Leaving the mainstream behind? Uncovering subjective understandings of economics instructors' roles

In the wake of the economic crisis, a number of student organizations and researchers highlighted the lack of pluralism and heterodox approaches in economics curricula. The relevance of pluralism becomes clear once set within the implications of a given scientific discourse on reality (e.g. economics and policy making). This study explores the role of instructors in co-constructing the pluralism discourse and debates, while recognizing the role of institutional obstacles to change within the discipline. An empirical field study is conducted with lecturers in introductory economics courses at the WU Vienna University of Economics and Business where they place themselves within the pluralism discourse via a Q-study - a mixed method employed for studying subjectivity in socially contested topics. In Q, a set of statements undergo a sorting procedure on a relative ranking scale, followed by factor-rendering. Four voices are identified: Moderate Pluralist, Mainstreamers, Responsible Pluralists, and Applied Pluralists. The implications of their ideas are discussed from the viewpoint of discursive institutionalism, stressing the role of ideas and discourse in institutional change. Although a discursive readiness for changes towards more pluralism is claimed, strategies for overcoming the difficulties on the institutional level need to be developed

A comprehensive educational approach to improving NCLEX‐RN pass rates

Background Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX‐RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. Methods The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven‐point Likert scale rates. NCLEX‐RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX‐RN pass rates before and after implementation. Results The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX‐RN pass rates showed significant improvements with the combined program support additions. Conclusion The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX‐RN pass rates

Universities` Role in Knowledge-Based Economy and Society. Implications for Romanian Economics Higher Education

The main objective of the article is to analyse the extent to which Romanian universities and, particularly, those in economics higher education field can face the demands of knowledge-based economy and society. The specific objectives of the work mainly consisted of: (a) reviewing the literature outlining the theoretical, methodological and conceptual boundaries; (b) identifying methods for assessing universities’ intellectual capital and examples of good practice; and (c) presenting our research results. The research methodology was based on a structured questionnaire applied in the Academy of Economic Studies, Bucharest, Faculty of Business Administration in foreign languages. Examples of good practice in European universities and international reports of prestigious international organizations were considered as well. The research highlighted the key role of universities as main investors in lifelong learning education, by including the opinions of the direct beneficiars-students, within the context of the Romanian society and knowledge-based economy.Knowledge-based economy, knowledge-based society, investment in lifelong learning education, intellectual capital, sustainable competitive advantage

'Girls into STEM and Komm mach MINT’: English and German approaches to support girls’ STEM career-related learning

European economies require STEM skilled people, yet compared with boys, girls demonstrate a tendency to reject some STEM study and STEM careers. This paper briefly reviews key factors that influence this phenomenon. It then introduces four examples of campaigns and initiatives that encourage girls to consider further participation in STEM in England and MINT in Germany as part of their career ambitions. Evidence of the impact of German initiatives is presented. It concludes that where there is a deliberate strategy linked with defined actions which tackle issues that are specific to girls, then gender imbalances can begin to change