Analysis and study of hospital communication via social media from the patient perspective

Currently, the online interaction between citizens and hospitals is poor, as users believe that there are shortcomings that could be improved. This study analyzes patients’ opinions of the online communication strategies of hospitals in Spain. Therefore, a mixed-method is proposed. Firstly, a qualitative analysis through a focus-group was carried out, so around twenty representatives of national, regional and local patients’ associations were brought together. Secondly, the research is supplemented with a content assessment of the Twitter activity of the most influential hospitals in Spain. The results reveal that the general public appreciate hospitals’ communication potential through social media, although they are generally unaware of how it works. The group says that, apart from the lack of interaction, they find it hard to understand certain messages, and some publications give a biased picture. In order to improve communication, patients and relatives are demanding that their perspective be taken into consideration in the messages issued to enhance the quality of life and well-being of society

Using stakeholder insights to enhance engagement in PhD professional development

There is increasing awareness of the need for pre- and post-doctoral professional development and career guidance, however many academic institutions are only beginning to build out these functional roles. As a graduate career educator, accessing vast silos and resources at a university and with industry-partners can be daunting, yet collaboration and network development are crucial to the success of any career and professional development office. To better inform and direct these efforts, forty-five stakeholders external and internal to academic institutions were identified and interviewed to gather perspectives on topics critical to career development offices. Using a stakeholder engagement visualization tool developed by the authors, strengths and weaknesses can be assessed. General themes from interviews with internal and external stakeholders are discussed to provide various stakeholder subgroup perspectives to help prepare for successful interactions. Benefits include increased engagement and opportunities to collaborate, and to build or expand graduate career development offices

Learning between university and the world of work

Internships are an increasingly popular activity for university students wishing to learn about the world of work, and the term can encompass many types of opportunities for learning about industries, occupations, or simply the experience of a professional workplace. The present study examines students following full-time degree courses across a range of subjects, in internships that are not integrated into course requirements. Internships of this kind are often located within the ‘employability agenda’ for higher education, developing students’ transferable skills to enable them to make smooth transitions to knowledge work outside the university. University careers advisors therefore encourage these internships as a form of experiential learning, and the notion of student employability is implicitly accepted by policymakers and universities. Yet, little is known about how or what students learn in internships. This study, which took place over three summers, examines how six students from one university made sense of their ten-week summer internships in an investment bank. The students were interviewed prior to their internships, three times during the banking internship, and again on return to the university. Using conceptual tools from sociocultural theory, the study starts from an understanding of movement between university and workplace as a matter of transition, rather than transfer and application, of knowledge and skills from university to the workplace. Adopting the idea of the ‘figured world’ (Holland et al., 1998) permits examination of how the students engaged with the cultural world of the workplace setting, interpreting and engaging with the practices there, and experiencing identity struggles that were of significance to them. The findings reveal the lack of support for the students’ engagement both before and during their placements, and have implications for the careers advising given to students undertaking internships. The study therefore concludes with a presentation of the principles that underpin student experience of internships. Universities can assist this by providing more resources for guidance to students undertaking internships, by assisting them with developing an awareness of the motives that are inherent in the workplace, as well as their own motives and those of employers providing internships.EThOS - Electronic Theses Online ServiceGBUnited Kingdo