+IDSP20C - E3 - Eleanor Booth - A participatory exploration of how studying at a 'London University' influences the wellbeing of alumni from Africa
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The wellbeing of international alumni seems understudied and research around alumni from Africa appears to be minimal within the general field of literature. Where present, it is constrained within studies around international scholarships, adding to a prevalent discourse of dependence. To approach this problem, this study utilises a Postcolonial and Health Promotion framework to explore the use of a participatory small-scale study into the wellbeing of alumni from Africa who studied at a London university. As far as the author is aware, this is the first study of its kind to use this framework or methodological approach for this topic. The study hopes to find out how participants define wellbeing?; how has studying at a London university influenced their perceived wellbeing?; what do participants suggest as areas for actions by them or others, with regards to alumni wellbeing?; and what are participants’ reflections on the participatory nature of the research itself? Regarding data collection, the fieldwork is based around a series of virtual focus groups – utilising ranking for defining wellbeing, adapted Photovoice and group analysis, reflecting on emerging findings, and advocacy. Semi-structured interviews, using ‘River of Life’, are used to provide a private environment to navigate internal power dynamics within the group. The fieldwork takes place over a month and could change based on group opinion. Analysis is thematic. As based on community concerns and having undertaken a partial literature review, while fieldwork is yet to take place, findings could include benefits to careers, the complexity of a transnational identity and network, and the detriments to relationships and family life. The expected findings could inform initiatives for alumni wellbeing, and also trial an approach to participation which accounts for academic constraints and constraints on physical travel, such as disability, poverty, care responsibilities or environmental concerns.
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330 Hudson Street, NY, NY 10013
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Bonnie L. Yegidis
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A01_YEGI2563_08_SE_FM.indd 1 2/17/17 5:08 PM
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Library of Congress Cataloging-in-Publication Data
Names: Yegidis, Bonnie L., author. | Weinbach, Robert W., author. |
Myers, Laura L., author.
Title: Research methods for social workers / Bonnie L. Yegidis, University of
Central Florida, Robert W. Weinbach, University of South Carolina, Laura
L. Myers, Florida A&M University.
Description: Eighth Edition. | New York : Pearson, [2018] | Revised edition
of the authors’ Research methods for social workers, c2012. | Includes
bibliographical references and index.
Identifiers: LCCN 2016055316 | ISBN 9780134512563 (pbk. : alk. paper)
Subjects: LCSH: Social service—Research—Methodology.
Classification: LCC HV11.Y43 2018 | DDC 361.3/2072— dc23
LC record available at https://lccn.loc.gov/2016055316
1 17
ISBN 10: 0-13-451256- ...
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Course Objectives Students will develop skills in: 1. selecting and using appropriate methods for evaluation of interventions and program processes and outcomes; 2. applying knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of processes and outcomes; 3. demonstrating how to critically analyze, monitor, and evaluate intervention and program processes and outcomes; 4. applying evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. Required Text(s) Grinnell, R. M., Gabor, P. A., & Unrau, Y. A. (2016). Program evaluation for social workers: Foundations of evidence-based programs (7th Ed.). New York: Oxford. Locke, L. F., Silverman, S. J., & Spirduso, W. W. (Eds.). (2010). Reading and understanding research (3rd Ed.). Thousand Oaks, CA: Sage. Grading ASSIGNMENT PERCENTAGE OF TOTAL GRADE SUBMISSION DATE Common Assignment: Research Proposal* 40% Dec 4th Required Assignment: Oral or written presentation of research findings 40% Dec 4th/11th Other: participation, and other assignments (e.g., discussion board, quizzes, exercises, etc.) 20% *See Appendix A for common assignment and/or grading rubric COURSE OUTLINE Module 1 Overview of the Research Process Module Topics 1. Review of concepts and methods of research 2. Introduction to evaluation and intervention research 3. Importance of evidence-based practice Readings Cheung, M., Ma, A. K., Thyer, B. A., & Webb, A. E. (2015). Research-practice integration in real practice settings: Issues and suggestions. Research on Social Work Practice, 25(4), 523-530. Drisko, J. W., & Grady, M. D. (2015). Evidence-based practice in social work: A contemporary perspective. Clinical Social Work Journal, 43(3), 274-282. doi:10.1007/s10615-015-0548-z Module 2 Overview of Intervention Research Module Topics 1. Definition of intervention research 2. Overview of intervention research 3. Manualized evidence-based practice 4. Common factors Cabassa, L. J. (2016). Implementation science: Why it matters for the future of social work. Journal of Social Work, 52(S1), 538-550. doi.org/10.1080/10437797.2016.1174648 Fraser, M. W., & Galinsky, M. J. (2010). Steps in intervention research: Designing and developing social programs. Research on Social Work Practice, 20(5), 459-466. doi/pdf/10.1177/1049731509358424 Goldstein, N. E. S., Kemp, K. A., Leff, S. S., & Lochman, J. E. (2012). Guidelines for adapting manualized interventions for new target populations: A step-wise approach using anger management as a model. Clinical Psychology, 19(4), 385-401. doi:10.1111/cpsp.12011 Module 3 Designing and Conducting Intervention Research Module Topics 1. Designing and refining an intervention 2. Theory of change 3. Preparing a logic model 4. Conducting an intervention research study 5. Testing efficacy 6. Testing effectiveness in practice settings Fraser, M. W., & Galinsky, M ...
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The paper sets out a theoretical framework that has been developed to help understand the transitional experience of Chinese top up students at university. The framework has been developed from two psychosocial student development theories, Schlossberg’s transition theory (Schlossberg, 2005) and Chickering's identity development theory (Chickering & Reisser, 1993).
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Work on general student development considers a transition to be a developmental process consisting of moving in, moving through and moving out stages of each individual transition (Schlossberg, 2005). Chickering defines it as consisting of 7 vectors, which are stages of development of identity.
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Printer/Binder: LSC Communications/Willard
Cover Printer: Phoenix Color
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Library of Congress Cataloging-in-Publication Data
Names: Yegidis, Bonnie L., author. | Weinbach, Robert W., author. |
Myers, Laura L., author.
Title: Research methods for social workers / Bonnie L. Yegidis, University of
Central Florida, Robert W. Weinbach, University of South Carolina, Laura
L. Myers, Florida A&M University.
Description: Eighth Edition. | New York : Pearson, [2018] | Revised edition
of the authors’ Research methods for social workers, c2012. | Includes
bibliographical references and index.
Identifiers: LCCN 2016055316 | ISBN 9780134512563 (pbk. : alk. paper)
Subjects: LCSH: Social service—Research—Methodology.
Classification: LCC HV11.Y43 2018 | DDC 361.3/2072— dc23
LC record available at https://lccn.loc.gov/2016055316
1 17
ISBN 10: 0-13-451256- ...
Challenges of Rural Students in Urban Universities
The document discusses a qualitative study that explored the challenges faced by rural students pursuing higher education at urban universities in Pakistan. Fifteen rural students studying at the M.Phil or MS level at a private university in Karachi participated in semi-structured interviews. Six major themes emerged from thematic analysis of the interview transcripts: 1) social adjustment challenges to the urban university environment, 2) issues with travelling and accommodation, 3) problems with time management, 4) English language and ICT challenges, 5) lack of cooperation from faculty and administration, and 6) that rural students require special support. The results provide insight into the range of difficulties rural students encounter when studying at urban universities in Pakistan.
Engaged Scholarship Joining the Conversation
The presenters—Jeff Knapp, a librarian, and Nicholas Rowland, a sociology professor—discuss the Engaged Scholarship movement in higher education: What is it? What role can librarians play in it, and why? A group discussion will follow to reflect on how librarians can increase their visibility by connecting to this movement.
CV for SmartStart_8.26.16
This document provides a summary of Erica Watson-Currie's experience and qualifications. It includes her roles in several grant-funded research projects related to energy usage behavior, tobacco control, and women's health. It also outlines her experience designing immersive learning curricula and teaching communication courses at various universities.
819FinalResearchPaper
This study explored perceived barriers to international student transitions in higher education in the United States. The researchers interviewed three non-degree seeking undergraduate international students at a Southeastern university. The interviews focused on perceived barriers in academics, language, discrimination, and finances. Most comments from students were about academic and social experiences, with more negative than positive experiences discussed overall. The greatest perceived barriers centered around language issues, with 89% of language-related comments being negative. Initial communication, financial issues, and academics also posed mostly negative barriers, while social experiences were least negative.
Course Objectives Students will develop skills in 1. selecting an
Course Objectives Students will develop skills in: 1. selecting and using appropriate methods for evaluation of interventions and program processes and outcomes; 2. applying knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of processes and outcomes; 3. demonstrating how to critically analyze, monitor, and evaluate intervention and program processes and outcomes; 4. applying evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels. Required Text(s) Grinnell, R. M., Gabor, P. A., & Unrau, Y. A. (2016). Program evaluation for social workers: Foundations of evidence-based programs (7th Ed.). New York: Oxford. Locke, L. F., Silverman, S. J., & Spirduso, W. W. (Eds.). (2010). Reading and understanding research (3rd Ed.). Thousand Oaks, CA: Sage. Grading ASSIGNMENT PERCENTAGE OF TOTAL GRADE SUBMISSION DATE Common Assignment: Research Proposal* 40% Dec 4th Required Assignment: Oral or written presentation of research findings 40% Dec 4th/11th Other: participation, and other assignments (e.g., discussion board, quizzes, exercises, etc.) 20% *See Appendix A for common assignment and/or grading rubric COURSE OUTLINE Module 1 Overview of the Research Process Module Topics 1. Review of concepts and methods of research 2. Introduction to evaluation and intervention research 3. Importance of evidence-based practice Readings Cheung, M., Ma, A. K., Thyer, B. A., & Webb, A. E. (2015). Research-practice integration in real practice settings: Issues and suggestions. Research on Social Work Practice, 25(4), 523-530. Drisko, J. W., & Grady, M. D. (2015). Evidence-based practice in social work: A contemporary perspective. Clinical Social Work Journal, 43(3), 274-282. doi:10.1007/s10615-015-0548-z Module 2 Overview of Intervention Research Module Topics 1. Definition of intervention research 2. Overview of intervention research 3. Manualized evidence-based practice 4. Common factors Cabassa, L. J. (2016). Implementation science: Why it matters for the future of social work. Journal of Social Work, 52(S1), 538-550. doi.org/10.1080/10437797.2016.1174648 Fraser, M. W., & Galinsky, M. J. (2010). Steps in intervention research: Designing and developing social programs. Research on Social Work Practice, 20(5), 459-466. doi/pdf/10.1177/1049731509358424 Goldstein, N. E. S., Kemp, K. A., Leff, S. S., & Lochman, J. E. (2012). Guidelines for adapting manualized interventions for new target populations: A step-wise approach using anger management as a model. Clinical Psychology, 19(4), 385-401. doi:10.1111/cpsp.12011 Module 3 Designing and Conducting Intervention Research Module Topics 1. Designing and refining an intervention 2. Theory of change 3. Preparing a logic model 4. Conducting an intervention research study 5. Testing efficacy 6. Testing effectiveness in practice settings Fraser, M. W., & Galinsky, M ...
metodos qualitativos
The course aims to familiarize students with quantitative research methods and provide practical skills in conducting social research. Students will learn theoretical knowledge and undertake practical assignments involving developing a research program, designing a questionnaire, sampling, and data analysis. The course uses lectures, seminars, and group work. Students will work in groups to design and present aspects of a research project. Assessment includes participation, assignments, and a final exam. The goal is for students to understand survey research methodology and be able to apply it to their own studies.
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Exploring educational and cultural adaptation through social networking
The document discusses research on the educational uses of social networking sites (SNS) like Facebook. It summarizes three themes from previous research: 1) how SNS can increase students' self-efficacy and self-regulation, 2) the impact of faculty disclosure on SNS, and 3) how student personality affects SNS perception and use. It then contrasts learning management systems with SNS, noting SNS allow longer-term relationships and instant access. The rest of the document describes a study that used autoethnography to examine how SNS help with cultural and educational adaptation of international doctoral students. The findings suggest SNS enhance knowledge exchange, alleviate apprehension, and enable socialization and community building.
Scholarship Symposium Presentation: International Student Recruitment: Purpos...
In this research paper and presentation, I examined the literature and historical data regarding international student recruitment and how to effectively implement it at the university.
Zurawski2013cv
Mac-Z Zurawski has extensive experience in teaching, research, and community service. She holds a Master's degree in Political and Justice Studies and teaches courses in sociology, ESL, citizenship, GED preparation, and social media literacy. Her research focuses on labor issues, immigration, media representation, and gender equality. She serves on the boards of several non-profits focused on women's history and education. In addition, she has worked for the City of Chicago in sanitation and holds FEMA certifications in emergency management.
Katia Sol - Academic CV August 2017
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
Marymount Library Scholars Celebration 2013
This document summarizes current research, publications, and presentations by scholars from Marymount College. It lists recent works by several authors, including dissertations, book chapters, and journal publications. It also lists upcoming or past presentations by various scholars at conferences on topics ranging from sustainability to currency unions to online learning. Finally, it recognizes students who have been nominated for a student scholar award for their research projects on topics such as nursing discourse, sports and the brain, and the academic achievement gap.
Yao, chunmei & dr. hartnett
This study examines internationalization at U.S. research universities through their study abroad programs. It assesses whether relationships exist between institutional inputs like staffing and funding, coordination processes by international offices, and outputs like number of students studying abroad. The findings show human resources, financial resources, and number of study abroad programs positively correlate with more students studying abroad. Number of exchange programs and international partnerships also increase exchange students. The study recommends optimizing staffing and budgets to better support internationalization through study abroad.
Makahane Andani, Reviewed draft
This document provides an assessment of perceptions of Zimbabwean students on the South African higher education system, specifically referencing the University of Venda. It examines the motives driving Zimbabwean student mobility into South Africa for study purposes. Interviews with Zimbabwean students at the University of Venda revealed certain motives and challenges, including the role of student mobility on South Africa's education system and challenges of integration. The research recommends expanding international student integration, assessing the impact of student mobility on institutions, and considering the role of institutions in promoting "brain circulation" over "brain drain".
Imagining Social Work A QualitativeStudy of Students’ Persp.docx
Imagining Social Work: A Qualitative
Study of Students’ Perspectives on
Social Work in China
Miu Chung Yan, Zhong-Ming Ge, Sheng-Li Cheng &
A. Ka Tat Tsang
Social work education in China has expanded rapidly since it was reintroduced in 1988.
This has led to a growing body of English language literature on the development of social
work education in China. However, thus far, this literature lacks an empirical
foundation and little research on students’ perspectives has been done. To fill this gap,
this paper reports on a qualitative study of a group of graduating social work students
(n532) from four social work programmes in Jinan, the provincial capital of the
Shandong Province. Three major findings are reported. Firstly, the students liken their
social work learning experience to a roller coaster ride with many ups and downs.
Secondly, the cultural compatibility of western social work in China has not yet been
conclusively established, while an ‘indigenized’ social work needs to be compatible with
Chinese family values, referred to as ‘familism’ in direct Chinese to English translation,
and with the dominant socialist political ideology. Thirdly, the future of social work is
bright given increasing government support for its development.
Keywords: China; Social Work Education; Indigenization; Cultural Compatibility;
Social Work Students
Introduction
Since its reintroduction in 1988, social work education in China has evolved from
four to 200 programmes in 2007. This significant increase has gradually drawn
attention from the international social work community as reflected in the literature
Miu Chung Yan, University of British Columbia, Canada, Zhong-Ming Ge & Sheng-Li Cheng, Shangdong University,
China & A. Ka Tat Tsang, University of Toronto, Canada.
Correspondence to: Dr Miu Chung Yan, University of British Columbia, School of Social Work, 2080 West Mall,
Vancouver, British Columbia V6T 1Z2, Canada. Email: [email protected]
Social Work Education
Vol. 28, No. 5, August 2009, pp. 528–543
ISSN 0261-5479 print/1470-1227 online # 2009 Taylor & Francis
DOI: 10.1080/02615470802368959
published in Anglo–American academic journals (e.g. Leung, 1994; Yao, 1995; Ngai,
1996; Tsang and Yan, 2001; Xia and Guo, 2002; Yuen-Tsang, 2002; Chi, 2005; Ku
et al., 2005; Yan and Tsang, 2005; Yan and Cheung, 2006; Wong and Pearson, 2007;
Yip, 2007). Meanwhile, another publication of an edited volume of 46 papers, of
which 24 were written by scholars from Mainland China, presented at an
international symposium (Tsang et al., 2004) has also raised awareness among the
international community wanting a ‘snapshot’ of the development of social work
education in China. In brief, it is not uncommon to find explanations in this evolving
literature as to why social work as a social mechanism of helping has resurfaced in
China in the last two decades since economic reform was introduced. In this
literature, three mutually informing set ...
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Challenges of Rural Students in Urban Universities
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The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.Mehr von IDSP - IE Dissertation Support Project (14)
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+IDSP20C - A4 - Yu-Ting Huang - Language Learner Autonomy in A High School Cu...
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+IDSP20C - A2 - Marybeth Martin - Bilingualism and Working Memory: Experience...
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+IDSP20C - A1 - Ahmad Jaber - Political activism during global crises
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IDSP19C#D - C3 - Denise Wu - The role of children’s rights in a Hong Kong fai...
IDSP19C#D - C3 - Denise Wu - The role of children’s rights in a Hong Kong fai...
IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...
IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...
+IDSP19C#D - Intro - Alexandros Xafopoulos - IDSP19C Introduction
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IDSP19C#F - B - Mingjun Lan - Updated - What ideologies and realities can be ...
IDSP19C#F - Intro - Alexandros - IDSP19C#F Introduction
IDSP19C#F - Intro - Alexandros - IDSP19C#F Introduction
IDSP19C#F - C - Denise Wu - The role of children’s rights in a Hong Kong fait...
IDSP19C#F - C - Denise Wu - The role of children’s rights in a Hong Kong fait...
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Syllabus
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Chapter 2
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+IDSP20C - E3 - Eleanor Booth - A participatory exploration of how studying at a 'London University' influences the wellbeing of alumni from Africa
- 1. A participatory exploration of how studying at a ‘London University’ influences the wellbeing of alumni from Africa Eleanor Booth, University College London IDSP Competition 2020 Leamington Spa 23rd July 2020
- 2. Issue raised by the African alumni community. African alumni have a limited presence in the literature on alumni and student wellbeing (Alharbi and Smith, 2018). International education is not treated as a Health Promotion issue, despite being key social determinant of wellbeing. Traditional research practices and societal constraints reduce the power of African alumni. Sustainable Development Goals: in particular 3, 4, 17. Purpose: a small- scale exploratory study to work with African alumni to explore how studying at the ‘London university’ influenced their wellbeing and trial a virtual participatory research approach. Background and Rationale
- 3. Key research questions: RQ1: How does studying at the ‘London university’ influence African alumni’s perceived wellbeing? RQ2: What are their and my reflections on using a Participatory Health Promotion approach in this study? Conceptual Framework: Postcolonialism and Health Promotion Methodology: Critical Overall Approach: Virtual Participatory Health Promotion Type: Primary qualitative research Research framework ‘London university’ = a prestigious, public research university where international students are half the student body.
- 4. Sampling: Purposive - 4 MA alumni from ‘London University’ using Facebook and contacts. DC1: Based around 3 Focus Groups FG1 (RQ1&2): Introductions, discuss study, define wellbeing using Ranking (DC2), training FG2 (RQ1): Photovoice analysis FG3 (RQ1&2): Emerging findings, action, evaluation DC3: Adapted Photovoice (RQ1) - “How did studying at the ‘London University’ influence your life?” DC5: Semi-structured interviews (RQ1): using Photovoice, River of Life (DC4) and FG1&2 Potential Data Collection
- 5. Thematic analysis (DA1) bearing the critical methodology and Postcolonial Health Promotion framework in mind: Alumni’s wellbeing definition (DC1&2) is compared to White (2009) and used to thematically analyse the Literature Review Alumni thematically analyse Photovoice (DC3) in FG2 Alumni thematically analyse River of Life (DC4) in their Interviews I thematically analyse all data collection (DC1-5) using Miles et al (2013) coding method Emerging findings are shared for discussion in FG3 and changes made Data Analysis
- 6. PF1 for RQ1: A similarity to global patterns of a new transnational outlook and identity, however complexity of positive and negative elements (for e.g. family, identity, career etc) and the importance of context (location, gender, race etc). PF2 for RQ2: Participatory … to a point! Possible limitation: small sample size. Possible implication: the approach may be recommended to Masters students. Further action may be planned in FG3. For final results: eleanor.booth.17@ ucl.ac.uk Possible findings
- 7. References Alharbi, E. S. and Smith, A. P. 2018. Review of Literature on Stress and Wellbeing of International Students in English-Speaking Countries. International Education Studies, 11(6), pp.22-43. Miles, M. B., Huberman, A. M., and Saldana, J., 2013. ‘Fundamentals of qualitative data analysis’ in A.M. Huberman and M.B. Miles, Qualitative Data Analysis – A Methods Sourcebook. 3rd Edn. London: Sage Publications White, S. C., 2009. Bringing Wellbeing in Development Practice. WED Working Paper August 2009. Bath: University of Bath. Background: Previous example of research into African alumni: Kallick, J., & Brown Murga, A. (2018, July). Transformational Leaders and Social Change: IFP Impacts in Africa and the Middle East. Ford Foundation International Fellowships Program Alumni Tracking Study, Report No. 4. New York, NY: Institute of International Education. Background of participatory research: Hall, B. L. 1992. From Margins to Center? The Development and Purpose of Participatory Research? The American Sociologist, 23, pp. 15-28.
- 8. African alumni are minimised in current literature, leading to a lack of agency and voice. Understanding is needed for effective scholarships, programme development and more equitable relationships. Promoting the prospect of better wellbeing for all! Participatory research abroad can be difficult for Masters students and for those unable to travel – for health, resource or moral reasons. Participatory research can provide capacity building, greater insight for validity, reduced power inequalities and links to direct action. Trials an innovative, participatory and more accessible approach to research – with global possibilities! Reasons to fund this project