Exploring the factors affecting the motivation for learning from the perspective of public health students: A qualitative study

Objective. Despite the significant role of motivation in achieving success among public health students, students often do not demonstrate adequate motivation for learning and education. This study was performed to determine factors affecting the motivation for learning from the perspective of public health students via content analysis approach. Methods. This qualitative study was conducted at Kurdistan University of Medical Sciences in Sanandaj, Iran in 2017. 15 students were included in the study by using purposive sampling. Data were collected through personal interviews, group discussions, and field notes, and they were analyzed through conventional content analysis. Several parameters were taken into account to support the accuracy and the strength of the data: acceptability, confirmability, and transferability. Results. Five categories were derived from the data analysis, including “University Policy”, “Health Status”, “Teacher’s Role”, “Student-Related Factors” and “University Facilities”. Attention to the health status and its priority in the opinion of people, authorities, and educational system were the most important factors involved in the students’ motivation for learning. Conclusions. To increase motivation for learning, students have diverse needs that should be met. Attention to the components of motivation for learning not only enhances academic achievement but also promotes the formation of health behaviors in the society

Getting diverse students and staff to talk about integration on campus, and what they say when they do: A UK-India collaborative case study.

This paper reports the early stages of a UKIERI-funded project, ‘Widening Participation: Diversity, isolation or integration in Higher Education?’.The project is concerned with greater equity, social justice, community and social cohesion within the current globalised, market oriented context of higher education (HE), and with enabling students to be better prepared for, and thrive in social networks and work-related arenas which are increasingly diverse, multicultural, interdependent and global. The main aim of this 3 year project is to explore the nature of social cohesion, integration and separation, diversity, equality and discrimination experienced by diverse, minority, disadvantaged and under-represented students attending HE in UK and India. Group stereotypes are often subconsciously held, emerging into consciousness only when they appear confirmed or confounded by personal experience or public events. Where there is little knowledge or personal experience then reliance upon group stereotypes is more likely (Kunda & Thagard, 1996). This can impact upon student and staff expectations of, responses to, and interactions with each other. Individual students’ experiences and perceptions lie at the core of this project, but the ultimate purpose is to illuminate our understanding as to how these are mediated, shaped and formed, in relation to and in interaction with the structures and contextual features of the educational environments in which they, as students, are located. It is thus framed by socio-cultural rather than psychological or therapeutic theories and is located within a social-constructivist perspective (Moore, 2000). Social constructivism facilitates the development of improved understandings of educational and social environments that shape rather than determine individual dispositions towards social diversity encountered on campus. It is highly suited to the understanding of perceptions, and exploring resonances with actions, reactions and interactions. The initial stage of this project involved inviting students and staff (academic and support staff) from five HE colleges and universities in England and India to keep a record (written and photographic) of what for them seemed to be important and relevant events relating to what they saw, heard, did and experienced on campus for a period of 1 month, in teaching, learning and social situations; namely interactions in classes and social settings; what seem to be good experiences and what seem to be negative ones; how and if their particular knowledge and experiences were used, valued and incorporated into their HE experience and learning or how they were negated. A sample size of 90 record keepers was sought across the participating institutions. Getting that sample presented significant difficulties to all but one of the participating institutions, and raised questions about • the methods initially adopted, • the general willingness of students and staff to address and share issues relating to diversity, equality, social cohesion and integration on HE campuses with researchers • cultural differences in accessing respondents to take part in the research Additional data collection methods were adopted and by January 2009 the intended sample size almost met. This paper will address the problems encountered in undertaking the first stage of this research and present initial findings from the data that were eventually obtained

Resource Guide in Exploring Ethics: A Practical Resource Guide for Tutors and Students

This resource guide will help staff and students who are studying social sciences in hospitality, tourism, entertainment, events, leisure. It outlines the ethical issues that they need to consider when conducting research for their dissertation or for industry-based projects. Social science is a general term used for the study of society, consumers, and employees, the manner in which those people behave and how it affects the world around us. Researching “people in our world” must be completed in a safe, fair and honest way. Whilst ethical policy for empirical research has been with us since the Nuremberg Code 1947, many universities have not yet developed resources in terms of practical ethical examples. This resource guide presents materials and examples for tutors of research methods, and also for undergraduate and masters students engaging in social science research. The Guide also contains background literature, power point presentations and practical examples. All social science research raises many ethical issues. Medical, sport and exercise research dealing with human enhancement, medicine, disease or gene therapy present ethical issues which will NOT be included in this resource guide. Sport and leisure research may include physical or drug-related elements which require students to conform to specific ethical procedures which can be found, in part, in the “Ethics and Sport” resource guide available via the HLST website

Exploring the Quality of Life of People in North Eastern and Southern Thailand.

The assumption that development brings not only material prosperity but also a better overall quality of life lies at the heart of the development project. Against this, critics assert that development can undermine social cohesion and threaten cultural integrity. Rarely, however, is the impact of development on wellbeing rigourously analysed using empirical data. This is what the Wellbeing in Developing Countries Group at the University of Bath aims to do drawing on fieldwork carried out in four developing countries, which addresses the themes of resources, needs, agency and structure, and subjective Quality of life (QoL). The first phase of the QoL research in Thailand aimed to explore the categories and components of quality of life for people from different backgrounds and locations with the aim of developing methods for QoL assessment in the third phase of the WeD QoL research. The study presents data obtained from rural and peri-urban sites in Southern and Northeastern Thailand (two villages in Songkhla and three in Khon Kaen, Mukdaharn, and Roi-et). Participants were divided into six groups by gender and age, and were divided again by religion (Buddhist and Muslim) and wealth status in the South. Data collection was conducted between October and December 2004 using focus group discussions, semi-structured interviews, and the Person Generated Index. Content analysis was used for data analysis. The use of a qualitative approach enabled the gathering of empirical data that reflects the sources of difficulty and happiness in the lives of participants. Respondents identified 26 aspects to their quality of life, including family relations, health and longevity, income and having money, jobs, housing, education, debt, and so on. The results reveal clear similarities and differences in the role of traditions, religious beliefs, and values in the lives of people living in remote rural or peri-urban areas in Northeastern and Southern Thailand. These results, together with the findings from Peru, Ethiopia, and Bangladesh, will inform the rest of the WeD research and be used to develop measures to assess the quality of life of people living in developing countries

An Assessment on the Factors Influencing Employee Absenteeism in Public Educational Organizations in Songea Municipality.

This study assessed the factors influencing employee (teacher) absenteeism in public educational organizations in Songea Municipality, Ruvuma region. The study was guided by three research objectives aimed at; examining the nature of employee absenteeism in public educational institutions; identifying the factors influencing employee absenteeism in public educational institutions and exploring the strategies employed to reduce employee absences in public educational institutions. The study employed a mixed research approach and a multiple embedded case study design. Quantitative data used in this study were analyzed by statistical package for social science (SPSS) version 20 and qualitative data were analyzed by using content (thematic) analysis. The findings revealed that public schools employee (teachers) involved in excused and unexcused absenteeism in connection to teachers’ personal characteristics, level of education, administrative position and time aspects. The finding revealed that, for 88.9% majority of employee (teachers) were absent because of economic reasons which included low incentives and participating in private income generating projects. Furthermore, the finding revealed that illness and social problems strongly influenced employee to be absent in excused frame work accepted by government policies. Moreover, the study found that, the use of teachers’ attendance register, class journals, and bonus of teachers for good students’ result, were some strategies used to control teacher absenteeism. Based on the findings the study recommends that, the government and the school should improve teachers’ incentives, teaching and learning environment and supervision of schools so as to encourage and motivate teachers to attend and effectively teach students. Keywords: Employee, Employee Absenteeism, Public Educational, Organizations

Public engagement with marine climate change issues: (Re)framings, understandings and responses

Climate change impacts on marine environments have been somewhat neglected in climate change research, particularly with regard to their social dimensions and implications. This paper contributes to addressing this gap through presenting a UK focused mixed-method study of how publics frame, understand and respond to marine climate change-related issues. It draws on data from a large national survey of UK publics (N = 1,001), undertaken in January 2011 as part of a wider European survey, in conjunction with in-depth qualitative insights from a citizens’ panel with participants from the East Anglia region, UK. This reveals that discrete marine climate change impacts, as often framed in technical or institutional terms, were not the most immediate or significant issues for most respondents. Study participants tended to view these climate impacts ‘in context’, in situated ways, and as entangled with other issues relating to marine environments and their everyday lives. Whilst making connections with scientific knowledge on the subject, public understandings of marine climate impacts were mainly shaped by personal experience, the visibility and proximity of impacts, sense of personal risk and moral or equity-based arguments. In terms of responses, study participants prioritised climate change mitigation measures over adaptation, even in high-risk areas. We consider the implications of these insights for research and practices of public engagement on marine climate impacts specifically, and climate change more generally

Exploring the interplay between Buddhism and career development : a study of highly skilled women workers in Sri Lanka

This article adopts a socio cultural lens to examine the role of Buddhism in highly skilled women workers’ careers in Sri Lanka. While Buddhism enabled women’s career development by giving them strength to cope with difficult situations in work, it also seemed to restrict their agency and constrain their career advancement. Based on our findings, we argue that being perceived as a good Buddhist woman worked as a powerful form of career capital for the respondents in our sample, who used their faith to combat gender disadvantage in their work settings

Goals for the Common Good: Exploring the Impact of Education

Those who advocate for greater investment in education often make the economic argument: more education leads to higher wages and is critical for financial stability and independence. They're right. Robust evidence supports the view that higher levels of educational attainment are linked to higher incomes, less unemployment, less poverty, and less reliance on public assistance. But education is about more than just better jobs and bigger paychecks, important though they are in making families and individuals more financially stable. More education is also linked to better physical and mental health, longer lives, fewer crimes, less incarceration, more voting, greater tolerance, and brighter prospects for the next generation. More education is good for individuals who stay in school to earn their high school degree or who enter and graduate college, but it is also good for all of us, paying big dividends in the form of increased civic engagement, greater neighborhood safety, and a healthy, vibrant democracy. This report is a companion piece to the online Common Good ForecasterTM, a joint product of United Way and the American Human Development Project. It takes a closer look at the ten indicators featured on the Forecaster and makes the case for why education matters to each of these critical areas. The Common Good ForecasterTM is an online tool available at www.measureofamerica.org/forecaster and www.liveunited.org/forecaster