The perceived impact of social networking sites and apps on the social capital of saudi postgraduate students : a case study
- Alghamdi, Abdulelah, Plunkett, Margaret
- Authors: Alghamdi, Abdulelah , Plunkett, Margaret
- Date: 2021
- Type: Text , Journal article
- Relation: Future Internet Vol. 13, no. 1 (2021), p. 1-24
- Full Text:
- Reviewed:
- Description: With the increased use of Social Networking Sites and Apps (SNSAs) in Saudi Arabia, it is important to consider the impact of this on the social lives of tertiary students, who are heavy users of such technology. A mixed methods study exploring the effect of SNSAs use on the social capital of Saudi postgraduate students was conducted using a multidimensional construct of social capital, which included the components of life satisfaction, social trust, civic participation, and political engagement. Data were collected through surveys and interviews involving 313 male and 293 female postgraduate students from Umm Al-Qura University (UQU) in Makkah. Findings show that male and female participants perceived SNSAs use impacting all components of social capital at a moderate and mainly positive level. Correlational analysis demonstrated medium to large positive correlations among components of social capital. Gender differences were not evident in the life satisfaction and social trust components; however, females reported more involvement with SNSAs for the purposes of political engagement while males reported more use for civic participa-tion, which is an interesting finding, in light of the norms and traditional culture of Saudi society. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
- Authors: Alghamdi, Abdulelah , Plunkett, Margaret
- Date: 2021
- Type: Text , Journal article
- Relation: Future Internet Vol. 13, no. 1 (2021), p. 1-24
- Full Text:
- Reviewed:
- Description: With the increased use of Social Networking Sites and Apps (SNSAs) in Saudi Arabia, it is important to consider the impact of this on the social lives of tertiary students, who are heavy users of such technology. A mixed methods study exploring the effect of SNSAs use on the social capital of Saudi postgraduate students was conducted using a multidimensional construct of social capital, which included the components of life satisfaction, social trust, civic participation, and political engagement. Data were collected through surveys and interviews involving 313 male and 293 female postgraduate students from Umm Al-Qura University (UQU) in Makkah. Findings show that male and female participants perceived SNSAs use impacting all components of social capital at a moderate and mainly positive level. Correlational analysis demonstrated medium to large positive correlations among components of social capital. Gender differences were not evident in the life satisfaction and social trust components; however, females reported more involvement with SNSAs for the purposes of political engagement while males reported more use for civic participa-tion, which is an interesting finding, in light of the norms and traditional culture of Saudi society. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Evaluation of rural general practice experiences for pre-vocational medical graduates
- McGrail, Matthew, Chhabra, Jasleen, Hays, Richard
- Authors: McGrail, Matthew , Chhabra, Jasleen , Hays, Richard
- Date: 2023
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 23, no. 1 (2023), p.
- Full Text:
- Reviewed:
- Description: Introduction: Despite substantial investment in rural workforce support, sustaining the necessary recruitment and retention of general practitioners (GPs) in rural areas remains a challenge. Insufficient medical graduates are choosing a general/rural practice career. Medical training at postgraduate level, particularly for those ‘between’ undergraduate medical education and specialty training, remains strongly reliant on hospital experience in larger hospitals, potentially diverting interest away from general/rural practice. The Rural Junior Doctor Training Innovation Fund (RJDTIF) program offered junior hospital doctors (interns) an experience of 10 weeks in a rural general practice, aiming to increase their consideration of general/rural practice careers This study aimed to evaluate the educational and potential workforce impact of the RJDTIF program. Methods: Up to 110 places were established during 2019–2020 for Queensland’s interns to undertake an 8–12-week rotation (depending on individual hospital rosters) out of regional hospitals to work in a rural general practice. Participants were surveyed before and after the placement, although only 86 were invited due to the disruption caused by the COVID-19 pandemic. Descriptive quantitative statistics were applied to the survey data. Four semistructured interviews were conducted to further explore the experiences post-placement, with audio-recordings transcribed verbatim. Semi-structured interview data were analysed using inductive, reflexive thematic analysis. Results: In total, 60 interns completed either survey, although only 25 were matched as completing both surveys. About half (48%) indicated they had preferenced the rural GP term and 48% indicated strong enthusiasm for the experience. General practice was indicated as the most likely career option for 50%, other general specialty 28% and subspecialty 22%. Likelihood to be working in a regional/rural location in 10 years was indicated as ‘likely’ or ‘very likely’ for 40%, ‘unlikely’ for 24% and ‘unsure’ for 36%. The two most common reasons for preferencing a rural GP term were experiencing training in a primary care setting (50%) and gaining more clinical skills through increased patient exposure (22%). The overall impact on pursuing a primary care career was self-assessed as much more likely by 41%, but much less by 15%. Interest in a rural location was less influenced. Those rating the term poor or average had low pre-placement enthusiasm for the term. The qualitative analysis of interview data produced two themes: importance of the rural GP term for interns (hands-on learning, skills improvement, influence on future career choice and engagement with the local community), and potential improvements to rural intern GP rotations. Conclusion: Most participants reported a positive experience from their rural GP rotation, which was recognised as a sound learning experience at an important time with respect to choosing a specialty. Despite the challenges posed by the pandemic, this evidence supports the investment in programs that provide opportunities for junior doctors to experience rural general practice in these formative postgraduate years to stimulate interest in this much-needed career pathway. Focusing resources on those who have at least some interest and enthusiasm may improve its workforce impact © 2023, Rural and Remote Health.All Rights Reserved.
- Authors: McGrail, Matthew , Chhabra, Jasleen , Hays, Richard
- Date: 2023
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 23, no. 1 (2023), p.
- Full Text:
- Reviewed:
- Description: Introduction: Despite substantial investment in rural workforce support, sustaining the necessary recruitment and retention of general practitioners (GPs) in rural areas remains a challenge. Insufficient medical graduates are choosing a general/rural practice career. Medical training at postgraduate level, particularly for those ‘between’ undergraduate medical education and specialty training, remains strongly reliant on hospital experience in larger hospitals, potentially diverting interest away from general/rural practice. The Rural Junior Doctor Training Innovation Fund (RJDTIF) program offered junior hospital doctors (interns) an experience of 10 weeks in a rural general practice, aiming to increase their consideration of general/rural practice careers This study aimed to evaluate the educational and potential workforce impact of the RJDTIF program. Methods: Up to 110 places were established during 2019–2020 for Queensland’s interns to undertake an 8–12-week rotation (depending on individual hospital rosters) out of regional hospitals to work in a rural general practice. Participants were surveyed before and after the placement, although only 86 were invited due to the disruption caused by the COVID-19 pandemic. Descriptive quantitative statistics were applied to the survey data. Four semistructured interviews were conducted to further explore the experiences post-placement, with audio-recordings transcribed verbatim. Semi-structured interview data were analysed using inductive, reflexive thematic analysis. Results: In total, 60 interns completed either survey, although only 25 were matched as completing both surveys. About half (48%) indicated they had preferenced the rural GP term and 48% indicated strong enthusiasm for the experience. General practice was indicated as the most likely career option for 50%, other general specialty 28% and subspecialty 22%. Likelihood to be working in a regional/rural location in 10 years was indicated as ‘likely’ or ‘very likely’ for 40%, ‘unlikely’ for 24% and ‘unsure’ for 36%. The two most common reasons for preferencing a rural GP term were experiencing training in a primary care setting (50%) and gaining more clinical skills through increased patient exposure (22%). The overall impact on pursuing a primary care career was self-assessed as much more likely by 41%, but much less by 15%. Interest in a rural location was less influenced. Those rating the term poor or average had low pre-placement enthusiasm for the term. The qualitative analysis of interview data produced two themes: importance of the rural GP term for interns (hands-on learning, skills improvement, influence on future career choice and engagement with the local community), and potential improvements to rural intern GP rotations. Conclusion: Most participants reported a positive experience from their rural GP rotation, which was recognised as a sound learning experience at an important time with respect to choosing a specialty. Despite the challenges posed by the pandemic, this evidence supports the investment in programs that provide opportunities for junior doctors to experience rural general practice in these formative postgraduate years to stimulate interest in this much-needed career pathway. Focusing resources on those who have at least some interest and enthusiasm may improve its workforce impact © 2023, Rural and Remote Health.All Rights Reserved.
To registrate and/or deregistrate : Getting onto and off the postgraduate supervisor register
- Zeegers, Margaret, Barron, Deirdre
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 721-726
- Full Text:
- Reviewed:
- Description: This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
- Description: C1
- Description: 2003000803
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 721-726
- Full Text:
- Reviewed:
- Description: This paper focuses on the registration of supervisors as a crucial element in constructs and practices of postgraduate studies in Australian universities. It examines two processes in a number of Australian universities postgraduate divisions' practices in compilation of postgraduate supervisor registers-how people get onto the register, and how people get off it. It takes issue with the reliance on custom and tradition as a dominant practice of registration and/or deregistration for supervision of postgraduate research studies. It suggests a model of supervisor registration and deregistration as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of relationships between teaching, learning and knowledge production. In doing so, it examines issues of discursive practice and the problematic nature of power differentials in supervisor/supervisee relationships and the possibilities presented by both registration and deregistration for such relationships.
- Description: C1
- Description: 2003000803
Underpinning practice-based creative research with quality supervision
- Mann, Allan, Button, Loris, Sillitoe, Jim
- Authors: Mann, Allan , Button, Loris , Sillitoe, Jim
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Thinking the future: Art, design and creativity Conference, Melbourne : 26th - 29th September, 2006
- Full Text:
- Reviewed:
- Description: In the past few years, there has been some interestingdebate on the notion of postgraduate research by the exegesis route, which is currently the most favoured approach to higher degree qualification in the creative arts arena. The production of an artwork, which is accompanied by scholarly written exposition, has become a well-accepted way in which cultural and social knowledge is generated within the creative disciplines. Some problems, however, still remain with the quality supervision of creative arts postgraduate students because of the concurrent requirements of having a supervisor with a significant reputation in the student's field of creative endeavour and the skills to advise on the preparation of the scholarly document that expounds on the creative work. In addition, because of the recent history of the exegesis route to higher degrees, there are relatively few experienced research staff in creative arts departments. At the University of Ballarat's Arts Academy, we have been developing an approachto the supervisionof creative Masters and Doctoral exegeses in the context of small staff numbers, a wide variety of practice areas, and a relatively large number of enrolled students. Results to date have been encouraging, and this paper will report on the way in which we are attempting to provide each studnet with the best educational experience possible and produce world-class creative higher degree graduates within a school that has a limited financial and personnel resource base
- Description: E1
- Description: 2003002054
- Authors: Mann, Allan , Button, Loris , Sillitoe, Jim
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at Thinking the future: Art, design and creativity Conference, Melbourne : 26th - 29th September, 2006
- Full Text:
- Reviewed:
- Description: In the past few years, there has been some interestingdebate on the notion of postgraduate research by the exegesis route, which is currently the most favoured approach to higher degree qualification in the creative arts arena. The production of an artwork, which is accompanied by scholarly written exposition, has become a well-accepted way in which cultural and social knowledge is generated within the creative disciplines. Some problems, however, still remain with the quality supervision of creative arts postgraduate students because of the concurrent requirements of having a supervisor with a significant reputation in the student's field of creative endeavour and the skills to advise on the preparation of the scholarly document that expounds on the creative work. In addition, because of the recent history of the exegesis route to higher degrees, there are relatively few experienced research staff in creative arts departments. At the University of Ballarat's Arts Academy, we have been developing an approachto the supervisionof creative Masters and Doctoral exegeses in the context of small staff numbers, a wide variety of practice areas, and a relatively large number of enrolled students. Results to date have been encouraging, and this paper will report on the way in which we are attempting to provide each studnet with the best educational experience possible and produce world-class creative higher degree graduates within a school that has a limited financial and personnel resource base
- Description: E1
- Description: 2003002054
Subjects of western education : Discursive practices in western postgraduate studies and the construction of international student subjectivities
- Barron, Deirdre, Zeegers, Margaret
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 33, no. 2 (2006), p. 77-96
- Full Text:
- Reviewed:
- Description: This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities'postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
- Description: C1
- Description: 2003001850
- Authors: Barron, Deirdre , Zeegers, Margaret
- Date: 2006
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 33, no. 2 (2006), p. 77-96
- Full Text:
- Reviewed:
- Description: This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities'postgraduate divisions' practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.
- Description: C1
- Description: 2003001850
Perceptions of Saudi male and female postgraduate students regarding the impact of social networking sites and apps on their academic life: A study of Umm Al-Qura university – makkah
- Alghamdi, Abdulelah A., Plunkett, Margaret
- Authors: Alghamdi, Abdulelah A. , Plunkett, Margaret
- Date: 2018
- Type: Text , Journal article
- Relation: International journal of emerging technologies in learning Vol. 13, no. 5 (2018), p. 19-40
- Full Text:
- Reviewed:
- Description: This paper outlines a study exploring the perceptions of Saudi male and female postgraduate students regarding the impact of using Social Networking Sites and Apps (SNSAs) on their academic engagement and academic relationships. While research on SNSA use within the higher education environment does exist, mixed gender research has often presented challenges in Saudi Arabia, due to the educational segregation. A mixed methods approach was used to collect data through surveys, individual interviews and focus groups involving 313 male and 293 female postgraduate students at Umm Al-Qura University (UQU) in Makkah. Findings illustrated that both males and females engaged with SNSAs at a moderate level of use for academic purposes, and they perceived more positive than negative impacts associated with the academic use of SNSAs. Correlational analysis demonstrated a large positive correlation between academic engagement and academic relationships. Gender differences were not extensive however, the quantitative analysis highlighted more prominent involvement with SNSAs by females which is interesting, in light of social restrictions experienced by females in Saudi society.
- Authors: Alghamdi, Abdulelah A. , Plunkett, Margaret
- Date: 2018
- Type: Text , Journal article
- Relation: International journal of emerging technologies in learning Vol. 13, no. 5 (2018), p. 19-40
- Full Text:
- Reviewed:
- Description: This paper outlines a study exploring the perceptions of Saudi male and female postgraduate students regarding the impact of using Social Networking Sites and Apps (SNSAs) on their academic engagement and academic relationships. While research on SNSA use within the higher education environment does exist, mixed gender research has often presented challenges in Saudi Arabia, due to the educational segregation. A mixed methods approach was used to collect data through surveys, individual interviews and focus groups involving 313 male and 293 female postgraduate students at Umm Al-Qura University (UQU) in Makkah. Findings illustrated that both males and females engaged with SNSAs at a moderate level of use for academic purposes, and they perceived more positive than negative impacts associated with the academic use of SNSAs. Correlational analysis demonstrated a large positive correlation between academic engagement and academic relationships. Gender differences were not extensive however, the quantitative analysis highlighted more prominent involvement with SNSAs by females which is interesting, in light of social restrictions experienced by females in Saudi society.
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