Assessment of Sustainability Governance in Higher Education Institutions - a Systemic Tool using a Governance Equalizer

The paper aims to add to the discussion on sustainability governance in higher education institutions by examining the role of sustainability assessment and introducing an assessment tool inspired by systemic thinking and centered on a ‘governance equalizer’. It discusses recent research and argues that the complexity inherent in sustainability governance remains to be addressed adequately. While a number of models and frameworks have been proposed, most of them remain caught between narrow, management-oriented approaches on the one hand, and rather abstract approaches that provide little guidance for improving the field on the other. Sustainability assessment tools represent a potential way to bridge this gap. While there are existing tools which include issues of sustainability governance, these are often limited to aspects that are easily quantifiable and neglect more complex aspects. Against this background, the article proposes an alternative tool to assess sustainability governance in higher education institutions. The tool is based on a multi-case study in Germany and has been tested in a series of workshops. Drawing on the concept of a ‘governance equalizer’, it focuses on the functional requirements of sustainability governance in five dimensions - politics, profession, organization, knowledge, and the public—and how they are addressed by the HEI. The tool raises the level of abstraction in order to capture complexity, but at the same time keeps sight of governance structures, processes, instruments, and practices. It combines clearly defined criteria that are assessed using carefully developed maturity scales with a focus on stakeholder participation and knowledge

On being a mentor

This article explores issues relating to mentoring students, particularly ophthalmic nursing students. It highlights the importance of mentorship in learning in practice, which in turn is critical to students' education in a competency-based profession. It considers the factors essential in successful mentoring, including two-way feedback, and the importance of mentors understanding the nature of the psychological processes involved and how to assess students' learning and competencies. It also highlights the crucial gate-keeping role of mentors in ensuring that students are fit to practise, and the importance of nurse mentors themselves being fit to practise

Measures of Health-Related Quality of Life Outcomes in Pediatric Neurosurgery: Literature Review

Background Improving value in healthcare means optimizing outcomes and minimizing costs. The emerging pay-for-performance era requires understanding of the effect of healthcare services on health-related quality of life (HRQoL). Pediatric and surgical subspecialties have yet to fully integrate HRQoL measures into practice. The present study reviewed and characterized the HRQoL outcome measures across various pediatric neurosurgical diagnoses. Methods A literature review was performed by searching PubMed and Google Scholar with search terms such as “health-related quality of life” and “pediatric neurosurgery” and then including the specific pathologies for which a HRQoL instrument was found (e.g., “health-related quality of life” plus “epilepsy”). Each measurement was evaluated by content and purpose, relative strengths and weaknesses, and validity. Results We reviewed 68 reports. Epilepsy, brain tumor, cerebral palsy, spina bifida, hydrocephalus, and scoliosis were diagnoses found in reported studies that had used disease-specific HRQoL instruments. Information using general HRQoL instruments was also reported. Internal, test–retest, and/or interrater reliability varied across the instruments, as did face, content, concurrent, and/or construct validity. Few instruments were tested enough for robust reliability and validity. Significant variability was found in the usage of these instruments in clinical studies within pediatric neurosurgery. Conclusions The HRQoL instruments used in pediatric neurosurgery are currently without standardized guidelines and thus exhibit high variability in use. Clinicians should support the development and application of these methods to optimize these instruments, promote standardization of research, improve performance measures to reflect clinically modifiable and meaningful outcomes, and, ultimately, lead the national discussion in healthcare quality and patient-centered care

Implementation of computer assisted assessment: lessons from the literature

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

Strengthening the Scientific Foundations of Professional Psychology: Time for the Next Steps

The field of professional psychology has been tremendously successful, although it has also been characterized by many competing preparadigmatic theoretical orientations, which have led to a great deal of contention as well as conflicting views regarding psychological development, functioning, and behavior change. There is now widespread agreement regarding scientific explanations of many psychological processes, however, and, consequently, it is time to update the basic conceptual frameworks used for professional psychology education and practice. Replacing the traditional reliance on an array of theoretical orientations with a science-based biopsychosocial framework would resolve many of the contradictions and conflicts that characterized the preparadigmatic era and would also provide a common perspective for unifying psychologists around a shared approach to practice, research, and training

Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science

Abstract Background Many interventions found to be effective in health services research studies fail to translate into meaningful patient care outcomes across multiple contexts. Health services researchers recognize the need to evaluate not only summative outcomes but also formative outcomes to assess the extent to which implementation is effective in a specific setting, prolongs sustainability, and promotes dissemination into other settings. Many implementation theories have been published to help promote effective implementation. However, they overlap considerably in the constructs included in individual theories, and a comparison of theories reveals that each is missing important constructs included in other theories. In addition, terminology and definitions are not consistent across theories. We describe the Consolidated Framework For Implementation Research (CFIR) that offers an overarching typology to promote implementation theory development and verification about what works where and why across multiple contexts. Methods We used a snowball sampling approach to identify published theories that were evaluated to identify constructs based on strength of conceptual or empirical support for influence on implementation, consistency in definitions, alignment with our own findings, and potential for measurement. We combined constructs across published theories that had different labels but were redundant or overlapping in definition, and we parsed apart constructs that conflated underlying concepts. Results The CFIR is composed of five major domains: intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and the process of implementation. Eight constructs were identified related to the intervention (e.g., evidence strength and quality), four constructs were identified related to outer setting (e.g., patient needs and resources), 12 constructs were identified related to inner setting (e.g., culture, leadership engagement), five constructs were identified related to individual characteristics, and eight constructs were identified related to process (e.g., plan, evaluate, and reflect). We present explicit definitions for each construct. Conclusion The CFIR provides a pragmatic structure for approaching complex, interacting, multi-level, and transient states of constructs in the real world by embracing, consolidating, and unifying key constructs from published implementation theories. It can be used to guide formative evaluations and build the implementation knowledge base across multiple studies and settings.http://deepblue.lib.umich.edu/bitstream/2027.42/78272/1/1748-5908-4-50.xmlhttp://deepblue.lib.umich.edu/bitstream/2027.42/78272/2/1748-5908-4-50-S1.PDFhttp://deepblue.lib.umich.edu/bitstream/2027.42/78272/3/1748-5908-4-50-S3.PDFhttp://deepblue.lib.umich.edu/bitstream/2027.42/78272/4/1748-5908-4-50-S4.PDFhttp://deepblue.lib.umich.edu/bitstream/2027.42/78272/5/1748-5908-4-50.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/78272/6/1748-5908-4-50-S2.PDFPeer Reviewe

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

Roles and responsibilities of the student nurse mentor: an update.

Facilitating the learning of student nurses in the workplace is an integral role of the registered nurse. This article aims to provide an overview of the role and responsibilities of the mentor in supporting pre-registration nursing students in clinical practice. The professional obligations for the mentor to meet the Nursing and Midwifery Council (NMC) standards (NMC, 2008a) will be explored, including the ongoing requirements to keep up to date in mentoring practices. Some of the challenges within the role will be identified, including the importance of recognizing and supporting the failing student. Recent changes to the preparation requirements for sign-off mentors will be discussed. The article concludes by presenting the potential benefits to both the individual and the practice placement provider

Helping America's Dual Language Learners Succeed: A Research-based Agenda for Action

In the fall of 2014, the Heising-Simons and McKnight Foundations provided support for a National Research Summit on the Early Care and Education of Dual Language Learners (DLLs) in Washington, DC. The goal of the two day summit was to engage and extend the established knowledge base accrued by the Center for Early Care and Educational Research Dual Language Learners (CECER-DLL), while simultaneously informing the future potential efforts by the Heising-Simons and McKnight Foundations specific to the early care and education of dual language learners. Day two centered on the presentation of five McKnight-commissioned papers, the topics of which included: Research Based Models and Best Practices for DLLs across PreK - 3rd gradePerspectives on Assessment of DLLs Development & Learning, PreK - 3Human Resource Development and Support for Those Serving DLLsThe Critical Role of Leaderships in Programs Designed for DLLs, PreK - 3Policy Advances & Levers Related to DLLs in PreK - 3rd gradeThe report attempts to provide a short summary and synthesis of the topics covered in these papers and the discussion generated at the National Summit on Early Care and Education of Dual Language Learners. In addition, a set of recommendations are presented for each topic with regard to the implications drawn from these synthesis and of particular relevance to the supporting foundations' future investment considerations related to DLLs