2,979 research outputs found
An Exploration of the Suitability of Pharmacy Education in Saudi Arabia to Prepare Graduates to Meet Healthcare Needs: a Mixed-Methods Study
The key role of pharmacists within the health system, particularly in optimising safe, responsible and effective use of medicines, underpins the demand for a highly skilled and competent workforce. Therefore, developing the capacity of pharmacists to attain and maintain essential competencies relevant to the populationâs health needs is required to ensure a high standard of patient care, thereby helping to improve patient and population health. In Saudi Arabia, little evidence exists regarding the assessment of national educational programmesâ structure and outcomes. Moreover, no national competency framework exists for pharmacists in any sector or stage of practice. In the absence of such core quality elements to inform pharmacy education assessment and development, the extent to which pharmacy schools in Saudi Arabia prepare competent pharmacists to address societal needs from pharmacy services is unclear. Therefore, this study aimed to explore the extent to which pharmacy education can prepare competent pharmacists to address the healthcare needs for pharmacy practice in Saudi Arabia.
An exploratory sequential mixed methods research design was used to address the aim of this study in three phases: individual interviews and focus groups were employed with a purposively selected sample of pharmacy policy makers, pharmacists and the public to explore societal healthcare needs and the roles required of pharmacists to meet those needs; a national online survey of pharmacists and an online nominal group consensus method of pharmacy experts were used to identify competencies considered essential to develop a profession-wide national foundation level competency framework; and a case study in which curriculum mapping of two purposively selected Doctor of Pharmacy (PharmD) curricula was used to assess the extent to which the current pharmacy programme in Saudi Arabia meets the identified competencies of the developed national competency framework.
Based on qualitative and quantitative analyses of societal healthcare needs, pharmacistsâ roles, core competencies and curricular contents within the local context of Saudi Arabia, findings showed that there is a mismatch between initial education and real practice needs and expectations. While the countryâs current needs from pharmacists are to optimise health system capacity and increase access to primary care services and medicines expertise in community pharmacies, the study indicated local education is product-oriented with a focus of curricular content and experiential training opportunities in most schools on preparing future pharmacists for hospital pharmacy practice. The study also identified several gaps between current initial education programmes and the competencies required to practise the expected roles, suggesting that current initial education might not prepare the students sufficiently to provide the full range of quality pharmaceutical services as per the countryâs pharmacy practice needs.
The study provided a new understanding of graduatesâ readiness to practise as per the countryâs pharmacy practice needs, the quality of educational programmes and pharmacists' professional development opportunities in Saudi Arabia. Findings maybe used to inform the development of competency-based education and maximise graduatesâ capacity to deliver and develop pharmaceutical services effectively to best meet societal healthcare needs in Saudi Arabia
Understanding the Potential of Sport for Promoting Physical Activity and Psychological Well-Being in Middle-Aged and Older Adults
Insufficient physical activity is considered a global public health challenge. This thesis highlights that, for middle-aged and older adults, sport participation is associated with a wide range of psychosocial benefits. Then, the thesis offers insight into the potential of walking sport programmes to promote health-enhancing physical activity in middle-aged and older adults. Recommendations are provided to promote the appeal, feasibility, and sustainability of walking sport programmes in community-based settings
Blockchain Technology: Disruptor or Enhnancer to the Accounting and Auditing Profession
The unique features of blockchain technology (BCT) - peer-to-peer network, distribution ledger, consensus decision-making, transparency, immutability, auditability, and cryptographic security - coupled with the success enjoyed by Bitcoin and other cryptocurrencies have encouraged many to assume that the technology would revolutionise virtually all aspects of business. A growing body of scholarship suggests that BCT would disrupt the accounting and auditing fields by changing accounting practices, disintermediating auditors, and eliminating financial fraud. BCT disrupts audits (Lombard et al.,2021), reduces the role of audit firms (Yermack 2017), undermines accountants' roles with software developers and miners (Fortin & Pimentel 2022); eliminates many management functions, transforms businesses (Tapscott & Tapscott, 2017), facilitates a triple-entry accounting system (Cai, 2021), and prevents fraudulent transactions (Dai, et al., 2017; Rakshit et al., 2022). Despite these speculations, scholars have acknowledged that the application of BCT in the accounting and assurance industry is underexplored and many existing studies are said to lack engagement with practitioners (Dai & Vasarhelyi, 2017; Lombardi et al., 2021; Schmitz & Leoni, 2019).
This study empirically explored whether BCT disrupts or enhances accounting and auditing fields. It also explored the relevance of audit in a BCT environment and the effectiveness of the BCT mechanism for fraud prevention and detection. The study further examined which technical skillsets accountants and auditors require in a BCT environment, and explored the incentives, barriers, and unintended consequences of the adoption of BCT in the accounting and auditing professions. The current COVID-19 environment was also investigated in terms of whether the pandemic has improved BCT adoption or not.
A qualitative exploratory study used semi-structured interviews to engage practitioners from blockchain start-ups, IT experts, financial analysts, accountants, auditors, academics, organisational leaders, consultants, and editors who understood the technology. With the aid of NVIVO qualitative analysis software, the views of 44 participants from 13 countries: New Zealand, Australia, United States, United Kingdom, Canada, Germany, Italy, Ireland, Hong Kong, India, Pakistan, United Arab Emirates, and South Africa were analysed.
The Technological, Organisational, and Environmental (TOE) framework with consequences of innovation context was adopted for this study. This expanded TOE framework was used as the theoretical lens to understand the disruption of BCT and its adoption in the accounting and auditing fields. Four clear patterns emerged. First, BCT is an emerging tool that accountants and auditors use mainly to analyse financial records because technology cannot disintermediate auditors from the financial system. Second, the technology can detect anomalies but cannot prevent financial fraud. Third, BCT has not been adopted by any organisation for financial reporting and accounting purposes, and accountants and auditors do not require new skillsets or an understanding of the BCT programming language to be able to operate in a BCT domain. Fourth, the advent of COVID-19 has not substantially enhanced the adoption of BCT. Additionally, this study highlights the incentives, barriers, and unintended consequences of adopting BCT as financial technology (FinTech). These findings shed light on important questions about BCT disrupting and disintermediating auditors, the extent of adoption in the accounting industry, preventing fraud and anomalies, and underscores the notion that blockchain, as an emerging technology, currently does not appear to be substantially disrupting the accounting and auditing profession.
This study makes methodological, theoretical, and practical contributions. At the methodological level, the study adopted the social constructivist-interpretivism paradigm with an exploratory qualitative method to engage and understand BCT as a disruptive innovation in the accounting industry. The engagement with practitioners from diverse fields, professions, and different countries provides a distinctive and innovative contribution to methodological and practical knowledge. At the theoretical level, the findings contribute to the literature by offering an integrated conceptual TOE framework. The framework offers a reference for practitioners, academics and policymakers seeking to appraise comprehensive factors influencing BCT adoption and its likely unintended consequences. The findings suggest that, at present, no organisations are using BCT for financial reporting and accounting systems. This study contributes to practice by highlighting the differences between initial expectations and practical applications of what BCT can do in the accounting and auditing fields. The study could not find any empirical evidence that BCT will disrupt audits, eliminate the roles of auditors in a financial system, and prevent and detect financial fraud. Also, there was no significant evidence that accountants and auditors required higher-level skillsets and an understanding of BCT programming language to be able to use the technology. Future research should consider the implications of an external audit firm as a node in a BCT network on the internal audit functions. It is equally important to critically examine the relevance of including programming languages or codes in the curriculum of undergraduate accounting students. Future research could also empirically evaluate if a BCT-enabled triple-entry system could prevent financial statements and management fraud
The conceptualisation, practice and value of Design Thinking in Entrepreneurship Education â an Educatorâs Perspective
The thesis illustrates how entrepreneurship educators understand Design Thinking (conceptual understanding), how and on what level they apply it in their entrepreneurship teaching (educational practice) and why and for what perceived value they choose to do so (perceived value). By adopting a more critical and differentiated perspective on this integration than previously reported in the existing literature, this research study provides novel insights to the question of the conceptualization, practice and value of Design Thinking for Entrepreneurship Education â from an educatorâs perspective. It follows an interpretive and qualitative approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from Higher Education in the UK andNorthern Europe. Thus, the thesis demonstrates that entrepreneurship educators integrate Design Thinking in many ways and for different reasons.As a result, this thesis synthesises existing perspectives on Design Thinking (toolset, process, mindset) and defines a framework for the four forms (selective, idea-centric, procedural, holistic) of Design Thinking integration in the context of Entrepreneurship Education. The findings suggest that perceived values of Design Thinking could be explicit and implicit and that entrepreneurship educators integrate Design Thinking to provide value for their studentsâ learning but also to develop their own teaching practice. Overall, this study contributes to unfolding the Design Thinking concept and advocating a common ground among educatorsâ sense-making of a Design Thinking integration in Entrepreneurship Education. In conclusion, this study reaffirmed the wide application of Design Thinking within Entrepreneurship Education but presented the new centrality of the educatorâs perspective at the core of the discussion on its utility and thus, moving towards convergence of a common understanding. The findings of this research would be of interest for entrepreneurshipeducators and entrepreneurship education researchers who seek a more profound and reflective integration of Design Thinking within Entrepreneurship Education
Learning to express, learning as self-expression: a multimethod investigation of the L2 selves of distance adult Irish L2 learners
This multimethod study is an exploration of the validity and interpretive utility of Dörnyeiâs (2009) âL2 motivational self-systemâ (L2MSS), as it applies to adult, non-formal learners of Irish, who are learning through Massive Open Online Courses (MOOCs). It is grounded in the psychology of language learning motivation (LLM), assessing whether non-formal adult Irish L2 learners are motivated by future L2 guides, both Ideal, reflecting hopes and dreams, and Ought-to, representing obligations and responsibilities. Three research questions are addressed, i) exploring the theoryâs validity at a general level and examining whether ii) the L2 learning experience and iii) learner heritage background, are meaningful in predicting, and understanding, the motivations of learners. Using distinct samples from an iterated quantitative survey instrument (final n=638) and narrative interviews (n=42), evidence demonstrates the theoryâs utility in an underexplored context, while raising questions regarding adult Irish language learners and theories of self.
Learners endorsed and articulated internalised reasons to learn, encompassing personal hopes and obligations, with social others less directly impactful on their motivation. The futures learners described often referenced non-L2 related aspirations of self, and were less-directly related to L2 proficiency, in many cases. Challenges in relation to the latter, due to contextual difficulties, low efficacy beliefs, and limited contact with L2 speakers and learners, are described. Recommendations to encourage sustained L2 learning and support adult learners in fostering and developing L2 selves are made, to aid them in realising their personal language learning goals
Interdisciplinarity as a political instrument of governance and its consequences for doctoral training
UK educational policies exploit interdisciplinarity as a marketing tool in a competitive educational world by building images of prosperous futures for society, the economy, and universities. Following this narrative, interdisciplinary science is promoted as superior to disciplinary forms of research and requires the training of future researchers accordingly, with interdisciplinary doctoral education becoming more established in universities.
This emphasis on the growth of interdisciplinary science polarises scholarsâ views on the role of academic research between the production of knowledge on the one hand and knowledge as an economic resource at the other end of the spectrum. This research asks: what is the rationale behind the perceived value of interdisciplinary research and training, and how does it affect graduate studentsâ experiences of their PhD?
Based on a practice theory perspective for its suitability in generating insights into how universityâs social life is organised, reproduced and transformed, the doctorate is conceptualised as sets of interconnected practices that are observable as they happen. This current study, therefore, comprised two stages of data collection and analysis; the examination of documents to elucidate educational policy practices and an educational ethnography of an interdisciplinary doctoral programme.
This study found interdisciplinary doctoral training is hindered by the lack of role models and positive social relationships, which are crucial to the way interdisciplinary students learn. Furthermore, it is argued that interdisciplinarity is sometimes applied to research as a label to fit with fundersâ requirements. Specifically, in this case, medical optical imaging is best seen as an interdiscipline as it does not exhibit true interdisciplinary integration.
Further insights show that while interdisciplinarity is promoted in policy around promises and expectations for a better future, it is in tension with how it is organisationally embedded in higher education. These insights form the basis for a list of practical recommendations for institutions. Overall, interdisciplinary doctoral training was observed to present students with difficulties and to leave policy concerns unaddressed
Traineesâ Experiences of Transition from Maternity Leave back into Clinical Psychology Training
Women encounter many transitions following the birth of a child and on return to work. Whilst there have been studies exploring womenâs return into the workplace, a literature review revealed limited research into trainee clinical psychologistsâ experiences of transitioning. This study aimed to explore traineesâ transition from maternity leave back into clinical psychology training. A qualitative design using thematic analysis was employed. Twenty trainee clinical psychologists who had returned from maternity leave and were currently studying on a doctoral clinical psychology course were recruited. Three primary themes emerged from the data: (1) Weathering the storm: motherhood and work, (2) Learning through the experiences of motherhood, and (3) Fighting injustice. The findings highlight a need for increased provisions to support a smooth transition back into clinical psychology training. Provisions include providing a strong support framework, better return to work practices, and tackling cultural and systemic barriers impacting traineesâ return process. Clinical implications and specific recommendations are drawn from the findings with suggestions made for future research
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