The Workforce Needs of New Jersey's Pharmaceutical and Medical Technology Industry

This report is based on an online survey conducted in spring 2006 of pharmaceutical and medical technology companies in New Jersey. It identifies the current and future workforce needs of the pharmaceutical and medical technology industry in New Jersey

Evaluating Intention to Use Remote Robotics Experimentation in Programming Courses

The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use remote robotic experiments to explain difficult concepts. This correlational study used the unified theory of acceptance and use of technology (UTAUT) to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus, to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was used to measure the correlations between the constructs and finally the model fit of the analysis. The model was able to predict approximately 35% of the variation of the teachers\u27 intent to use remote robotic experiments. The biggest predictor was facilitating conditions followed by effort expectancy. Performance expectancy had little impact, whereas social influence had no impact on the intention of high school teachers to use remote robotic experiments in their classes. These results can help curriculum decision makers in the Ministry of Education in Cyprus to examine what factors affect the acceptance of remote robotic experiments and develop them in ways that would increase their implementation in high schools. By incorporating remote robotic experiments in high schools, students may learn difficult concepts, leading to an increase in computer science graduates and ultimately an increase in IT professionals

Resilience in higher education settings during the COVID-19 pandemic:A scoping literature review with implications for policy and practice

With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher educational settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing resilience of individuals and support systems in higher education settings. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandem ic, but also beyond in post-pandemic higher education settings. In particular, the paper examines five related questions, as pertaining to the early literature on the university emergency response in higher education: 1) how, and at which levels (i.e. individual, community, organization, system) was resilience conceptualized, 2) what types of research questions on resilience were being explored in this literature (i.e. determinants of resilience, or impacts of resilience), 3) how, and via which instruments, resilience was measured, 4) which factors were found to be facilitative for resilience, and 5) which factors were found to be impacts of resilience. The article synthesizes the findings of the early literature on resilience in higher education during the pandemic emergency response, and discusses important areas for further academic research, highlighting the implications for relevant support policies and interventions

Resilience in higher education settings during the COVID-19 pandemic:A scoping literature review with implications for policy and practice

With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher educational settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing resilience of individuals and support systems in higher education settings. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandem ic, but also beyond in post-pandemic higher education settings. In particular, the paper examines five related questions, as pertaining to the early literature on the university emergency response in higher education: 1) how, and at which levels (i.e. individual, community, organization, system) was resilience conceptualized, 2) what types of research questions on resilience were being explored in this literature (i.e. determinants of resilience, or impacts of resilience), 3) how, and via which instruments, resilience was measured, 4) which factors were found to be facilitative for resilience, and 5) which factors were found to be impacts of resilience. The article synthesizes the findings of the early literature on resilience in higher education during the pandemic emergency response, and discusses important areas for further academic research, highlighting the implications for relevant support policies and interventions

Vol. 25 no. 2 Semester 2 (2013)

https://researchonline.nd.edu.au/in_principio2010s/1009/thumbnail.jp

Qualitatively different ways students experience remote access laboratories

This paper reports variations in students' experience of using remote access laboratories (RAL). Outcomes describe what students are actually attending to when engaged in RAL activities. The research was informed by the well-accepted and documented qualitative research method of phenomenography. Four qualitatively different conceptions are described, each revealing characteristics of increasingly complex student experiences. These conceptions reveal increasing awareness of certain aspects of RAL, the most notable of which is how the realness of the activity affects student engagement from simple experimentation to an appreciation that linking theory with practice provides a rich learning experience and can prepare them for professional work. The research outcomes inform pedagogy by providing a platform for improving RAL development and facilitation practices and thereby improving student learning outcomes

THE ROLE OF RISK ASSESSMENT IN MANAGING RISK

Risk and Uncertainty,