in her concluding chapter). Dante's own poetic epistemology grew out of medieval poetics and was explicitly linked to Augustine's (by Dante in the Convivio). In his letter on the Divine Comedy, furthermore, Dante shows that he has appropriated for himself as poet all the tasks, methods, and powers of theology. The Divine Comedy is to be read like Scripture; its purpose is to remove men from misery and bring them to beatitude. That it can do so, moreover, derives from the fact that, as he wrote in the Convivio, "words... are like the seeds of action." Speech, e.g., prayers, poems, confessions of faith, etc., can transform the behavior of the hearer. That is why Dante called himself a poet of rectitude, and why his epitaph described him as a theologian (Theologus Dantes). Yet Trinkaus asserts that Petrarch and especially Boccaccio revived this Augustinian theory of the relationship between the prisci poetae and the prisci theologi. If Boccaccio contributed to this process (and he did), it was less because of his interest in poetic legends about the gods, than because of his admiration for Dante, the subject of his public lectures and his biography. As he declared in his Li[e o[ Dante, it is perfectly clear "that not only is poetry theology but also that theology is poetry." And were it permitted, he allowed, "I should say he [Dante] would have become a god on earth." One misses the presence of Dante in Trinkaus' book; for he belongs--as Boccaccio and Bruni, and (much later) Burcldaardt made plain--at the heart of all Renaissance discussions of poetry and theology, of epistemology, of the employment of learning to civic, public, and moral purposes, and of human and humanistic attempts to reintegrate the soul and reconcile logic to life. He, too, possessed Fanstian dimensions, and like Petrarch, he inspired the humanistic enterprise that came after. Jo~ H. GEEatmN Scripps College and Claremont Graduate School Rhetoric and Truth in France. Descartes to Diderot. By Peter France. (Oxford: The Clarendon Press, 1972. Pp. viii + 282. $16.25) Can a writer express the truth without relying upon rhetorical devices? A negative answer to this question provides the recurrent theme in a "series of linked essays" in which Peter France examines classical French rhetoric as represented in the writings of Descartes, Montesquieu, d'Alembert, Bossuet, Boileau, Racine, Diderot, and Rousseau. He begins with Descartes, who is symbolic of the traditional philosophical revulsion against rhetoric, and then examines the remaining authors who fall on a spectrum between Rousseau, who engages in the "desperate quest for the mirage of genuine, unmediated communication," and Boileau, who was the self-conscious designer of a new style of rhetoric. While the focus is philosophical, the background of this book is largely historical in its illustration of the intellectual tools of a major part of French society over an extended period of time. Professor France is successful in having focus and background reinforce one another. In Part I, he begins with a description of rhetoric in the ancien r~gime. He reviews the classical and medieval roots of rhetoric; the influential Renaissance view of rhetoric as mere ornament, a view perpetuated by the work of Peter Ramus; and the role of rhetoric 536 HISTORY OF PHILOSOPHY in the ancien rJgime as it was taught in the schools and as a mark of social ascension. The conclusion of this review is that "all systems of verbal communication appear to contain an element of distortion." In interpreting Descartes, France relies heavily and admittedly upon the work of Goubier. One surprising comment is the assertion that Descartes refrained from publishing Le... (shrink)

Las relaciones entre el mundo de la educación y el trabajo tienen objetivos diversos, relacionados con la pertinencia, la formación recibida, el ejercicio profesional, la eficiencia universitaria y la repercusión social; de manera que resulta valiosa la información sobre el cumplimiento del encargo social del profesional, al tiempo que se convierte en instrumento de gestión universitaria. Objetivo: determinar la satisfacción alcanzada por el cumplimento del encargo social de egresados de maestrías ejecutadas en la Facultad de Ciencias Médicas "Manuel Fajardo". Métodos: (...) se emplearon teóricos, empíricos, y estadísticos. Se asumió como universo a los 40 empleadores de egresados de maestrías del territorio, a quienes se les aplicó un cuestionario para obtener información sociodemográfica y de satisfacción, según escala Likert. Resultados: entre las opiniones emitidas por los empleadores predominaron las satisfactorias; seguidas por aquellos que no dieron su opinión y en tercer lugar por el grupo que manifestó insatisfacción con la labor investigativa de estos egresados al no dar respuesta al banco de problemas institucional y por tanto no reportar ningún beneficio al centro donde dirigen. Discusión: La satisfacción alcanzada por sus usuarios finales en el mundo laboral posibilitó a la Facultad de Médica del municipio determinar que las maestrías ejecutadas, cumplen satisfactoriamente con su encargo social, escuchar directamente cómo repercute su posgrado y convertir sus resultados como medida de gestión y herramienta interna institucional para monitorizar desde una perspectiva no explorada, el desempeño de sus egresados en opinión de sus empleadores directos. The relations between the world of education and work have different objectives related to appropriateness, the received training, professional practice, university efficiency and social impact; therefore the information on the fulfillment of professionals' social task is valuable, and it becomes a tool for university management at the same time. Objective: establishing the satisfaction got by the fulfillment of the social task of graduates from master degree courses implemented at Manuel Fajardo Medical Sciences Faculty. Methods: theoretical, empirical and statistical methods were used. The sample group was constituted by 40 employers of graduates from master degree courses in the region who were asked to fill in a questionnaire in order to get sociodemographic and satisfactory information according to the Likert scale. Results: satisfactory opinions prevailed among those given by employers, followed by those who did not give their opinions. The third place belongs to the group that expressed its dissatisfaction with the research work of the graduates who did not solve the institutional problems bank and therefore did not generate profits to the establishment they direct. Discussion: The satisfaction accomplished in the working world by final users made it possible for the Medical Faculty of the municipality to determine that the implemented master degree courses satisfactorily fulfill their social task, to directly listen to the impact of the postgraduate course and to change results as a management measure and as an internal institutional tool to monitor, from a non-explored perspective, the performance of graduates in their immediate employers' opinions. (shrink)

Higher education institutions are expected to produce quality and competitive graduates for the job market and nation-building. In realizing this role, Bukidnon State University needs to ensure that graduates may land a job-relevant and align with their education and training. With this, a tracer study was conducted to verify whether the three batches of graduates are employed and are employable. It ascertained their employability based on their work experience from graduation to the present job. It employed a (...) cross-sectional method and data mining for the information of 326 graduates. The results revealed that the majority of graduates had jobs relevant to their education and training; yet, there was a significant difference in the employability of graduates across batches, except in terms of gender. Biological Science, Social Studies, and Math graduates were employable within the first six and twelve months compared to graduates from other curricula. It was claimed that the BukSU had prepared BSE graduates for employment. However, these results have implications for strategic options in improving the programs. The study made some recommendations for future tracer initiatives. (shrink)

Employability is an important indicator of the competency of the employees. Employability model is a useful analytical framework for studying the ever-changing relationship between higher education and the job market. At present, the demand for business English graduates is increasing, however, there is a skill gap between their educational readiness and the recruitment requirements. In order to solve this problem, this study adopted mixed methods research and carried out the research design according to the exploratory sequence design to construct (...) an employability model for business English graduates. A 46-item scale was developed to measure the employability of business English graduates’ employability. After assessment, it was found that the employability of business English graduates was multi-dimensional, with three dimensions—professional knowledge, generic competencies, and career management and 10 sub-dimensions—English language skills, foreign trade competencies, computer and internet application skills, social skills, learning and development, personal traits, thinking ability, work ethics, career identity and planning, and service awareness. This study verified that the employability of business English graduates reached the standard of talent training and met the requirements of employers. There were employability differences in gender, places of origin and educational institutions. From this study, it could be inferred that cultivation of business English majors should be multi-dimensional. (shrink)

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified in inclusion (...) and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum. (shrink)